1. Activating Background Knowledge Vocabulary Development Student Engagement Pam Wolff Asst. Program Administrator pamwol@berksiu.org 610-987-8299

2.  How do we design classroom instruction to actively engage students?  How do we support student’s comprehension of content area literacy?  How do we activate, build and revise schema before, during and after reading and why is this important?  How does vocabulary support the development of schema?

3.  Develop a collective understanding and common language for student engagement.  Extend knowledge of strategies to help students activate, build and revise schema – before, during and after reading  Extend knowledge of vocabulary strategies  Collectively plan the October 8 th turn around agenda

5.  A visual tool to help readers activate and draw on prior knowledge, recognize important components of different concepts, and see relationships among these concepts.

6.  Brainstorm how many of these words relate to each other in some way.  Arrange words according to relationships forming categories.  Depict these categories in the form of a map or web.  Share your semantic map with the group and explain your reasoning behind the categories and words you have grouped together.

7.  Metacognition  Schema  Quick Write  Vocabulary  Scaffolding  Formative Assessment  Prior Knowledge  Learning Activities  Frayer Model  Give One, Get One  Two-Column Notes  Reading Strategies  Student Engagement  Expository Text  Active Learning  Graphic Organizers  Exit Ticket  Comprehension  Making Connections  Word Splash  Questioning

8.  How could you adapt and use this strategy with your students?

9. Student Engagement “Let’s Think about Student Engagement?”

11.  Read and Respond to Danielson’s Rubric – Component 3c – Engaging Students in Learning “When students are actively engaged in learning, their activities and assignments (including homework) challenge them to think broadly and deeply, to solve a problem or to otherwise engage in non-routine thinking.” ~Charlotte Danielson, 2007

13. Gradual Release of Responsibility

14. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” “ You do it together ” Collaborative Independent “ You do it alone ” A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

15. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson “ I do it ” Independent “ You do it alone ” Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

16. TEACHER RESPONSIBILITY (none) STUDENT RESPONSIBILITY Independent “ You do it alone ” Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

17. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” Independent “ You do it alone ” Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

18. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” “ You do it together ” Collaborative Independent “ You do it alone ” A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

19. How does the teacher….  Establish a purpose and help students to use schema to build on prior learning?  Support vocabulary learning?  Engage students in the learning process?  Social Studies Lesson in Action Social Studies Lesson in Action

20.  How do we design classroom instruction to actively engage students?  Revise the less engaging activities for each characteristic to make them more engaging.  You may work with a partner.

21. Content Words“Cool Words”  What words help us to better understand and remember the content?  What words are new and/or interesting?  What words will make you sound “smarter”?

22.  How could you adapt and use this strategy with your students?  How do we design classroom instruction to actively engage students?

23.  Why is important to activate schema (prior knowledge) before reading?  How do readers continue to build and revise schema before, during and after reading and why is this important?

24. A Close Reading  Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. A close reading requires active thinking and analyzing of the content to make decisions.  Underline key words or phrases which help you to better understand.  What do you think this could look like, sound like and feel like in practice? Record your thinking.

25. 25 Activating Schema and the Common Core Standards  CCR Reading Standard 6: Assess how point of view or purpose shapes the content and style of text. Reading Standards for LiteratureReading Standards for Informational Text Grade 3: Distinguish their own point of view from that of the narrator or those of the characters. Grade 3: Distinguish their own point of view from that of the author or text. Grade 7: Explain how an author develops and contrasts the points of view of different characters or narrators in text. Grade 7: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Grades 11-12: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement). Grades 11-12: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text.

26.  Brief summary based on key words from the text.  Arrange words in categories.  Write prediction statement that offers a gist of what the selection might be about.

27. Encourages students…  to make predictions,  to activate prior knowledge about a topic,  to see causal relationships,  to make inferences,  and to form images about a text.

28. Title: “Barbie to Baby Einstein: Get Over It” obsessed Young Latinos bellwether Wal-Mart middle class Barbie misgivings teens Nannies American family media Prejudice Who:What:Where/When: Why:Unknown Words:To discover: Gist Statement:

29.  Access prior knowledge  Interact with portions of the text prior to reading  Practice sequencing, find cause and effect relationships, draw comparisons, make inferences, and predict  Identify vocabulary that may be a problem  Construct meaning BEFORE they begin reading

31. ◦ With a partner, decide who will say something first. ◦ When you say something, do one or more of the following:  Make a prediction  Ask a question  Clarify a misunderstanding  Make a comment  Make a connection ◦ If you can’t do one of these things, then you need to reread. ◦ (Beers, 2003)

32.  I predict that…  I bet that…  I think that…  Since this happened (fill in detail), then I bet the next thing to happen is…  Reading this part makes me think that this (fill in detail) is about to happen.  I wonder if…

33.  Why did…  What’s this part about…  How is this (fill in detail) like this (fill in detail)…  What would happen if…  Why…  Who is…  Do you think that…

34.  Oh, I get it…  Now I understand…  This makes sense now…  No, I think it means…  I agree with you. This means…  At first I thought (fill in detail), but now I think…  This part is really saying…

35.  This is good because…  This is hard because…  This is confusing because…  I like the part where…  I don’t like this part because…  My favorite part so far is…  I think that…

36.  This reminds me of…  This part is like…  This character (fill in name) is like (fill in name) because…  This is similar to…  The differences are…  This setting reminds me of…

37.  If you can’t do one of these things, then you need to reread.

38.  Identify and discuss the author’s purpose for writing this article. ◦ What is the author’s point of view? ◦ What evidence does the author use to develop his argument. ◦ What evidence is the most compelling?

39. ~Kylene Beers

40. Content Words“Cool Words”  What words help us to better understand and remember the content?  What words are new and/or interesting?  What words will make you sound “smarter”?

42. QuestionIt SaysI SayAnd So Read the Questions Find Information from the text that will help you answer the question Think about what you know about that information Combine what the text says with what you know to come up with the answer

43.  Identify and discuss the author’s purpose for writing this article. ◦ What is the author’s point of view? ◦ What evidence does the author use to develop his argument. ◦ What evidence is the most compelling?

44.  How could you adapt and use this strategy with your students?  How do we design classroom instruction to actively engage students?

47.  The scientific research on vocabulary instruction reveals that (1) most vocabulary is learned indirectly, and (2) some vocabulary must be taught directly.  The following conclusions about indirect vocabulary learning and direct vocabulary instruction are of particular interest and value to classroom teachers:  Children learn the meanings of most words indirectly, through everyday experiences with oral and written language.  Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly. National Reading Panel

48. 3-2-1  3 Main Points – What is most important to remember?  2 Interesting Points  1 Question 48

49.  Helps create a word-rich environment  Facilitates word analysis  Connects reading and writing  Supports student reading and vocabulary development  Allows for connections between words  Provides an “anchor” for commonly misspelled words, high frequency words, and content based words

57. Patricia Cunningham

58. 1. Provide a student friendly description, explanation, or example. 2. Students restate 3. Students create a graphic representation 4. Engaging activities to enhance knowledge 5. Student discussion using terms 6. Games for reinforcement

59. Children need to encounter words frequently in a variety of contexts in order to internalize them. – at least 12 times McKeown, Beck, Omanson & Pople

60.  How do we support student’s comprehension of content area literacy?  Why is important to activate schema (prior knowledge) before reading?  How do readers continue to build and revise schema before, during and after reading and why is this important?  How does vocabulary support the development of schema?

61.  Exit Ticket: ◦ What are 2 Key Learning from Today? ◦ One question you still have?