1. Building Academic Language Tiered Vocabulary PD Module 2: October 29, 2015

2. Today’s Goals  Demonstrate the importance of Tier 2 vocabulary (mortar words)  Explore “Pulling Out” Tier 2 Vocabulary and the implications of the “Vocabulary Gap” for our learners  Practice vocabulary strategies/games

3. Vocabulary JENGA!  4 Volunteers or ”Voluntolds” sit at the the JENGA Table  Remaining Participants “Fishbowl” around in a circle to observe  Play/Observe Vocabulary JENGA

4. Whole Group Debrief  How was the “Pulling Out Tier 2 Word Game” a metaphor?  As you sorted the Jenga words, what words did you have conversations about? Were there words that were both Tier 2 and Tier 3?

6. 30 Second Blast At your table, generate a list of “meanings” the following word has: BAR At your table, create as many sentences as possible of the “multiple meanings” for the following 2 word phrasal verb: PUT OUT

7. 30 Second Blast BAR:  Soap  Sand (water/ocean)  Iron on window  Stop  Lawyer  Place to drink  Place to keep adult beverages  “none” – nothing better than  Metal lump  Musical term

8. 30 Second Blast Put Out:  Inconvenience  Set something out  (Inappropriate Meaning)  Horse to pasture  Extinguish  Publish  Maximum effort  Ships to sea  Baseball

10. Bricks & Mortar Bricks/Tier 3 Words = specific content vocabulary of subject (i.e. radius; sedimentary rock) Mortar/Tier 2 Words = general academic vocabulary and ways of using language that span subjects (i.e. concept; analyze; process; according to) Need to help students learn both the bricks and the mortar, especially the mortar/Tier 2 “portable” words.

11. Do you know what this means? One ___________, there was a ____________ of producers in a food web. As a result, the number of deer and wolves _______________. The reason that both the deer and wolf populations __________________ is that: A.producers are not as important as consumers in a food web B.more consumers than producers are needed to ________________the food web C.organisms in this food web are _____________ C.populations __________ to stay _____________ in a _______________ (NYS Regents HS Exam; Living Environment Item 3, August 13, 2008)

14. Making Meaning Tier 2Vocabulary 1. You will have 5 readings to examine with the Tier 2 words removed 2. Silently, pick 1 or 2 pages and read 3. Try to find someone at your table read the same pages 4. Attempt to make meaning of the text

15. “Pulling Out” Tier 2 Vocabulary Words Were you able to determine meaning of the texts? How? Given a learning task or assessment based on the readings, how would you perform? Did discussing the text with a partner help increase your understanding? What connections can you make from this activity to those of your struggling readers you work with?

16. Tier 2 words across grade levels The same idea becomes more sophisticated as students progress across grade levels. and ⇨ also ⇨ additionally ⇨ moreover ⇨ furthermore so ⇨ because ⇨ therefore ⇨ as a result ⇨ consequently (Causality) end ⇨ last ⇨ finally ⇨ in conclusion ⇨ to sum up I like ⇨ I think ____ ⇨ In my opinion ⇨ Based on ____ I believe

17. 90% Rule for Comprehension Knowing 90% of the words used in a passage helps students use context clues, cognitive strategies, and inferring abilities that strengthen reading comprehension and support learning additional words. 90% Comprehension Rule: Frustration Level: Below 90% Comprehension Instructional Level: 90% - 95% Comprehension range Independent Level: 95% Comprehension

18. Tier 2 Vocabulary Instruction 1. Watch the video demonstration of Marzano’s Six Step Process to teach tier two vocabulary 2. Observe and identify the teacher actions and behaviors that focus the lesson on vocabulary and/or are “sound” instructional practice 3. Describe the student actions and behaviors/interactions with vocabulary https://www.youtube.com/watch?v=p9DPKgBrJQE

19. Whole Group Debrief Marzano’s 6 Step Vocabulary Lesson  Teacher Behaviors/Actions:  Student Behaviors/Actions:

21. Tier 2 vs Tier 3 These are parallel processes happening in your work every day by explicitly teaching and using:  Transition words  Signal words  Task words  Multi-meaning words When teaching content vocabulary, the process becomes as important as the product.

22. So Now What? Vocabulary Activities & Games Vocabulary Charades Jenga Sort Talk a Mile a Minute What vocabulary activites do you do with students?

23. Building Academic Language Next Workshop PD Module 3: December 10, 2015 Remember to Complete Your Homework!!