WELCOME Introductions PLC model Norms “What Bugs you about meetings?” Agenda Roles and responsibilities Parking lot.

WELCOME Introductions PLC model Norms What Bugs you about meetings? Agenda Roles and responsibilities Parking lot 7 Step Vocabulary Method (Margarita Calderon) June 11, 2010 Julie Wilson Integrated Support Coach Objectives Content Objective: To improve student comprehension by using Margarita Calderons 7-step vocabulary method when teaching vocabulary Language Objective: Apply the 7-step method of vocabulary instruction in a lesson and teach it to the group Read and identify vocabulary words from a given selection into the three vocabulary tiers Will you have these students in your classroom? SIFE: Students with Interrupted Formal Education Reading K-2 level in English or their primary language Adolescent ELLs Long-term ELLs Been in US schools since kindergarten or early grades and are still categorized as ELLs Struggling Readers Students reading 2 or more grade levels below their current grade Question? What is the simplest thing you can do that will have the greatest impact on student achievement? Answer: VOCABULARY How was vocabulary taught when you went to school? Number off Find your partner Share past school experience with new partner Return to original partner and share Share out with large group Compare and contrast past to present experiences Give examples of how vocabulary is being taught in your classroom/or one you have observed: How do you determine what vocabulary is to be taught? How do you assess that students have learned the vocabulary content? Why start with vocabulary? Every content has vocabulary that students must know in order to understand that content Many words cross contents and have different meanings in different contexts. Example of cross content vocabulary What is a CORE? Poster Directions 1. On each table is a poster and a strip of paper with a single word on it 2. You have 3 minutes to brainstorm as many different uses you can think of for that word 3. Write down each definition or phrase on the poster under the word 4. We will share your ideas when the timer goes off Why Focus on Vocabulary? Vocabulary knowledge correlates with reading comprehension. Reading comprehension correlates with content knowledge. Content knowledge correlates with academic success. Why Focus on Vocabulary? Comprehension depends on knowing between 90% and 95% of the words in a text. Words must be taught explicitly and students need to practice those words right away and produce them at least 12 times before we can say they own them. Research Effective vocabulary instruction must include: Multiple exposures to the words in multiple contexts Multiple opportunities to process words Personalization of words Visual support and extra practice time whenever possible. (Block, Hasni & Mangieri, 2005; Bloc, 2005b; Carlo et al., 2004; National Reading Panel, 2000; RAND Reading Study Group, 2002; Stahl & Kepinus, 2001) Research Direct instruction in vocabulary is important. When students have at least six multiple exposures to a word in a variety of contexts, they develop significantly higher levels of comprehension. ( Block, Hasni & Mangieri, 2005; Bloc, 2005b; Carlo et al., 2004; National Reading Panel, 2000; RAND Reading Study Group, 2002; Stahl & Kepinus, 2001) Research Teaching Reading to ELLs by Margarita Calderon (page 2) Model of 7 Step Vocabulary Method 1.At your table, discuss what she did to teach the vocabulary word 2.Write down the steps you observed 3.Be ready to share with whole group ExC-ELL Vocabulary Method 1. Teacher says the word 2. Teacher states the word in context 3. Teacher provides a dictionary definition 4. Teacher explains meaning with a student- friendly definition 5. Asks students to repeat the word 3 times 6. Engages students in activities to develop word/concept knowledge 7. Highlight features of the word/say or spell the word again ExC-ELL 7 Step Method 1.Teacher says the word. 2.Teacher states the word in context from the text. 3.Teacher provides the dictionary definition(s). 4.Teacher explains meaning with student- friendly definitions. 5.Asks students to repeat the word 3 times. 6.Engages students in activities to develop word/concept knowledge. 7.Highlight features of the word: polysemous, cognate, tense, prefixes, etc.. Margarita Calderon/JHU ExC-ELL 7 Step Method Example 1.Effect 2. Weather can have a big effect on your life. 3.The result or consequence of something. 4.Influence, or the power to make something happen. 5.Say effect 3 times. 6.Two cups of coffee in the morning have a big effect on me -- I cant sleep at night! What has had a big effect on your life recently? TTYP 7.How do we spell effect? Margarita Calderon/JHU Directions 7 Step Process Activity 1. Use the 7 Step Process to teach the word on your poster 2. Inside the folder, you will find the word and its dictionary definition on a green piece of cardstock 3. Handout (Pgs. 41 45 from Calderons book) has engagement activities for step 6 4. All members of your group must have a part in the teaching of the word 5. Share out (Four corners) BREAK How do you choose what vocabulary words to teach? Words that are critical to understand: Your Content Your students needs Misunderstanding of meaning Tiered vocabulary (What is it?) Tiered Vocabulary Tier 1Tier 2Tier 3 Simple WordsMore sophisticated words Content specific words Tiered Vocabulary Tier 1Tier 2Tier 3 RunSprint Conflict Run off Power Table Hexagon Revolution microphage VOCABULARY TIERS (TEARS?) FOR ELLs Homophones are words that sound the same but are spelled differently and have different meanings (too, two, to) Polysemous words (or homonyms) are those that sound alike are spelled alike but have different meanings (trunk, trunk, etc.) Cognates/False Cognates Cognates are words in two or more languages that sound almost the same or are spelled the same. Literature literatura Embarrassed embarazada Idioms Resources: Book: More Parts by Tedd Arnold Website: VOCABULARY TIERS FOR ELLs -- Summary of Tiers 1, 2, 3 Tier 1 - Basic words ELLs need to communicate, read, and write. Those that should be taught. Tier 2 - Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions. Tier 3 - Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words. Margarita Calderon/JHU Vocabulary Hunt for Tier 2 words In the folder, you will find 3 colored papers labeled polysemous, idioms and homophones for each person Brainstorm examples for each category and write them on the paper Idea Exchange: You 5 minutes to gather as many additional examples from your colleagues Share out with group Identifying Tiers Using the poster board with the three tiers, sort the words in the envelope at your table, determining as a group whether the words belong in tier 1, 2, or 3 Its OK to have differing opinions You have 3 minutes for this activity What content area do these vocabulary words belong? court steal shooter arc foul ball is live dribbling rebound field goal Example passage The ball is moved down the court toward the basket by passing or dribbling. The team with the ball is called the offense. The team without the ball is called the defense. They try to steal the ball, contest shots, steal and deflect passes, and garner rebounds. When a team makes a basket, they score two points and the ball goes to the other team. If a basket, or field goal, is made outside of the three-point arc, then that basket is worth three points. A free throw is worth one point. Free throws are awarded to a team according to some formats involving the number of fouls committed in a half and/or the type of fouls committed. Fouling a shooter always results in two or three free throws being awarded the shooter, depending upon where he was when he shot. If he was beyond the three-point line, then he gets three shots. Other types of fouls do not result in free throws being awarded until a certain number have accumulated during a half. Once that number is reached, then the player who was fouled is awarded a 1-and-1 opportunity. If he makes his first free throw, he get to attempt a second. If he misses the first shot, the ball is live on the rebound Utah Activity Utah is divided into smaller regions called counties. County government is headed by a board of county commissioners. Finding Vocabulary Words In Context Activity Part One Work in individually. 1. Read the Utah passage 2. Identify tier 1, tier 2 and tier 3 words (no more than 9 words and at least one word in each tier) and place on tier planning worksheet (back of passage) Finding Vocabulary Words In Context Activity Part Two Work in table group 1. Share worksheets 2. As a team agree on 9 words and place on poster (at least one word in each tier) 3. Share out with whole group Finding Vocabulary Words In Context Activity Part Three Work individually Using the Vocabulary Tier Planning Worksheet, identify 9 words from one of your lessons and place the vocabulary word on the graphic organizer (at least one word in each tier) Word Walls Reflection Key concepts:Insights: Unanswered Questions:Next Steps: