Academic Vocabulary in Science & Social Studies Good Morning! Please sign in and sit wherever you feel comfortable. What do you know about . . . • Walk around the room to find a partner • Discuss one of the four CCSS items together – 2 minutes each person. • Record what you know • We’ll do three rotations – First person is your Pike’s Place Market partner – Second is your Space Needle Partner – Third is your Ferry Boat partner Introductions • Introduce yourself • Your school and district • Your role/position Today’s Agenda • ELA CCSS Overview • Academic Vocabulary- What is it? What are Tier 1, 2, and 3 words? • Lunch • Classroom strategies for academic vocabulary • Using discourse to foster use of academic vocabulary • Reflection and feedback Learning Targets • We will become familiar with the organization and structure of the CCSS for English Language Arts in Literacy, History/S.S., Science, and Technical Subjects. • We will understand what Tier 1, 2, and 3 words are and can identify key academic vocabulary in a text. • We will learn about classroom strategies for teaching academic vocabulary. • We will understand the role of classroom discourse in supporting vocabulary usage by students. Common Core State Standards • Clear, consistent, rigorous standards in English language arts/literacy and mathematics • Define the knowledge and skills students need for college and career success • Developed voluntarily and cooperatively by states with input from teachers and college faculty; more than 40 states have adopted Source: www.corestandards.org CCSS Implementation Timeline 2010-11 Phase 1: CCSS Exploration Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build State & District Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support Implementation 2011-12 2012-13 2013-14 2014-15 Reading the INTRODUCTION Pg. 3 - Carefully read right-hand column only Discuss: “What are the main points of each paragraph?” Pg. 4 - Quickly skim headings and first sentences. Pg. 5 – Review tables and read page 5 carefully. Discuss: “What are the potential shifts in classroom practice?” Pg. 6 – Quickly skim first sentences. Pg. 7 – Quickly skim first sentences. Pg. 8 – Skip Overall Organization. Read Who is responsible . . . and Key Features. 9 Current WA Standards (GLEs) – Grades K-10 Reading Writing Communication (includes Speaking and Listening) Common Core ELA Standards – Grades K-12 Language Media & Tech 10 Big Shifts in the ELA CCSS ELA • Building content knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language The ELA Document Structure Introduction page 3 • K-5 page 10 6-12 page 35 Reading Writing – Writing Speaking and Listening – Speaking and Listening Language – Reading • Foundational Skills – Language Literacy in History/S.S. Science, and Technical Subjects page 60 Appendices A, B, C 12 CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Standards Standards for for Reading Writing Key Ideas and Details 2. 3. Craft and Structure Integration of Knowledge and Ideas 1. Range of Reading and Level of Text Complexity Informative/Explanatory, Narrative 1. Text Types and Purposes 2. Production and Distribution of for Speaking and Listening 1. Comprehension and Language 1. Collaboration 2. Writing 3. Standards Language Argumentative, Literature and Informational Text 1. Standards for Speaking and Listening Research to Build and Present Conventions of Standard English Presentation of Knowledge 2. Knowledge of Language and Ideas 3. Vocabulary Acquisition and Use Knowledge 4. Range of Writing Foundational Skills K-5) 1. Print Concepts 2. Phonological Awareness Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12) 3. Phonics and word Recognition 4. Fluency 13 College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards • Reading - 10 • Writing - 10 • Speaking and Listening - 6 • Language - 6 14 ELA Common Core Standards Framework “What” students should know and be able to do at each grade level and band. Grade Level Standards Strands The major areas or disciplines of study within each content area. Sub-headings The main focus of the content within each strand. Grade Level Standards Grade Level Standards Reading Strand Grade Levels Sub-heading Strand Abbreviation The ELA CCSS Code Reading Literature Standard 3 RL.4.3 Grade 4 Key ELA Shifts • Hunt Institute Video What is ACADEMIC VOCABULARY and how does it fit with the other key shifts in the Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects? Break Academic Vocabulary Language Anchor Standard 6 • “Acquire and use accurately a range of general academic and domain-specific words and phrases …” 21 Back-mapping in the ELA CCSS • Starting with college and career readiness • Standards for each grade level are identified • Working backward from grade 11-12 to 9-10 to 8 etc. • Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness 22 Language Standard 6 Acquisition and Use of Vocabulary • Highlight the additions of the grade level standard as it progresses from Kindergarten toward College and Career Ready Anchor Standards (CCRS) • Underline the key concepts important nouns or noun phrases • Circle the verbs describing skills required of students 23 Layers Ice Age- Continental Drift Video Volcanoes: Read and Think • Circle the words that are specifically about volcanoes • Underline any confusing words in the passage Vocabulary from Appendix A Read pages 32-34 of Appendix A: • Identify 3 key ideas in the text. • Determine 2 things you wish to discuss further. • Communicate 1 question you have. • Share your thinking with an elbow partner Three tiers of words Tier 3: Domainspecific words Tier 2: General academic words Tier 1: Words of everyday speech Oregon Department of Education 27 Three tiers of words – Highly specialized, subject-specific; low occurrences in texts; lacking generalization ◦ E.g., oligarchy, euphemism, hydraulic, neurotransmitters –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas ◦ E.g., principle, relative, innovation, function, potential, style – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level ◦ E.g., injury, apologize, education, serious, nation Oregon Department of Education 28 Tier 3 words are often defined in the texts • Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story…. • The top layers of solid rock are called the crust. • Optical telescopes are designed to focus visible light. Nonoptical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye. 29 Careful selection of words to teach • In school settings, students can be explicitly taught a deep understanding of about 300 words each year. • Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words can be taught within one subject area each year. • It is reasonable to teach thoroughly about eight to ten words per week. -- more at K-12 Teachers: Building Comprehension in the Common Core Oregon Department of Education 30 Criteria for selecting words to teach Think about what are the “barrier words” ◦ Does this word keep the student from understanding the text? Importance of the word for understanding the text ◦ What does the word choice bring to the meaning of the text? (E.g., precision, specificity?) General utility of the word ◦ Is it a word that students are likely to see often in other texts? Are there multiple meanings? ◦ Will it be of use to students in their own writing? Students’ prior knowledge of the word and the concept(s) to which it relates ◦ How does the word relate to other words, ideas, or experiences that the students know or have been learning? ◦ Are there opportunities for grouping words together to enhance understanding of a concept? -- more at K-12 Teachers: Building Comprehension in the Common Core Oregon Department of Education 31 Freedom Walkers: Read and Think • Read Freedom Walkers and identify some Tier 1, 2, & 3 words. • Add the words to your vocabulary table. Vocabulary Table Tier One Tier Two Tier Three Freedom Walkers Tier 3 Words racial segregation Jim Crow White Supremacy Discriminated Segregation Poll Tax Tier 1 Words Color Bus People Race Restaurants Sleep Theaters 34 Activity: Select Tier 2 words to teach • • • • The word is central to understanding the text. The word choice and nuance are significant. Students are likely to see this word frequently. Students will be able to use this word when writing in response to the text. • It is a more mature or precise label for concepts students already have under control. • The word lends itself to teaching a web of words and concepts around it. Oregon Department of Education In Your Notebooks….. Tier One Tier Two determined Tier Three Thinking About Vocabulary Lists • Choose a set of vocabulary words – K-2 – 3-5 – 6-8 – 9-12 • Sort the cards into Tier 1, Tier 2, and Tier 3 words. • Compare your sort to another group that chose the same grade band. • Discuss your differences Lunch What does the research say? • Explicit Vocabulary Teaching Strategies Video Dr. Curtis describes explicit vocabulary instruction & provides classroom examples, talks about key strategies students can use, & explains why it is important to provide explicit vocabulary instruction in content area classes. Sharing Vocabulary Strategies • How can vocabulary learning be supported . . . – by Visual Representations? – in Classroom Discourse? – through Games & Activities? • On your handout and then on the poster, give one or more examples along with a brief explanation of the process used to implement the strategy. • Add new strategies you learned today beneath the “Learning Line” on your handout Vocabulary Strategies Vocabulary Paint Chips Video • Think-Pair-Share with Pike’s Place Market Partner • Record on your handout how the Paint Chip vocabulary strategy fits with what we presented on our posters regarding: – Visual representations – Games and activities – Classroom discourse • What elements of this strategy connect with the three categories on our posters and how might you use this strategy in your classroom? Vocabulary Strategies Kick Me- Making Vocabulary Interactive Video • Think-Pair-Share with Space Needle Partner • Record on your handout how the Kick Me vocabulary strategy fits with what we presented on our posters regarding: – Visual representations – Games and activities – Classroom discourse • What elements of this strategy connect with the three categories on our posters and how might you use this strategy in your classroom? Pause for a Break Vocabulary Strategies Academic Discourse Strategies Video • Think-Pair-Share with Ferry Boat partner • Record on your handout how the Academic Discourse strategies fit with what we presented on our posters regarding: – Visual representations – Games and activities – Classroom discourse • What elements of these strategies connect with the three categories on our posters and how might you use these strategies in your classroom? Vocabulary Strategies Packet • Take a moment to look through the vocabulary strategies packet. • Which ones would work well for teaching academic vocabulary? • Put a by 1 or 2 that you would like to try this September. Reflection and Feedback 3 Things that you learned or have a fresh perspective on: 2 Ideas you will share with someone who is not here today: 1 Action you will take when you return to your school or district: Thank you! Please complete the clock hour feedback form. COURSE NUMBER: BNB987 Place it on the table by the sign-in sheets.