Regional Literacy Team

Friday, November 21, 2014

2

BIG PICTURE Implementation of the ELA CCSS The Three Shifts in English Language Arts

1. Regular practice with complex texts and their academic language

2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational

3. Building knowledge through content-rich nonfiction

3

Today’s Learning Targets Understand the links between reading,

vocabulary and academic performance (Shift 1)

Gain greater understanding of what the ELA CCSS look like in classroom (Shift 2 and 3)

Unpack a SBAC Performance task to clarify what is being asked of Teachers Students And link those expectations to

Current resources and tools including the Digital Library (All 3 Shifts)

4

Agenda 9:00 Welcome, Learning Targets, Getting to Know

You 9:20 The Case for Vocabulary Instruction: Part 1 10:20 Break 10:40 The Case for Vocabulary Instruction: Part

2 12:00 LUNCH 12:30 What Does the CC Look Like in Practice? 1:30 Break 1:45 Unpacking a SBAC Performance Task 2:45 Review Learning Targets 2:50 Survey

5

7 Norms of Collaboration 1. Pausing 5. Paying attention to

self and others 2. Paraphrasing 6. Presuming positive

intentions

3. Probing 7. Pursuing a balancebetween advocacy and

inquiry 4. Putting ideas on the table

6

Getting to Know You

West Side of the Room East Side of the Room

Thanksgiving Appetizers Black Friday Holiday Shopping is

done and wrapped

Christmas Dessert Sleep In December 24th is just

fine

7

The Case for Vocabulary Part 1

8

Thought Partners

9

Some Statistics to Think About

Predicting Course FailurePoor reading in 8th grade predicts course failure-students in the lowest quartile were 3.5 times more likely than students in the NEXT highest quartile of reading

Alliance for Excellent Education, 2007

10

Consider Students in the lowest 25 percent of their

class in reading are 20 times more likely to drop out then the other 75%

US Department of Education, 2003

Of the 7,000 students who drop out of high school every school day- 75% end up incarcerated

Alliance for Excellent Education, 2007

11

In fact…

70 percent of prisoners in state and federal systems can be classified as illiterate

85 percent of all juvenile offenders rate as functionally or marginally illiterate

43 percent of those whose literacy skills are lowest live in poverty

National Institute for Literacy

12

However, it is never too late!

Inmates have a 16 percent chance of returning to prison if they receive literacy intervention compared to those who do not receive help who have a 70 percent chance of re-incarceration.

Ruben Rosario

13

What we know about Struggling Readers Difficulties in decoding and word

recognition are at the core of most reading difficulties

( Lyon, 1997)

Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy

(Bay Area Reading Task Force, 1996)

14

Struggling Readers, Continued… In a sample of 54 students, Juel found

that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade. (Juel, 1988)

Assuming students will “catch up” with practice as usual is not wise. Catching up is a low probability occurrence.

The bottom 20-25% of struggling readers will require a very different kind of effort in both the short and long run.

15

Reading as a Gateway Skill

75% of variance in academic achievement is attributable to reading.

16

Reflect with Thought Partner #1

What stood out to you from the statistics presented?

What types of reading intervention are practiced in your school or district? What are the results?

17

Reading and Vocabulary Federal studies suggest a student’s

reading performance may not improve until they have a better grasp of vocabulary

Knowledge of word meanings(vocabulary) is critical to reading comprehension

Learning First Alliance, 2000, National Reading Panel, 2000

Vocabulary skills nationwide closely track Reading Comprehension

U.S. Department of Education’s National Center for Education Statistics, 2013

18

Vocabulary: Nationwide Progress

The top 25% of readers turned in an average 255 point vocabulary score on a 500 point scale; the weakest 25% scored only 177 points.

The average 4th grader scored 218 in 2011, essentially unchanged from 2009

The average 8th grader scored 265 unchanged from 2009

U.S. Department of Education’s National Center for Education Statistics, 2013

19

The GapThe vocabulary gap that exists when students enter school continues into adulthood.

Schools aren’t helping narrow the vocabulary gap despite the fact we know the best way to teach it.

For younger students, teachers tend to use vocabulary students already know

Sharon Darliing, President of the National Center for Family Literacy

20

Hart, B. & Risley, T.R. “The Early Catastrophe: The 30 Million Word Gap by Age 3” (2003)

The finding that children living in poverty hear fewer than a third of the words heard by children from higher-income families has significant implications in the long run. When extrapolated to the words heard by a child within the first four years of their life these results reveal a 30 million word difference. That is, a child from a high-income family will experience 30 million more words within the first four years of life than a child from a low-income family. This gap does nothing but grow as the years progress, ensuring slow growth for children who are economically disadvantaged and accelerated growth for those from more privileged backgrounds.

21

And Yet…

A rich vocabulary is absolutely key to student’s academic success- previous research suggests it’s the single biggest indicator of a student’s future achievement

Vocabulary is the “Skill of Skills”Demographics isn’t destiny…but vocabulary might be

Robert Pondiscio, The Core Knowledge Foundation

22

Common Core and Vocabulary Increased demands in content and

academic vocabulary Common Core asks teachers to teach

fewer subjects with more depth SBAC testing will require greater

vocabulary and more higher-order thinking using that vocabulary

Assigning words to memorize will not work- SBAC tasks will not ask students to define words in isolation, but use words in context

23

From Classroom Instruction that Works One of the most generalizable

findings in the research is the strong relationship between vocabulary and several important factors, such as Intelligence ( Davis, 1944; Spearitt,

1972; Thorndike and Lorge, 1943) One’s ability to comprehend new

information (Chall, 1958; Harrison, 1980)

One’s level of income (Stitcht, Hofstetter, & Hofstetter, 1997)

24

Reflect with Thought Partner #2

How could the information provided be used ~

in your classroom?in your school ?in your district?

25

Vocabulary Instruction

“In fact, some researchers have concluded that systematic vocabulary instruction in one of the most important

instructional interventions that teachers can use, particularly with low-achieving students.” (Becker, 1977)

26

What it looks like to read with 80% accuracy

He had never seen dogs fight as these w____ish c__f____t, and his first ex____t____t him an unf_____able l_____n. It is true, it was a vi___ex_____, else he would not have lived to pr__it by it. Curly was the v______. They were camped near the log store, where she, in her friend__ way, made ad______ to a husky dog the size of a full-_____ wolf, the _____ not half so large as ___he. __ere was no w__ing, only a leap in like a flash, a met____ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw. It was the wolf manner of fight___, to st__ and leap away: but there was more to it that this. Th___ or forty huskies ran _o the spot and not com___nd that s____t circle. Buck did not com____d that s___t in___, not the e__way with which they were licking their chops.

Kame’enui, Simmons, Coyne, & Harn

27

Vocabulary and Performance on CCSS Research has clearly established that

students will achieve higher scores on standardized tests if they know the vocabulary of the standards.

Tileston, D. Closing the RTI Gap

28

How Did Fourth Graders Respond? “The boys were puzzled that there were no

ducks.”

The word “puzzled” means: A. Trying to follow the ducks B. Hoping to play games with the ducks C. Surprised that there were so many ducks D. Confused that there were no ducks

Only 51% correctly chose “confused that there were no ducks”

29

Take Heart, Difficulties with Vocabulary is Not New

“More than eleven-twelfths of the children in our schools do not understand the meaning of the words they read.”Horace Mann, 1838

30

“Vocabulary Skills Nationwide Closely Track Reading Comprehension” U.S. DOE, 2013 If reading is the “gateway skill” and vocabulary is

the “skill of skills,” then…. Each K-12 or Birth through 20 system needs a strong

foundational reading skills program The CCSS calls out for Foundational Skills as part of Tier 1 or

Core Instruction

If vocabulary instruction improves reading performance, then… Each K-12 or Birth through 20 system also needs a

systematic means of providing vocabulary instruction CCR Anchor Standards for Reading (4): Interpret words and

phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyze how specific word choices shape meaning or tone.

31

Systematic Vocabulary Instruction This is a TEST: 1. Which would you prefer: Explicit

instructions or implicit instructions when assembling a bookshelf? Why?

2. What advantages does Choral Response offer when presenting information? For the students? For the teacher?

3. According to brain research, what is Rule #1 for getting information into long-term memory?

4.What instructional practice do you think is least effective when students are learning new vocabulary words? Why?

32

Answers 1. Explicit= leave nothing to the

imagination Implicit= implied, not stated

2. For Students: Everyone is engaged, everyone is responding/processing

For Teachers: Everyone is engaged; opportunity to monitor student responses- ensure perfect practice 3. Repetition, Repetition, Repetition, Repetition 4. Your thoughts?

33

Sources and Related Books

Clear Teaching ~ Shepard Barbash

Talent is Overrated ~ Geoff Colvin

Conceptual Learning ~ Siegfried Englemann

Brain Rules ~ John Medina

Explicit Instruction ~ Anita Archer

34

Words to Know Jobbernowl- A stupid person,

blockhead The jobbernowl drove the wrong

way on a one way street. Oojah- A doohickey or

whatchamacallit My father asked me to hand him the

oojah when he couldn’t think of the name.

Inglenook- A chimney corner The inglenook was chipped beyond

repair.

35

Match the vocabulary word to the definition

1. Jobbernow a. a chimney corner

2. Oojah b. a stupid person, blockhead

3. Inglenook c. a doohickey or whatchamacallit

36

KvetchTo complain

37

CruciverbalistOne who loves doing crossword puzzles

38

SnollygosterA shrewd, unprincipled person, especially a politician

39

FlivverA compact car of poor qualityClick icon to add picture

40

VocabularyWhat Students Need to Learn

How We Teach It

The meanings for most of the words in the text so they can understand what they read

How to apply a variety of strategies to learn word meanings

How to make connections between words and concepts

How to accurately use “new” words in oral and written language

Provide opportunities for students to receive direct, explicit instruction in the meanings of words and in word learning strategies

Provide many opportunities for students to read in and out of school

Engage children in daily interactions that promote using new vocabulary in both oral and written language

Enrich and expand the vocabulary knowledge of ELLs

Actively involve students in making connections between concepts and words

Kame’enui, Simmons, Coyne, & Harn

41

How Do We Help Student’s Build Vocabularies? To be effective, a program of vocabulary instruction

should provide students with opportunities for word learning by: Exposing students to high-quality oral language

Use rich vocabulary Read stories (Read alouds) Audio Books

Promoting word consciousness Knowledge of and interest in words Playing with language Word games

Encouraging wide reading Proficient reading Wide level reading (simple and challenging) Hour per day

42

Explicit Vocabulary Instruction Explicit Instruction of Specific Words

Explicit instruction of specific words and their meanings will contribute greatly to vocabulary developmentUse both definitional and contextual

information about word meanings, Involve students actively in word

learning, and Use discussion to teach the meanings of

new words and to provide meaningful information about the words.

43

From Classroom Instruction That Works 1. Students must encounter words in context

more than once to learn them. (6-40 times) 2. Instruction in new words enhances learning

those words in context. 3. One of the best ways to learn a new word is

to associate an image with it. 4. Direct vocabulary instruction works. 5. Direct instruction on words that are critical

to new content produces the most powerful learning.

Jenkins, Stein and Wysocki, 1984 Nagy and Anderson, 1984 Stahl and Fairbanks, 1986

44

Classroom Instruction That Works Process Step 1. Present students with brief explanation or

description of the new term or phase. Step 2. Present students with a nonlinguistic

representation of the new term or phrase. Step 3. Ask students to generate their own

explanations or descriptions of the term or phrase. Step 4. Ask students to create their own

nonlinguistic representation of the term or phrase. Step 5. Periodically ask students to review the

accuracy of their explanations and representations. Step 6. Involve students periodically in games that

enable them to play with terms.

45

Anita Archer’s Explicit Vocabulary Instruction http://explicitinstruction.org/?page_id=317

This is the main page for Anita’s Vocabulary Work, it includes an embedded video and her protocol for explicit teaching vocabulary.

46

Thought Partner #2 What squares with

your thinking about teaching vocabulary?

What challenges your thinking about teaching vocabulary?

47

Use Definitional and Contextual Information Such as: Teach synonyms Teach antonyms Rewrite definitions Provide example

sentences Provide non-examples Discuss the difference

between the new word and related words.

Have students create sentences that contain the new word

Use more than one new word in a sentence.

Discuss the meaning of the same word in different sentences

Create a scenario Create silly questions: For

the words actuary, hermit, philanthropist, and villain, their questions might include “Can an actuary be a hermit?” “Can an actuary be a philanthropist?” “Can a philanthropist be a hermit?”

48

Teaching Vocabulary

HEAR words in contextSEE the BIG IDEA

SAY words and organize thoughtsDO…Act and copy your model

Teach the language of the lesson- many times

49

Wayne Callender’s Plan 1. Screen language to identify

students at risk. 2. Have a powerful and immediate

plan for providing intervention. 3. Provide intentional, explicit

vocabulary instruction targeting key academic words.

4. Align instructional efforts to brain research regarding long-term memory retention.

5. Assess vocabulary purposefully and often

50

Step One Screen Kindergarten and First Grade Students

to identify students at Language risk Provide a minimum of 1 to 2 years of

Systematic Intervention- 30-45 minutes a day Screen older students using vocabulary

benchmark assessments- provide systematic intervention for students below the 10th percentile Possible resources you already have:

Easy CBM (paid version) RM’s Language for Learning (K-1) and Language for

Thinking (1-2)] SRA Reasoning and Writing

51

Step Two 1. Identify academic words to be taught

(Science, Math, Reading and Social Studies) 2. Create Kid Friendly Definitions 3. Create power point slide for each word that

includes the word, definition, and picture 4. Review instructional routines (templates

provided) 5. Place vocabulary in context 6. Create vocabulary practice centers/stations 7. Create vocabulary mastery tests 8. Provide progress monitoring

52

SIDE NOTE: How does the brain learn new information ?

53

You will need Thought Partner #3 Slides 53- 57 provide

a review of current Brain Research.

Read and review these slides

Discuss how you might incorporate this information into your classroom or job role.

54

Reminder: How the Brain Learns

*Guided practice is used to insure correct practice-teachers provide feedback to improve student practice*AVOID independent practice until students are likely to practice it correctly.

Begins with the rehearsal of a new skill in the working memory

Repeated practice causes the brain to assign extra neurons to the task

The quality of the practice and the person’s knowledge base determines the outcome of each practice session

Most memories disappear within minutes but those that survive strengthen with time

The way to make long-term memory reliable is to incorporate new information gradually and repeat it in timed intervals

PRACTICE MAKES PERMENENT, PERFECT PRACTICE MAKES PERFECT

55

Conditions for Practice to Improve Performance

1. The Learner must be sufficiently motivated to improve performance

2. The Learner must have all the knowledge necessary to understand the different ways the new knowledge or skill can be applied

3. The Learner must understand how to apply the knowledge to deal with a particular situation

4. The learner must be able to analyze the result of that application and know what needs to be changed to improve performance in the future.

56

The Teacher’s Role 1. Select the smallest amount of material that

will have the maximum meaning for the learner.

2. Model the application process step by step. Studies repeatedly show the brain uses observation as a means for determining the spatial learning needed to master a motor skill. (Petrosini, et al, 2003)

3. Insist the practice occur in the teacher’s presence over a short period of time while the student is focused on the learning

4. Watch the practice and provide the students with prompt and specific feedback.

57

Creating Ideal Learning Conditions Limit the amount of information presented

per unit of time and repeat it. 25-minute sessions, cyclically repeated

throughout the day. Subject A is taught for 25 minutes

constituting the first exposure. Ninety minutes later the 25 minute content of subject A is repeated and then a third time.

Brain Rule: Memory is not fixed at the moment of learning… repetition provides the fixative!

58

Remember

The relationship between repetition and memory is absolute.

59

Resources and Relevancy

60

Vocabulary Resources Each District

Represented Today Receives a CD: Critical Words

Vocabulary ELA Progress

Monitoring Probes ELA Vocabulary Language Screeners Math Progress

Monitoring Probes Math Vocabulary Science Vocabulary

In your packet Sample pages

Critical words ELA, Math & Science

Instructional Templates Vocabulary Resource

Page Ideas for Vocab Practice Systematic Action Plan High-Incidence

Academic Word List (Averil Coxhead)

CCSS Appendix A: Vocabulary

61

Wayne’s Vocabulary Plan Day 1&2

Direct teaching using vocabulary (V)template

Meaningful practice using one or more of the strategies from VP template

Day 3&4 Vocabulary practice

continues from VP template Differentiate practice-

teaching table, practice table, independent table

Administer Mastery Assessment at end of period to determine focus for Day 5

Day 5 If 80% of class passes

mastery test, work with students that did not- the rest would work at centers to continue firming up and extending practice

If less than 80% pass, direct teach entire group using vocabulary template (V), followed by differentiated practice

Identify words to be carried over as review words from mastery tests

62

Progress Monitoring At least every 4th week, have a “Review

Holiday”- reviewing all previously taught words.

Monthly, vocabulary progress probes are administered Random words from all words 15 words/ 16 definitions Matching 5 Minute maximum time limit- check for

generalization and automaticity- expect to see percent increase over course of year

63

Vocabulary Activities With your table

mates, begin at one of the vocabulary activities posted on the wall.

A timer will tell you when to move to the next station.

64

Vocabulary Mastery Test Vocabulary Word 1. Joobernowl 2. Kvetch 3. Oojah 4. Inglenook 5. Snollygoster 6. Flivver 7. Cruciverbalist

What Does it Mean? _________________ _________________ _________________ _________________ _________________ _________________ _________________

65

Vocabulary Mastery Test Vocabulary Word

1. Joobernow

2. Kvetch

3. Oojah

4. Inglenook

5. Snollygoster

6. Flivver

7. Cruciverbalist

What Does it Mean?

1. A stupid person, blockhead

2. Complain

3. Watchamacallit

4. A chimney corner

5. A shrewd, unprincipled

person especially a politician

6. A compact car of poor quality

7. One who loves doing

crossword puzzles

66

More Resources Florida Center on Reading

Research

for EDUCATORS for RESEARCHERS FAIR-FS about FCRR Student Center Activities Empowering Teachers Principal Reading Walk-Through Checklists Additional Documents for EDUCATORS Student Center Activities Student Center Activities Aligned to the Common Core State Standards Use these charts to access Student Center Activities aligned to each of the

Common Core State Standards (Grades K through 5). Click on the grade level below to access the activities organized by standard. A Center on Instruction document listing the standards addressed by each Student Center Activity can be accessed here.

Reading Foundational SkillsKindergarten | Grade 1 | Grade 2 | Grades 3 through 5

Reading Literary TextGrades K and 1 | Grades 2 and 3 | Grades 4 and 5

Reading for InformationGrades K and 1 | Grades 2 and 3

LanguageGrades K and 1 | Grades 2 and 3 | Grades 4 and 5

WritingGrades K through 5

Speaking & ListeningGrades K through 5

Note:All educators are welcome to make print copies of the Student Center Activities as long as modifications are not made, the materials will only be used for non-profit educational purposes, and the copyright remains the same. The resources on our site may be linked to but not reposted, reproduced, modified or copied to other sites.

67

Marilee Sprenger Resources http://www.marileesp

renger.com/the-critical-words.html 

http://www.marileesprenger.com/the-common-core-and-vocabulary.htm

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

Critical Word List

Background on how she pulled the words from the CCSS

Edutopia article on Critical Vocabulary

68

In Order to Proceed from Here… Develop a plan

Which words? From which list? One classroom, one grade level, whole school? How many words per week? Is there time to organize the lists by content or

units? What does CORE or Tier One vocabulary instruction

look like? What would Tier 2 or 3/Interventions look like? Do we screen? Do we test for mastery weekly? Do we progress monitor? Will this help our students?

69

Team Thought Partners Discuss with your district level or school level

co-workers the relevancy of this learning for your context.

70

When we know better, we do better.

Maya Angelou

71

LUNCH TIME

Click icon to add picture

72

What Does ELA CCSS Look Like in Classrooms?

73

NPR’s 4 Part Series: Reading in the Common Core Era

We are going to look at the first two articles in the series that highlight Washoe County Schools in Reno, Nevada.

These two articles address the Three Major Shifts: Shift 1~Regular practice with

complex text Shift 2~Reading, writing, and

speaking grounded in evidence from text

Shift 3~Building knowledge through content-rich non-fiction

74

Choose a Partner!

Please choose a partner to work with and send one person up to get both articles.

Between the two of you, you can decide who is going to read the first part and who will read the second part.

Read your articles and be prepared to summarize for your partner.

75

After you finish reading… Guiding Questions for Two-Part Article: Briefly summarize the highlights of each

article with your partner. Then use these questions to guide your

conversation: Why might the showcase district or any

district have established the former approach of teaching reading?

Where is evidence of the shifts these teachers experienced?

As these teachers mucked about with core-aligned lessons, what remained familiar with past practice and what did they do to augment current practice?

76

Please go back to your tables

Debrief with your district group what surfaced in your partner conversations.

77

Look what was found in the Digital Library! http://vimeo.com/5

4871334

“Students Cite Evidence From Informational And Literary Text-Common Core Lit”

Secondary

http://vimeo.com/85789658

Exploring Narrative Non-Fiction

Primary

78

Brief SBAC Update: Achievement Level Recommendations

http://www.k12.wa.us/

79

Unpacking SBAC Performance Tasks

80

Unpacking SBAC Performance Tasks Goal: Get a clear picture of how the CCSS and

the SBAC performance tasks can inform and will impact classroom instruction

Activity: There are three SBAC Performance Tasks to choose from: 4th Grade, 6th Grade and 11th Grade.

Choose the one closest to the grade level you serve.

Find a partner to work with and send one person up the for materials while the other partner accesses the SBAC website and web browser.

81

Activity Read through the overview and all

steps for the Performance Task first. You can do this online or we have a few hard copies available.

Read through stimuli (resources provided for tasks.) Resources have been provided.

Skim Task Specifications and Scoring Rubrics

Complete Performance Task Analysis

82

Graffiti WallOn the poster pages provided on the wall, quickly jot down an “ah-ha” or other appropriate response.

What came to mind when you were unpacking and analyzing the Performance Task?

83

How Did We Do on Today’s Learning Targets?

Understand the links between reading, vocabulary and academic performance

Gain greater understanding of what the ELA CCSS look like in classroom

Unpack a SBAC Performance task to clarify what is being asked of Teachers Students And link those expectations to

Current resources and tools including the Digital Library

84

AESD ELA Survey http://

www.surveygizmo.com/s3/1823990/AESD-ELA-PD-Reflection

OR Scan

ESD: Olympic Educational Service District 114

Course Title: Other Enter: RLT#2 Date: 11/21/2014 Clock Hours: 6 Note: Not all questions

on this survey fit the learning targets for each RLT, please select “Not Applicable” to question 10: D, E, and F

 

85

Thank You for Your Participation Today in our Regional Literacy Team!

AND HAPPY THANKSGIVING FROM KATHLEEN AND SANDY!

See you on January 23, 2015 for the next RLT