Reading First Action Seminar Los Angeles Unified Schools
Reading First Action Seminar Los Angeles Unified Schools January 2005 We have evidence that Skillful teaching creates successful students. When the school works from a shared and explicit vision of academic success, then the work of the teachers, coaches, and school leaders is more focused and learning is more likely to improve. The school needs to Have an established vision of how to work to improve achievement based on coherent
instruction. Establish methods and systems focused on academic improvement that are collegial and collaborative. Take intentional, coordinated actions to improve teaching and learning. Keep Doing What Matters Consistent improvements in achievement through improvements in teaching must be our essential focus. Develop co-accountability between teacher, coach, principal, and director as our tool to improve schools. Learn together how to improve teaching in
the room with the students. Three Goals for Vocabulary Instruction Provide students with skills/opportunities to learn words independently. Teach students the meanings of specific words. Nurture a love and appreciation of words and their use. -Bauman, Kame'enui, & Ash, in press Expectations for School Teams Coaches depth of knowledge and ability to make the content accessible to every teacher at any grade-level is paramount.
Administrators depth of knowledge and follow-up is critical to successful implementation. 75% of professional development should be aimed at helping teachers apply new learning in the classroom. Follow-up Conversation 1. What evidence did you see of strategy instruction at your school? 2. How did you use the information provided in the last professional development? 3. How does the data reflect the evidence seen and actions taken? 4. Share the data collected, evidence seen, and
the actions taken since the last seminar. Colleagues will give constructive feedback. Tonights Objectives: 1. Identify actions to move the instructional practice of teachers. 2. Determine how to extend vocabulary instruction beyond the transparency and dictionary. 3. Recognize meaningful practice as a follow-up to vocabulary instruction. During your classroom observations, what evidence do you have that vocabulary development and instruction is extended beyond strategy instruction (transparency) and the dictionary? Understanding the Lesson
Design of Open Court Unit Theme & Explorations Concept Question Board Emerging Ideas and Vocabulary Preparing to Read Phonics & Word Knowledge IWT Teacher Re-teach Small Groups Student
Applications Strategies Group Discussion of Concepts Small Group Discussion Student Fluency Practice
Teacher Pre-teach Small Groups Comprehension Skills Reading and Responding Vocabulary/Reading Selections Language Arts Lessons Teacher
Preteach Small Groups Student Application Inquiry Journal 20 minutes extra teaching time
IWT 20 minutes extra teaching time Student Fluency Practice Teacher Re-teach Small Groups
Teacher Conference w/groups about Writing Student Writing Project Using the Writing Process The required writing tasks are connected to the theme, reading and language arts lessons, and story content. Spelling and Dictation Reading
And Writing Work Writing Tasks and Seminar Deepening Rationale Please read 1. Introductory Section of Bringing Words to Life page 1 - top of page 3 Section titled What Does It Mean To Know A Word? page 9 - page 12 2. Excerpts from The Voice of Evidence in Reading Research from the handout packet.
Silence is golden! Table Talk Discuss the salient points of the readings with your school team. Salient Points from the Reading Robust vocabulary instruction was found to be effective in learning word meaning and improving reading comprehension. Students learn words better if they are actively engaged in the task of inferring vocabulary meanings from context rather than simply being given the definition. Vocabulary can be directly taught and acquired incidentally.
Development can be fostered by structuring learning tasks to meet students needs, employing group learning formats, and expecting high engagement by all students. To Know a Word Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening. Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Reflect upon the vocabulary and periodic writing assessment. Which assessment involves use of more rigorous expressive
vocabulary? Is this consistent with the data? To Know a Word Stage 1: never saw it Stage 2: heard it, but Stage 3: recognize it in context. It has something to do with Stage 4: know it well (Dale, 65) No knowledge General sense Narrow, context-bound knowledge
Having knowledge of a word but not being able to recall it readily enough to use it in appropriate situations. Rich, decontextualized knowledge of a words meaning (Beck, McKeown, & Omanson, 1987) + Word heuristic surreptitious hegemony canonical
sensitive dubious You Try It! Know it well, can explain it, use it - Know something Have seen or about it, can relate heard the word
it to a situation X Do not know the word Which Words Could We Use for Vocabulary Instruction? Underlined words in the selection Words from the vocabulary section of the teachers manual Problem words from Clues and Problems or words needed based on prior knowledge of students Words suggested in EL Support Guide
(Words from the assessment come from point 1 and 2.) Three Tiers of Vocabulary Tier 1: The Most Basic Words cat, mother, go, red, talk, chocolate Tier 2: Words of General Utility for mature language users. Words that exemplify the rich use of language by a good writer. unique, convenient, influence, ponder Tier 3: Low Frequency Words that apply to specific domains nebula, tidal pool, resistivity The most productive instructional efforts should be directed toward the second tier. Beck, The Effects and Uses of Diverse Vocabulary Instructional Techniques
Vocabulary Tiering Worksheet Selection: _____________________ Tier 1: High Fr equency; ever yday basic wor ds (ELL and low language st udent f ocus) EL cat, mother, go, red, talk, chocolate Pre-Teach Tier 2: High f r equency f or mat ur e language user s; general ut ility words (Focus instr uct ion on these wor ds) Word Wall Concept
Board unique, convenient, influence, ponder Tier 3: Low f r equency; domain/ select ion/ unit specific Pre-T each f or Compr ehension Concept Board nebula, resistivity Limit ed f ocus f or intr uction tidal pool
Where is vocabulary strategy instruction taught and practiced? Where is vocabulary developed? Unit Opener Blending/Word Knowledge Transparency During Reading After Reading OCR Supplemental Materials What are the multiple pre-teaching and reteaching opportunities in the support materials? What opportunities are there for deeper learning?
Problems with Dictionary Definitions Weak differentiation Conspicuous : easily seen How is this different than visible? Lacks element of inappropriate or out of place. Vague language Typical : being of a type More likely interpretations Devious : straying from the right course, not straight forward Walking a line? Not getting lost? Lacks element of dishonest. Multiple pieces of information
Exotic : foreign; strange; not native Lacks element of relationship, i.e., strange because it comes from far away. Developing Student-Friendly Explanations Characterize the word Be as particular as possible. Model typical usage. Dont be all inclusive - at least not at first. Use everyday language Lexicographers eschew verbosity. As teachers, we are not limited by the space requirements of the dictionary. We can talk around the idea until we provide enough
context for it to make sense. Digging Deeper Please jigsaw strategies for guided practice 1. Word Associations (page 44) 2. Have You Ever? (page 45) 3. Applause, Applause (page 45) 4. Idea Completions (page 45) 5. Questions, Reasons, Examples (page 56) 6. Making Choices (page 56) 7. One Context for All the Words (page 56) 8. Facets of Word Meaning (page 74) Effective Vocabulary Instruction Personal Connection
- use of background knowledge/experience - personal dictionary - personal thesaurus - relating the definition to ones own experience Definitional/Contextual - using dictionary definition to form own definition - multiple meanings - shades of meaning - prefixes & suffixes Multiple Exposures/
Opportunities for Use - levels of specificity - using word in new contexts - using word in multiple contexts Active Learning/ Deep Processing - analogies - base word knowledge - classification & categorization - antonyms - semantic webs - concept maps
- discussing - explaining - researching - questioning - analyzing Personal Thesaurus L known word New words target word antonym
Personal Thesaurus L lively New words clever scintillating intelligent known word target word antonym
dull Personal Dictionary New word Dictionary definition Illustration My own sentence Definition in own words
Personal Dictionary scintillating We had an exciting, scintillating discussion about our vacation. Possessing or displaying dazzling liveliness, cleverness, or wit Very exciting, smart, clever Planning for Multiple Exposures
Take into account all of the teaching opportunities and resources available to extend vocabulary instruction. How could the instruction be embedded into a weekly lesson plan? I have missed more than 9,000 shots in my career. I have lost almost 300 games. On 26 occasions I have been entrusted to take the game winning shot, and missed. I have failed over and over and over again in my life. And that is precisely why I succeed. -Michael Jordan, Former NBA Player School Team Action Plans
1. What are your objectives? 2. How will your team continue to improve vocabulary instruction at your school site? 3. What are your plans for following through on the professional development? Writing Objectives S = Specific M = Measurable A = Actionable R = Realistic T = Time-bound An Opportunity to Share
Pair up with another school team. Share your action plan. Team A Team B (7 minutes) Team B Team A (7 minutes) Enabling and monitoring the school action plan is where the rubber meets the road. Here, action plans are put into practice - instructional programs are modified, schedules are changed,
professional development is carried out - and evaluated on an ongoing basis to determine their effectiveness. -Middle Level Leadership Center (www.mllc.org)
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