Academic Vocabulary in Science & Social Studies

Good Morning!Please sign in and sit wherever you feel comfortable.

• 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

What do you know about . . .

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

• 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.

Learning Targets

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 2011-12 2012-13 2013-14 2014-15

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

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.

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Current WA Standards (GLEs) – Grades K-10

Common Core ELA Standards – Grades K-12

Reading WritingCommunication

(includes Speaking and Listening)

ELA Common Core Standards

Speaking and Listening

Reading

Writing

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

• K-5 page 10

– Reading

• Foundational Skills

– Writing

– Speaking and Listening

– Language

6-12 page 35

Reading Writing Speaking and Listening Language

Appendices A, B, C

Introduction page 3

12

Literacy in History/S.S. Science, and Technical Subjects page 60

13

CCSS for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects

Standards

for

Writing

Standards for Speaking and

Listening

Standards

for

Language

Standards

for

Reading

Literature and Informational Text

1. Key Ideas and Details

2. Craft and Structure 3. Integration of Knowledge and

Ideas

4. Range of Reading and Level of Text Complexity

Argumentative,

Informative/Explanatory, Narrative

1. Text Types and Purposes

2. Production and Distribution of

Writing

3. Research to Build and Present

Knowledge

4. Range of Writing

Speaking and Listening

1. Comprehension and

Collaboration

2. Presentation of Knowledge

and Ideas

Language

1. Conventions of Standard

English

2. Knowledge of Language

3. Vocabulary Acquisition and

Use

Foundational Skills K-5)

1. Print Concepts

2. Phonological Awareness

3. Phonics and word

Recognition

4. Fluency

Literacy in History/Social Studies, Science, and Technical

Subjects (Grades 6-12)

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

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Strands

Sub-headings

Grade Level Standards

Grade Level Standards

Grade Level Standards

“What” students should know and be

able to do at each grade level and

band.

The main focus of the content within each

strand.

The major areas or disciplines of study within

each content area.

ELA Common Core Standards Framework

Reading Grade LevelsStrand

StrandAbbreviation

Sub-heading

RL.4.3

The ELA CCSS Code

Standard 3

Grade 4

Reading Literature

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 6Acquisition 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

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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: Domain-specific words

Tier 2: General academic words

Tier 1: Words of everyday speech

27Oregon Department of Education

Three tiers of wordsTier 3 – Highly specialized, subject-specific; low

occurrences in texts; lacking generalization◦ E.g., oligarchy, euphemism, hydraulic, neurotransmitters

Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas◦ E.g., principle, relative, innovation, function, potential, style

Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level◦ E.g., injury, apologize, education, serious, nation

28Oregon Department of Education

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. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

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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

30Oregon Department of Education

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

31Oregon Department of Education

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

racial segregationJim Crow

White SupremacyDiscriminated Segregation

Poll Tax

ColorBus

PeopleRace

RestaurantsSleep

Theaters

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Tier 3 Words Tier 1 Words

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 Tier Three

determined

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 StrategiesVocabulary 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 StrategiesKick 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 StrategiesAcademic 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.