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Fall, 2014: Talking Out Loud: Linking Vocabulary to Deeper
Understanding
Syllabus
This on-line course will allow participants to understand more completely what the expectations are for
teaching and supporting vocabulary acquisition and use with the newly adopted English-Language Arts
Common Core State Standards (ELA CCSS). All participants will use EDU20, a cloud-hosted Learning
Management System to gain new content information, contribute to large group and strand discussions,
hand in and share assignments, and discuss readings, etc.
A student’s ability to read depends largely on the size and quality of his or her vocabulary. However,
despite that fact, vocabulary instruction has not evolved to the same degree as instruction in word
recognition, comprehension, and other areas of literacy. Participants will read research by – Linda
Gambrell, Jerry Johns, and Timothy Rasinski. This course offers teachers an opportunity to learn cutting-
edge word-learning strategies for all students, including struggling, gifted, and English-language learners.
Participants will delve into the use of academic conversations within their instructional programs to
promote deeper understanding on the part of the students.
Subject: Professional Development
ID: 202062 · Style: Instructor · When: Sep 17, 2014 .. Dec 19, 2014 · Time zone: Eastern Time (US &Canada)Semester: Fall · Credits: 3
DetailsCourse Title: Talking Out Loud: Linking Vocabulary to Deeper Understanding within the ELA Common
Core State Standards (on‐line through CVEDCVT.edu20.org)
St. Michael’s College Credits: 3
Intended audience: teachers of grades 2‐8
Time Frame: September 17 – December 15, 2014
Instructor: Ellen A. Thompson, Ed. D., Instructor of Record, with June Golato, M.S., CCC‐SLP
This on‐line course will allow participants to understand more completely what the expectations are for
teaching and supporting vocabulary acquisition and use with the newly adopted English‐Language Arts
Common Core State Standards (ELA CCSS). All participants will use EDU20, a cloud‐hosted Learning
Management System to gain new content information, contribute to large group and strand discussions, hand
in and share assignments, and discuss readings, etc.
A student’s ability to read depends largely on the size and quality of his or her vocabulary. However, despite
that fact, vocabulary instruction has not evolved to the same degree as instruction in word recognition,
comprehension, and other areas of literacy. Participants will read research by – Linda Gambrell, Jerry Johns,
and Timothy Rasinski. This course offers teachers an opportunity to learn cutting‐edge word‐learning
strategies for all students, including struggling, gifted, and English‐language learners. Participants will delve
into the use of academic conversations within their instructional programs to promote deeper understanding
on the part of the students.
Goals:
As a result of active participation in this course, students will:
1. Explore the areas of word study for elementary/middle level students in depth
2. Reflect and discuss the many issues related to the teaching of vocabulary
3. Consider the implications this work has on classroom practice
4. Engage in dialogue concerning current word level policies and practices
5. Map out a strategic plan for classroom‐based applications
6. Understand how the ELA CCSS are organized within and across ELA and other content areas
7. To develop a deep understanding of how the literacy strands within the ELA CCSS and Content interact
and support the development of vocabulary
8. Development of new classroom‐based curriculum based on ELA CCSS expectations
9. Develop an understanding of the use of EDU20.org to support learning of the CCSS and to understand
how this platform could be used to support individual student learning in the classroom
10. Use the ELA CCSS to create a meaningful unit of study and/or research best practice to promote deeper
student understandings
11. Collaborate with colleagues to develop a community of learners to support this new learning
Learning Outcomes:
1. Participants will understand the design of the ELA CCSS and Content Literacy Standards and its
connection to College and Career Readiness looking through the lens of vocabulary development
2. Participants will design an instructional unit in their teaching assignments and/or research best practices
to promote deeper student understandings through the use of vocabulary instructional practices
3. Participants will explore digital technologies to incorporate into their teaching that support vocabulary
development
Required Readings:
For all:
The Vocabulary‐Enriched Classroom: Practices for improving the reading performance of all students ingrades 3 and up, Cathy Collins Block and John N. Mangieri
Chapters from: Teaching with the Common Core State Standards for English Language Arts, K‐2 /Grades 3‐5; The Guilford Press
ELA Common Core State Standards
Articles/visual media: TBD by instructors
Course Design:
Introductory Module (1)
This module will help you get acquainted with your classmates while you are learning how to navigate
CVEDCVT.Edu20.org
Learning Modules (4)
This course is designed around 4 learning modules. Module descriptions with specific expectations will be
posted prior to the start date of the next module. Each module contains:
Assigned readings and/or videos
2. Reading Response: Pick a part of the reading that changes or strengthens your thinking. Do notsummarize. Respond with enough information to let others know what you are responding to – then
give your thoughts on the section. Pose a question or concern for others to grab on to, if you can.
Participants are expected to respond to 4 others.
3. 3. Assigned Learning Task with Classroom Try Out: This task is given by the instructors. The result is to
be shared with others. This activity is to be planned and conducted in the participant’s school
environment with either students or adult colleagues. The results of the Try Out will be posted for
others. The Try Out should be connected to the assigned task‐readings for the module. Participants are
expected to respond to the work of 4 others.
4. 4. Collaboration with Colleagues in all Assignments: It is expected that each participant will add to thelearning of others by responding substantively at least 4 times across the time period of the module
within each assignment. These responses should bring in new thinking and understanding to theconversation around the strand discussions and the text being read.
Each module will be completed within a 1‐3 week window of time. Dates will be given for each module.
Participants will be graded for:
Introductory Module Discussions (2)
Reading Responses (4)
Assigned Learning Task with Classroom Try Out (4)
Collaboration with Colleagues in all Assignments (multiple)
Final Project: Investigation (1)
Description of Class Assignments with scoring rubrics and point values:
Participants will be graded for:
Introductory module – Getting to know each other
Discussion #1: Create your Bio
Brief Bio: This activity will be completed in the Lesson area for Introductory Module.
Please take a few minutes to write about yourself. Include your connections to education,school, family, life, interests, hobbies, foods...you name it! Take a few minutes to read aboutyour classmates, too! Make new friends, reply to at least 3.Due: September 24, 2014.
Assigned value: 3 points
Points 0 point 1 point 2 points 3 points
Discussion #1:
Create your
Bio as a Reader
Noresponse
Responsenot clear,
orlimited
Clear response, but maybe somewhat general inresponse to the task
Evidence is thoughtful, reflectiveresponse and insightful connectionsmade to your life and literacy read
Discussion #2: Is all vocabulary considered equal? ...getting to know each other!TRY THIS!
1. Think of 3 words that describe you as a person. Think…tier II words. Write each of your wordsin a post in the forum area.
2. In your post, share why these words are important to you.3. Please read all of the responses. Reply to at least three posts.
Due: September 24, 2014.
Assigned value: 3 points
Points 0 Point 1 point 2 points 3 points
Discussion
#2:
Introduction
through
Text
Noresponse
Responses notclear, or limitedevidence ofextending thediscussion
Clear responses, evidence oftext connections, but may besomewhat general in response
to the discussion thread
Evidence is thoughtful,reflective responses andinsightful connectionsmade to the discussion
thread.
Responses to Readings Participants are asked to respond to required reading and selected readings withineach module. Pick a part of the reading that changes or strengthens your thinking. Do not summarize. Respond with enough information to let others know what you are responding to – then give your thoughts onthe section. See response rubric. Pose a question or concern for others to grab on to, if you can. Participantsare expected to respond to the work of 4 others.
Due dates are set in each module.
Assigned value: 32 points (4 points for each reading response/4 points for response to Colleagues)
Points 1 points 2 point 3 points 4 points
Response
to
Readings
Noresponse
Responses notclear, or limitedevidence ofreading
Clear responses, evidence ofreading, but may be somewhatgeneral in response to the text
read
Evidence is thoughtful,reflective responses and
insightful connections madeto the text read
Response
Someresponse;depth is
lacking and/or
Responses have evidence ofreading, but are somewhat
Clear responses, evidence ofreading, but may besomewhat general inresponse to the discussion
Evidence is thoughtful,reflective responses andinsightful connections
toColleagues
responds toonly 1 other
classmember’sresponses.
general in response to thediscussion thread and/or
responds to at least 2 otherclass member’s responses.
thread and/or responds to atleast 3 other class member’sresponses.
made to the discussionthread and/or responds to4 other class member’s
responses.
Assigned Learning Tasks with Colleague Collaboration: These tasks are given by the instructor in Modules1‐4. The result is to be shared with others. Participants are expected to respond to 4 postings of others.See Assigned Learning Task Rubric below.Due dates are assigned in each module description.Assigned value: 32 points (4 points for each task and 4 points for responses to colleagues)
AssignedTask 1 point 2 points 3 points 4 points
Content
Not a clear topicchoice for the taskassigned. Makesgeneralizedcomments aboutthe task withseemingly littlethought and/orreflection.
Clear topic choice butmay not explore thetask assigned withmuch breadth ofunderstanding.
Clear topic choice that allowsfor exploration of theassigned task. Writer mayquestion, critique, and/orreflect upon new learningwithin course readings.Thinking is pushed to adifferent level ofunderstanding.
Writer looks at the specifictask in depth. Writer hasgarnered a clearunderstanding of topic.Writer uses ownexperiences as well ascourse readings and moreto prove or disprove thesisidea.
ResponsetoColleagues
Some response;depth is lackingand/or respondsto only 1 otherclass member’sresponses.
Responses haveevidence of reading,but are somewhat
general in response tothe discussion threadand/or responds to atleast 2 other class
member’s responses.
Clear responses, evidence ofreading, but may besomewhat general inresponse to the discussionthread and/or responds to atleast 3 other class member’sresponses
Evidence is thoughtful,reflective responses andinsightful connectionsmade to the discussion
thread and/or responds to4 other class member’s
responses.
Final Project: InvestigationParticipants will consider the readings and discussion to design an investigation of choice. Participants willchoose one area of their current literacy instruction to incorporate a deeper response for vocabularyinstruction. This investigation should help maximize the use of this information within their classroom/schoolcontext. This project could take the form of, but is not limited to:
preparing a unit of studyintegrating technology, content, and literacy within a unit of studycreating a project‐based learning unitdesign and facilitate a workshop for your colleagues/parent group that underscores the importance ofvocabulary instructionmore
Participants should include in written form:Context and rationale for choosing this particular unit of study: why this unit for this group? Include discussion of ELA CCSS that match this unit of instruction. What do your chosenstandards demand? Support your decisions with evidence from the readings and what you knowof your students from assessment already completed or planned within the unit.Detailed development of the unit using the Understanding By Design format to include:
1. Established goals from clusters of CCSStandards2. Knows/Understands/Dos/Essential questions
3. Performance tasks: Assessments – formative/summative4. Learning Plan that includes differentiation of instruction to meet needs of varying abilities
within the student group1. Unit design must include elements from the 21st Century skills of: creativity and innovation, critical
thinking and problem solving, communication and collaboration, flexibility and adaptability,initiative and self‐direction, social and cross‐cultural skills, productivity and accountability, andleadership and responsibility
2. Unit design must include the use of digital media to increase literacy development3. Reflection on the unit as to what makes this unit different from previously taught units of study.
Reflection should address inclusion of common core state standards, changes in instruction,student assessment and digital literacy.
Due: December 15, 2014Assigned value: 30 points
Final Project 4 points 6 points 8 points 10 points
Context,Rationale andReflection(10 points)
ELA CCSS areidentified forthe unit.Studentassessmentinformation isnot providedor explicitlyconnected tothe unit ofstudy created.Teacher hasnot madeindividual andsmall groupplans designedto movestudents.Reflection isnot detailedand does notconnect thisunitdevelopmentto newlearning fromthe coursediscussionsand readings.Little evidenceof newlearning.
ELA CCSS areidentified andlooselyconnected tothe unit. Studentassessmentinformation isprovided withlittle analysis orconnection tothe unit of studycreated. Teacherhas madeindividual andsmall groupplans designedto movestudents, butdetail is lacking.Reflection is lessdetailed andconnects thisunitdevelopment tonew learningfrom the coursediscussions andreadings.Evidence oflearning is lessclear.
Understanding ofthe ELA CCSS issupported byevidence from anexploration of theunit standards.Analysis of studentassessmentinformation isprovided to answerthe question: Whythis group? Whythis unit? Teacherhas discussedindividual and smallgroup plansdesigned to movestudents. Reflectionconnects this unitdevelopment tonew learning fromthe coursediscussions andreadings. There isevidence of newlearning with someconnection back tounit components.
Deep understandingof the ELA CCSS issupported byevidence from anexploration of the unitstandards. Specificanalysis of studentassessmentinformation isprovided to answerthe question. Why thisgroup? Why this unit?Teacher has providedmuch detail for theindividual and smallgroup plans designedto move students.Reflection is detailedand connects this unitdevelopment to newlearning from thecourse discussionsand readings.Evidence of newlearning is clear.Reflection includesconnections to unitcomponents.
DetailedDevelopmentof Unit usingUbD formatwith clearconnections
Learning goalsare somewhatestablished;UbD link toCCSS intent isnot quite
Learning goalsareestablished;UbDformat is used‐more could bedone with intent
Establishedlearning goals areclearlydifferentiated tomeet learnersneeds; format uses
Established learninggoals are clearlydifferentiated to meetlearners needs;format uses knows,understands, dos that
to the CCSS(10 points)
there. of CCSS. knows,
understands, dos
that match to the
intent of the CCSS.
match to the intent of
the CCSS, plans
explicitly for gradual
release of
responsibility for the
unit content.
Assessment,performancetask anddifferentiation(10 points)
Differentiation
is minimal;
performance
task does not
get at higher
level thinking/
application.
Differentiation is
somewhat
there;
performance
task is less
robust (DOK 2‐3)
Established
learning goals are
clearly
differentiated to
meet learners
needs;
performance tasks
matches
instructional
outcomes (DOK 3‐
4)
Established learning
goals are clearly
differentiated to meet
learners needs;
performance task
matches instructional
outcomes (DOK 3‐4)
and really pushes the
transfer of learning to
new situations.
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