Building Vocabulary in Kindergarten Students. Presented by: Sheryl White
|
|
- Gervase Goodman
- 7 years ago
- Views:
Transcription
1 Building Vocabulary in Kindergarten Students Presented by: Sheryl White
2 Session Objectives Understanding vocabulary demands in the Common Core State Standards Selecting Tier 2 Academic Vocabulary Examining strategies for teaching vocabulary
3 How much do you know about the 3 Use a 1 Not heard of three tiers of vocabulary tiers of vocabulary? to show your current understanding. 2 Very little knowledge of three tiers of vocabulary 3 Some familiarity of three tiers of vocabulary 4 Know three tiers of vocabulary and how to use 5 Deep knowledge of three tiers can teach others
4 The Importance of Vocabulary Vocabulary knowledge is one of the best indicators of verbal ability. Vocabulary knowledge in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades.
5 The Importance of Vocabulary Vocabulary difficulty strongly influences the readability of text. In fact, vocabulary is far and away the most significant factor influencing text difficulty. Teaching vocabulary can improve reading comprehension for both native English speakers and English learners. (Graves, 2006, 2007)
6 Oral Language & Vocabulary Research Risley, Todd R. Meaningful Differences in Everyday Experience of Young American Children, Social Status Number of words heard per/hour Estimate of number of words heard per/week Encouraging words vs. Discouraging words per/week Welfare Families , vs. 1,100 Children from Working Class Families Children from Professional Families 1, ,000 1,200 vs , ,000 3,200 vs. 500
7 Common Core Vocabulary L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Q 1 b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Q 2 c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Q 2
8 Common Core Vocabulary L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
9 SFPS Kindergarten Essential Question How do we use questioning, read aloud activities, rhyming, writing, and oral language development to support students acquisition of strong foundational reading and writing skills?
10
11 Components of a Successful Vocabulary Program High-Quality Classroom Language Reading Aloud to Students Explicit Vocabulary Instruction Word-Learning Strategies Wide Independent Reading
12 High-Quality Classroom Language Use high quality vocabulary in the classroom. To ensure understanding, tell students the meaning of words when first used. Don t procrastinate on your work. Procrastinate means to wait to doing something you should be doing. Pair in the meaning of the word by using parallel language. Please refrain from talking. Please don t talk.
13 Read-Alouds Actively engage students during story book and informational text reading to increase vocabulary gains. Ask questions that promote passage comprehension. Retell and prediction questions are particularly useful. Use a variety of responses including: Group (choral) responses Partner responses Physical responses 13
14 Read Alouds For young students, read the book several times to increase greater gains in vocabulary. Provide a rich discussion before and after reading of the book. What was your favorite part of the book? What really surprised you in the story? What would be another ending for the story? Is there something you are wondering about from the book? 14
15 Read-Aloud Vocabulary Instruction Incidental Exposure Example: Instructional Focus I don t know what I would have done. Curiosity might have gotten the better of me. Explanation: Teacher infuses a vocabulary word into a discussion about the read-aloud.
16 Read-Aloud Vocabulary Instruction Embedded Instruction Example: Instructional Focus And he s using an oar-a stick-to move the raft [pointing to the illustration]. Explanation: Teacher provides a synonym before the target term oar, pointing to the illustration.
17 Read-Aloud Vocabulary Instruction Focused Instruction Example: Instructional Focus Let s get set means let s get ready [elicits examples of things students get ready for]. Explanation: Teacher leads a discussion on what it means to, get set including getting set for school and party.
18 Explicit Vocabulary Instruction Vocabulary activities specifically designed to teach new words Explicit vocabulary strategies Use informational and narrative texts Promote thinking and extend discourse Encourage use of novel words Provide access to print Examine word relationships Teach word parts Use graphic organizers 18
19 Successful Vocabulary Instruction A successful approach to vocabulary instruction involves directly explaining the meanings of words along with thought-provoking, playful and interactive follow-up.
20 Common Core and Three Tiers of Vocabulary
21 Three Tiers of Words Tier One High Frequency Words Tier Two Academic Vocabulary Tier Three Domain-specific Vocabulary 21
22 Three Tiers of Vocabulary Tier 1- Everyday Words (implicit) Used in everyday speech* chair, bed, happy, house (Beck & McKeown, 1985)
23 Three Tiers of Vocabulary Tier Two - Words in general use, not content specific = Academic Vocabulary Appear far more in written texts than in speech concentrate, absurd, fortunate, relieved, dignity, convenient, observation, analyze, persistence ++describe, detail, example
24 Three Tiers of Vocabulary Tier Three- Domain-Specific Words Words related to a specific content or field of study triangle, stem, addition, syllable tundra, igneous, triangle, perpendicular, democracy
25 Explicit Vocabulary Instruction Sources of Words Sources of words for vocabulary instruction WORDS from read-aloud books WORDS from core reading programs WORDS from reading intervention programs WORDS from content area instruction and texts Math Science Social studies Health Art, PE, music, etc. 25
26 Sources of Words for Young Children for the most part ARE NOT words from the texts that young children read ARE words from books that are read to children teacher s and other adult s language
27 Explicit Vocabulary Instruction- Selection of Vocabulary Select words that : are likely unfamiliar are critical to passage understanding. students are likely to encounter in the future and are generally useful. are Tier Two words (Academic Vocabulary) are easily explained to children at their level (Beck & McKeown, 2003) (Stahl, 1986) 27
28 Explicit Vocabulary Instruction Selection of Vocabulary Goldilocks Words Not too difficult Not too easy Just right (Stahl & Stahl, 2004) 28
29 Selection Criteria for Instructional Vocabulary Tier 1 Tier 2 Tier 3 Description Basic words that most children know before entering school Words that appear frequently in texts and for which students already have conceptual understanding Uncommon words that are typically associated with a specific domain or content area Examples clock, baby, happy coincidence, fortunate, insist, adapt chrysalis, peninsula, decimal (Beck, McKeown, Kucan, 2002)
30 How do I determine that a word is TIER 2? Word Is this a generally useful word? Does the word relate to other words and ideas that students know or have been learning? Is the word useful in helping students understand text? If you answer yes to all three questions, it is a tier 2 word. If not, it is probably a tier 3 word.
31 Your Turn-Selecting Tier 2 Words In partners at your table, choose one of the texts you have brought to work with for today. Identify (4 )Tier 2 words you would teach your students. Use the selection criteria to help guide you through this process.
32 What Strategies Would You Use to Teach Your Selected Words? Fold the Line
33 Text Talk: Teaching Vocabulary Using Read Alouds Use books teachers read aloud to students as a source of vocabulary Engage in vocabulary activities after a book has been read K-1 recommendation (I. Beck,M.McKeown & L. Kucan))
34 Text Talk for Young Children A read-aloud approach to enhance children s comprehension and vocabulary acquisition. Introduce the story Read Stopping and asking open-ended questions Following up children's response (e.g. rereading, revoicing) Think and Talk Comprehension discussion Explicit Vocabulary Instruction Extended practice and application
35 Text Talk Explicit Vocabulary Instruction Read story and select 3-6 Tier 2 words. Introduce Vocabulary Step 1: Contextualize each word from text. Step 2: Explain the meaning of the word is explained using student-friendly terms. Step 3: Children repeats the word so they can create a phonological representation of the word.
36 Providing Student-Friendly Definitions Providing student-friendly definitions ones that are accurate and that students will understand is no mean task. Below is a definition of dazzling from the dictionary and a student-friendly definition. Beck, McKeown, and Kucan (2003). bright enough to deprive someone of sight temporarily If something is dazzling, that means that it s so bright that you can hardly look at it. Cobuild 36
37 Text Talk Explicit Vocabulary Instruction Introduce Vocabulary Step 4: Teacher provides examples in contexts and other than the one used in the story. Students also provide their own examples. Step 5: Children say the word again to reinforce the phonological representation.
38 Text Talk Explicit Vocabulary Instruction Develop Vocabulary Step 6: Students engage in activities that allow them to interact with words. These activities serve as a means for students to respond, explain and create their own examples.
39 Note Taking As each type of interactive activity is explained, please record any ideas or notes that will assist you in the future.
40 Activities for Interacting with Words What s the Word Concept Web Making Choices Idea Substitution Situations and Examples Choose the Best Answer Word Association Questions, Answers, Reasons Using All the Words*
41 Step 6 Interactive Activities What s the Word? Teachers provides a sentence with a word missing. Tell students one of the words they are learning will fit in each sentence. For each sentence, a child should be asked to explain why they chose they word they did.
42 Step 6 Interactive Activities Concept Web loyal
43 Step 6 Interactive Activities Making Choices Teacher provides examples and students respond orally or physically (stand up, raised hand, color coded cards, etc.).
44 Activities for Interacting with Words Idea Substitution Tell students that you will read a sentence that has something to do with one of their words. Then ask someone to repeat the sentence using the new word.
45 Activities for Interacting with Words Situations and Examples Tell students that you will ask them to use their new words in different ways. Explain you will give them examples and then have them do the same. As they respond with an example, have them explain the connection between the word and its meaning.
46 Step 6 Interactive Activities Choose the Best Answer Ask students questions and have them choose the answer that makes sense with one of the words they are learning. After a response, call on a child to explain
47 Step 6 Interactive Activities Word Association Teacher tells students that he/she will say something and they are tell which word (of those they are learning) it makes them think of. For each word, make them explain why. Repeat the word choices at the end of each sentence.
48 Step 6 Interactive Activities Questions, Reasons and Examples A final activity for each word provides situations in which children have to interact with the target word, often by responding to and explaining examples as well as creating their own.
49 Step 6 Interactive Activities Using All Words Activities where student interact will all the target words from the lesson. Can serve as a concluding activity.
50 Text Talk Maintaining Words The research strongly points to the need for frequent encounters with new words in order to become a permanent part of a student s vocabulary repertoire. Apply Words Learned to New Stories Using Words in Reading and Writing Situations
51 Other Text Talk Extensions Morning Message Our Words reluctant drowsy loyal Word Tallies # of Times We Have Heard Word IIII III IIII Word Wall Word Jar
52 My Turn A Pocket for Corduroy You will be my class! Please follow along with me and participate in the student responses. reluctant, insisted, drowsy
53
54
55 Your Turn As a small group, triad or partners, you will practice designing a Text Talk lesson using the a book you brought for today. Complete the Text Talk Planning template Choose at least 2 interactive activities
56 Explicit Vocabulary Instruction Using Literature & Informational Text Graphics and visuals Identify the word(s) to be learned Present a student-friendly explanation Illustrate the word with examples or have children act out revolve when something moves around something else Marzano Building Academic Vocabulary
57 Making Vocabulary Active TPR- Total Physical Response recognizes the value of language being associated with physical responses grammar-based view of language that focuses on meaning, not form Evidence-based strategy for English Language Learners strong
58 Categorizing/Sorting List-Group-Label for Young Children Identify topic Provide or have students generate words related to topic or use picture cards that relate to topic Sort picture cards into group Label the name for each category
59 Categorizing/Sorting Categories Descriptors Familiar Settings & Topics Categories 5 Senses, etc. People, Places, Things
60 Your Turn Each table will be given a card with a topic and type of category As a group, create a chart that shows how you would teach this topic and categories.
61 Categorizing/Sorting Semantic Feature Analysis Can modify for Kindergarten students by using pictures on both axis.
62 Opposites/Antonyms Categories Antonym Bulletin Boards Picture Sorts (and Words)
63 Words and Shades of Meaning Acting out Simon Says talk, march, strut, prance speak, whisper, murmur
64 Nursery Rhyme Substitution Substitute verbs in nursery rhymes and have students act out the differences in the verb meanings. Jack and Jill went up the hill Walked, skipped, ran, sauntered, pranced, marched
65 How much do you know NOW about the Use a 1 Not heard of three tiers of vocabulary 3 tiers of vocabulary? to show your current understanding. 2 Very little knowledge of three tiers of vocabulary 3 Some familiarity of three tiers of vocabulary 4 Know three tiers of vocabulary and how to use 5 Deep knowledge of three tiers can teach others
66 3-2-1 List 3 Things You Learned: List 2 Things You Will Try: List 1 Question You Have:
Building Vocabulary for 1 st Grade Students. Presented by: Sheryl White sherylwhite54@gmail.com
Building Vocabulary for 1 st Grade Students Presented by: Sheryl White sherylwhite54@gmail.com Get A Card Make sure you have a card. You will sit at the table labeled with the # card you have in your hand.
More informationBuilding Vocabulary for 3 rd Grade Students. Presented by: Sheryl White sherylwhite54@gmail.com
Building Vocabulary for 3 rd Grade Students Presented by: Sheryl White sherylwhite54@gmail.com Session Objectives Understand vocabulary demands in the Common Core State Standards Understand the Tiers of
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
More informationLesson Plan Template + ++ +++++
Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading
More informationKindergarten Common Core State Standards: English Language Arts
Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationCharacter Traits. Teacher Talk
Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,
More informationReading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
More informationOCPS Curriculum, Instruction, Assessment Alignment
OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of
More informationWhat Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
More informationHelping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
More informationUnit 2 Module 3: Generating Examples and Nonexamples
Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide
More informationGrade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
More informationVocabulary Activities Language Arts Core Curriculum. Instructional Strategy. Goal Use it when you want. Directions. Context Clues
Vocabulary Activities Language Arts Core Curriculum VOCABULARY Standard 4000-06 Objective: 0601 Learn new words through listening and reading widely. Objective: 0602 Use multiple resources to learn new
More informationMy Game. Or I say, I m in the window. Or else, I m out the door. I m on top of the table, Or I m under the floor.
My Game I have a little pretend game I play When Daddy calls to me. I say, I m right here, Daddy! I m under the sea! Or I say, I m in the window. Or else, I m out the door. I m on top of the table, Or
More informationDays of the Week Grade Kindergarten
History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety
More informationLiteracy and Numeracy for Learning and Life
Literacy and Numeracy for Learning and Life Literacy Session 3 Hospital Schools Literacy and Numeracy for Learning and Life Link Teacher Communication Leading Literacy Core Team Collaboration Assessment
More information4/12/15. Goals for this Session. What the Research Says. Math Vocabulary Instructional Strategies
Math Vocabulary Instructional Strategies April 13, 2015 Jane Osborne Kim Yasui Goals for this Session You will understand: Characteristics of effective vocabulary instruction Process for direct instruction
More informationAPPENDIX B CHECKLISTS
APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3
More informationCreate stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
More informationOhio Early Learning and Development Standards Domain: Language and Literacy Development
Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)
More informationChapter 3. Vocabulary Development
Chapter 3. Vocabulary Development Why Teach Vocabulary Development? Effective vocabulary instruction is critical for increasing students academic achievement. Educational researchers have shown for years
More informationNewsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403
Newsletter August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 This Week We Are Everyday Mathematics: 1-6 Reading, ordering, comparing whole numbers; one more and one less 1-7
More informationTeaching Strategies. There are three broad types of questions, and students should be exposed to all types:
Teaching Strategies The Cornerstones Lesson Guide suggests instructional practices that will help students benefit the most from a Cornerstones teaching unit. This supplement explains the terms used in
More informationBuilding Academic Vocabulary
Building Academic Vocabulary Granite School District Math Department Miguel Garcia Heather Riddle Dee Rigdon Angie Osness January 2011 Acknowledgements Mary Alice Rudelich, Director Curriculum and Instruction
More informationScholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
More informationA Guide for Using Big Books in the Classroom
Why Big Books? A Guide for Using Big Books in the Classroom There s something spectacular about Big Book versions of good children s books. Neither adults nor children can resist the urge to touch and
More informationSchool and classroom structures for comprehensive ELD instruction
A SCOE Publication, October 2008 Resource School and classroom structures for comprehensive ELD instruction As more and more English learners join our school communities, administrators and classroom teachers
More informationMarzano s Six Step Process Teaching Academic Vocabulary
Marzano s Six Step Process Teaching Academic Vocabulary 1. Provide a description, explanation, or example of the new term. (Include a nonlinguistic representation of the term for ESL kids.) 2. Ask students
More informationK-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White
K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate
More informationIEP goals Numeracy Support
IEP goals Numeracy Support Name: Grade: Classroom Teacher: Resource Teacher: Support format: In Class support Days & times: Small group support Days & times: Assessment to date Strengths Areas requiring
More informationUnit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks
Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationCCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten
Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,
More informationTeaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension
Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching Unit Paraphrasing Grade Level: Grade three and four students
More informationPrevious Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides
Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme
More informationUsing Word Walls in the Social Studies Classroom
Word Wall Rationale Using Word Walls in the Social Studies Classroom A word wall is an ongoing, organized display of key words that provides visual reference for students throughout a unit of study or
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationFostering Vocabulary Development in Elementary Classrooms. Joanne F. Carlisle University of Michigan/CIERA
Fostering Vocabulary Development in Elementary Classrooms Joanne F. Carlisle University of Michigan/CIERA The importance of vocabulary instruction Vocabulary knowledge is significantly related to reading
More informationChoral Reading Type: Strategy Literacy Skill: Reading Domain:
Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension
More informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationThis chapter introduces the Structure of Process the complement to the
4 The Structure of Process This chapter introduces the Structure of Process the complement to the Structure of Knowledge. The Structure of Process shows the relationship of Processes, Strategies, and Skills
More informationThe English Language Learner CAN DO Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
More informationELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).
READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,
More informationCalifornia. www.heinemann.com Phone: 800.225.5800
California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas
More informationELPS TELPAS. Proficiency Level Descriptors
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
More informationSt. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
More informationA GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS
A GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Introduction Building on the strength of Delaware
More informationInstructional Approaches for Enhancing Vocabulary
Instructional Approaches for Enhancing Vocabulary Facilities Seminar April, 2010 Facilities, April, 2010 1 By the time we finish today I hope you will: Be able to discuss why it is important to teach vocabulary,
More informationTOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible
More informationContent-Area Vocabulary Study Strategies Appendix A 2 SENIOR
Content-Area Study Strategies Appendix A 2 SENIOR 2 SENIOR Overview is unique to each content area. Each content area s vocabulary and, in particular, its technical vocabulary label its fundamental concepts.
More informationSEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012
SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department website
More informationStudy Guide. Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics
Study Guide Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics Wendy Ward Hoffer The purpose of the book, Developing Literate Mathematicians,
More information"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"
"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist monica.gonzalez@esc13.txed.net "Tell me and I
More informationMassachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
More informationIdentifying and Describing Polygons: A Geometry Lesson
Identifying and Describing Polygons: A Geometry Lesson Lesson Plan R6 Overview In this lesson, students learn to identify and describe polygons and compare and contrast them with figures that are not polygons.
More informationComponents of a Reading Workshop Mini-Lesson
Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &
More informationMonitoring for Meaning
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
More informationScaffolding Reading Comprehension in the Elementary Grades. A presentation by Dr. Anita Archer, December 5,2008
Scaffolding Reading Comprehension in the Elementary Grades A presentation by Dr. Anita Archer, December 5,2008 Systematic, Explicit instruction Active participation Total student involvement Explicit instructional
More informationLiteracy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work
Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationCompiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
More informationMendham Township School District Reading Curriculum Kindergarten
Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading
More informationParent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
More informationThere are many reasons why reading can be hard. This handout describes
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
More informationVocabulary Development using Visual Displays
Vocabulary Development using Visual Displays Visual displays can support vocabulary development in unique and creative ways. Ellen McKenzie Vocabulary development is one of the top areas of focus for a
More informationInstructional/Learning Activity Task Template:
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
More informationWeekly Lesson Plan for Shared Reading Kindergarten
Weekly Lesson Plan for Shared Reading Kindergarten Level: Emergent Week of: Note: This sample plan contains considerably more detail than you would include in your own day book plan. This level of detail
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional
More informationTools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
More informationIndiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
More informationContent Strategies by Domain
Content Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content
More informationLanguage, Learning, and Content Instruction
CHAPTER 2 Language, Learning, and Content Instruction WHAT DO YOU KNOW WHEN YOU KNOW A LANGUAGE? Have you ever thought about what you know when you know a language? Most people s first reaction is to say,
More informationRevised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2
Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2 David Coleman Susan Pimentel INTRODUCTION Developed by two of the lead authors of the Common
More informationEnd of Reception Report: July 2013
End of Reception Report: July 2013 Name: Date: Communication and Language Listening and attention Understanding Speaking Child A is able to listen to instructions and follow them accurately, including
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationGrade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
More informationTips for Working With ELL Students
Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.
More informationCCSS English/Language Arts "I Can" Standards Reading: Foundational Skills Kindergarten
CCSS.ELA-Literacy.RF.K.1 I can show that I know how books should be read. CCSS.ELA-Literacy.RF.K.1.A I can read the words in a book in the right order. CCSS.ELA-Literacy.RF.K.1.B I can understand that
More informationElements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
More informationVocabulary Strategies Toolbox
Graphic organizers help students to visualize the relationships between words and their possible meanings. Teachers can use these graphic organizers and games with explicit vocabulary instruction. These
More informationScarcity and Choices Grade One
Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources
More informationTeaching a year 5 & 6 class visualisation strategies using the R.I.D.E.R method increases reading comprehension in students with low comprehension.
Teaching a year 5 & 6 class visualisation strategies using the R.I.D.E.R method increases reading comprehension in students with low comprehension. Teaching session format : Sessions (1 5) The visualization
More informationSing, Spell, Read & Write
Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,
More informationPersonal Timelines Grade Two
Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
More informationHow To Write The English Language Learner Can Do Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationUnit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
More informationProgram Overview. Introduction. Program Components and Philosophy. Program Philosophy
Program Overview Introduction This guide explains how to use Vocabulary Their Way : Words and Strategies for Academic Success to help students in middle grades meet the rigors of the Common Core State
More informationI. ABSTRACT II. III. IV.
Teaching About Magnets in Kindergarten Grade Level or Special Area: Kindergarten Written by: Lori Dawn Montanez, Swallows Charter Academy, Pueblo West, CO Length of Unit: Five lessons (approximately two
More informationAlphabetic Knowledge / Exploring with Letters
Alphabetic Knowledge / Exploring with Letters Reading Goal 67: demonstrate awareness of the alphabetic principle Reads books with repetitive sounds and/or pronounces words deliberately and slowly when
More informationUnit 4.3: Making Predictions, Inferences and Connections about Characters English as a Second Language 5 weeks of instruction
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student will analyze characters from stories and pictures using effective strategies of good readers: making
More informationWiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed
More informationExpository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
More informationGuided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee
Bebop Books Page 1 Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Fiction/Fantasy Guided Reading : D DRA: 4 Reading Recovery : 6 24 pages, 119 words Focus: using
More informationStory Elements for Kindergarten
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 2015 Story Elements for Kindergarten Renee D. Faulk Trinity University, rfaulk@sbcglobal.net
More informationPre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6
Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games
More informationAdvice for Class Teachers. Moderating pupils reading at P 4 NC Level 1
Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class
More information