Mount Pleasant Central School District

Westlake Middle SchoolWestlake High School

Science and Social Studies Teachers

Amy Benjaminwww.amybenjamin.com

Day OneMorning: Quick Review of the CCLS Big Skills: pp. xi-xxAcademic Vocabulary Big Skills: pp. 131-150; 169Afternoon:

Reading Comprehension Practices and Strategies “White Paper”

Day TwoMorning: Socratic Seminar

Big Skills: pp. 85-98

Afternoon: Academic Writing to LearnFraming a Writing Task Big Skills: pp. 47-80Addressing Plagiarism

Buzz the Buzz:

These are some buzzwords about the Common Core. Characterize themin accordance to how well you know them in the context of the Common Core:

Strangers: I’ve never heard of these terms.

Acquaintances: I know something about these terms.

Friends: I am thoroughly versed in these terms.

Formative assessment

Summative assessment

Staircase of text complexity

EngageNY.org

3 Text Types

Tiers I, II, III

Anchor standards

Corestandards.org

Source-based writing

Text-dependent questions

The 6 Shifts

PARCC Assessments:

“The Standards ________ that instruction in reading, writing,speaking, listening, and language be a shared responsibilitywithin the school. “

a. suggest

d. insist

c. state

b. advise

Assessment Implications:

Reading comprehension questionsWriting with source citationAcademic vocabulary infusion

SummarizingSynthesizingAnalyzingEvaluating

What does this “shared responsibility” look like in your classroom?

The grades 6-12 Standards are divided into two sections, one for ELAand the other for history, social studies, science, and technical subjects.This division reflects the unique, time-honored place of ELA teachers indeveloping students’ literacy skills while at the same time recognizingthat teachers in other areas must have a role in this development as well.

Assessment Implications:

Reading comprehension questionsWriting with source citationAcademic vocabulary infusion

SummarizingSynthesizingAnalyzingEvaluating

At-A-Glance: 32 Common Core Anchor Standards for Literacy (grades 3-12)

Reading: Writing: Speaking/Listening Language

Key Ideas & Details: 1. Read closely.2. Track themes& summarize mainideas.3. Understand andfollow progressions.

Craft and Structure: 4. Know what words& phrases mean incontext.5. Analyze how thedetails contribute toeach other and to theoverall meaning.6. Assess how point of view or purpose affectsmeaning.Integration of Knowledge & Ideas : 7. Understandcharts, graphs,and other numericalrepresentations.8. Judge the validityof an argument, basedon the language used.9. Compare texts onthe same subject.10 Comprehend complex textindependently.

Types & Purposes: 1. Write arguments.2. Write informative/explanatory texts3. Write narratives.

4.Match your style to theexpectations of youraudience.5. Use the writing process 6. Use technology as acollaborative tool.

7. Conduct short as wellas more sustained researchprojects.8. Gather information frommultiple sources. Judge thecredibility of the sources.9. Use both literary andinformational texts to support,inform, and enrich your claims

Production & Distribution:

Research:

10. Write routinely; bothformally and informally; writepolished pieces and on-demand;write to express knowledge andto formulate it. Revise, proofread,edit.

Comprehension &Collaboration:

1.Develop socially appropriate conversationalskills.2. Verbally summarizeinformation that you’veheard, read, or seen.3. Assess the credibilityof what you read and hear,based on the languageused.

4. Present meaningful ideasand information coherentlyand courteously.5. Enhance formal presentations with visuals,including digital media.6. Know the rules of formalspoken English and apply them when appropriate to theaudience.

Presentation of Ideasand Knowledge:

:

Knowledge of Language: 1. Know the rules offormal standard writtenand spoken English andapply them when your audience expects you to doso. Accurately perceive thecircumstances when youraudience expects you to usea formal language tone.2. The above includes thevisuals of writing: spelling,capitalization, punctuation.3. Understand that languageis a changing social contract.Make effective choices. Expand your understanding ofthe language choices of others.

4. Figure out what new words& phrases mean using context,word parts, dictionaries, a5. Understand that words canbe nuanced and can havemultiple meanings.6. Understand and use anacademic/businesslike levelof language.

VocabularyAcquisition and Use:

The Standards

MathematicsEnglish Language Arts & Literacyin History/Social Studies, Science, Technical Subjects

“Curriculum Spiral”: Same set of standards applied to increased level of text complexity as students move up the grade levels

“Teach less, learn more”

Specific strands of math are taught at given grade levels.

“All I know is what I have words for.”

Ludvig Wittgenstein 1896-1951

2-3: Explicit Instruction2-3: Reading 50 paragraphs

2-4 More Words8 words a day

1st exposure,one context

2nd exposure,another context

5th t exposure,another context

3rd exposure,another context4th exposure,

another context

Tier 3: glossary word:Multisyllabic

Specific to a subject area Latin or Greek-based

topography, photosynthesis, isoceles triangle, sedimentary, oxygenated, cartographer

Tier 2: Words of education, business, government, religion:

Components: Prefix, root, suffix Latin-basedelevation, formation, protrude, expansive, isolated, remote

Tier 1: Basic conversational words: Friends & family1 or 2 syllables

Learned naturally, through exposure

hills, grass, rocks, land, sky, clouds, fly, climb,green, high…

Anna

Sophie

James

Emergence:10-18 months(words heard per hour)

616

1,251

2,153

5 affirmative11 prohibitive

12 affirmative7 prohibitive

32 affirmative5 prohibitive

Cumulative, by age 3(collection of spokenwords)

500

700

1,100

School age: Predictive capacity(number of wordsexpected to be learnedper year)

750 (2 per day)

3,000 (8 per day)

Col. profs

Office andHospitalWorkers(not mgmt)

Publicassistance

…byage5:

2,000

5,000

3,000 1500 (4 per day)

Language Acquisition:

2.Grows through “comprehensibleinput”

3.Use, and response to feedback

Dependent on thelearner being relaxed,trusting, unselfconscious

1.Unconscious growth throughexposure and need to understandmessages

1.Deliberate learning of definitions,examples, forms of specific,targeted words

Language Learning:

2. Deliberate practice in newlylearned words

3. Assessment on specific words

8 Words a Day(3000 per year)

90% 10%

More Numbers: 6;30 Number of exposures to a new word during the initial lesson;

Number of exposures during the ensuing month

10-15% Your chances of learning a word after a single exposure in context

2-3

208-3000 Number of words that schoolchildren need to learn every day

(3000 words per year)

Number of paragraphs of instructional level text that need to be read toadd one word to your vocabulary

Realistic number of words learned in a school day through explicit instruction

90-95% Percentage of words that need to be known for the text to beconsidered “instructional level” for that reader

25-1-1000 A fifth grader who spends 25 minutes a day reading will growher vocabulary by 1,000 words in a year.

Some words are more important than others. Some words are essential forschool and business.

You are about to meet the Academic Word List:

1. The most commonly found (Tier II) words in college textbooks

2. 570 words, divided into 10 subsets; order of frequency inacademic textbooks

3. Compiled by Averil Coxhead, Essentials of Teaching Academic Vocabulary(2006).

analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary

Academic Word List: Subset 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer

Academic Word List: Subset 1

Think about howthese words applyto social studies.

Now think about howthese words applyto Home & Careers.

Now think about howthese words applyto music.

alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link maximize negate outcome philosophy physical proportion publish react register rely scheme sequence shift specify sufficient technical technique valid volume

access adequacy annual apparent approximate attitude attribute civil code commit concentrate confer contrast cycle debate despite dimension domestic emerge ethnic grant hence hypothesis implement implicate impose integrate internal investigate mechanism occupy option output overall parallel parameter phrase prior principal professional project promote regime resolve retain series statistic status stress subsequent undertake

Academic Word List: Subset 3

Academic Word List: Subset 4

Now, think about how the words apply to Physical Education.

Now, think about how the words apply to the visual arts.

(Taking a little break from the list)

10% of the nouns, verbs, adjectives, and adverbs in academic textbooks and tests are on this list.

4.5% of the nouns, verbs, adjectives, and adverbs in newspapers are on this list.

1.4% of the nouns, verbs, adjectives, and adverbs in fiction and poetry are onthis list.

80% of the words derive from Latin and Greek word components.

academy adjust alter amend capacity clause compound consult decline discrete enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate liberal license logic margin modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas

abstract acknowledge accuracy aggregate allocate assign bond capable cite cooperate discriminate display diverse domain edit enhance estate exceed explicit federal fee flexible furthermore gender incentive incorporate incidence index inhibit initiate input interval mitigate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy trace transform underlie utilize

Academic Word List: Subset 5

Academic Word List: Subset 6

Word knowledge comes incrementally. As a formative assessment, ask yourstudents to characterize the extent to which they think they know these words.

“Strangers” “Acquaintances” “Friends”

adapt advocate channel classic comprehensive comprise confirm contrary convert decade deny differentiate dispose dynamic equip eliminate empirical extract finite foundation gradient guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor thesis transmit ultimate unique voluntary

abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace eventual exhibit exploit fluctuate guideline implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset predominant prospect radical reinforce restore revise tension terminate theme thereby uniform vehicle via virtual widespread

Academic Word List: Subset 7

Academic Word List: Subset 8

accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine restrain revolution rigid route scenario sphere subordinate supplement suspend trigger unify violate

adjacent albeit assemble collapse colleague compile conceive convince depress encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo whereby

Academic Word List: Subset 9

Academic Word List: Subset 10

There is no such thing as a hard word: Only infrequent words.

Effective Vocabulary Instruction Depends on the 4 E’s, anagrammed below:

Eesurpxo

Ennoilaatxp

Enthusiasm Demonstrate your own excitement and interest in words; model yourself as a learner

Esshmaiunt

Exposure: Elevate your language when you speak in class

Explanation: Provide ample information about a word; Exceed brief definitions

Emslxpea Examples Give several examples and non-examples, especially ones that evoke a visual image

Stephenie Yao-Long, The Oregonian

Cloze Procedure and Reading Comprehension:

Independent Level: at least 50% correct

Instructional Level: at least 40% correct

Frustration Level: less than 39% correct

Source: Cloze Procedure and the Teaching of Reading. James Rye. 1982Heinemann. Portsmouth, NH

Coooperative Learning Structures

Name of Structure: I have used it: yes/no/modified

Comments:

Mount Pleasant Central School District

Westlake Middle SchoolWestlake High School

Science and Social Studies Teachers

Amy Benjaminwww.amybenjamin.com

Day TwoMorning: Socratic Seminar

Big Skills: pp. 85-98

Afternoon: Academic Writing to LearnFraming a Writing Task Big Skills: pp. 47-80Addressing Plagiarism

Traditional Classroom Dialogue (Recitation Script)

Socratic Seminar

Lecture-style set-up

Questions have right-or-wrong answers

Teacher knows the answers; leads students to say them (“guess-what- I’m-thinking”)

Students offering answers receive positive or negative feedback based on the rightness of their answer

Class experience is predictable, can be replicated

Lesson ends with pre-planned closure

Like a worksheet

Meeting-style set-up

Questions are open-ended

Teacher does not necessarily know the answers; leads students to clarify or extend their responses

Students offering responses are asked to justify them (“How do you know?”

Class experience is unpredictable; cannot be replicated; may or may not work well

Lesson ends without definitive closure, encouraging students to keep thinking

Like a book club

Coooperative Learning Structures

Name of Structure: Comments:

fishbowljigsawthink/pair/sharepanel presentationsdebateswhiteboarding“pencils in the cup” (talk-write-talk)

Plus: Minus:

•Takes too long to set up•Students are distracted•One person does all the work•Grading inequalities•“I feel like I’m not teaching”•Negative peer reinforcement•Not sufficiently informative• of required content

•Students are engaged•Gives teacher time to work• individually/small groups•Real life skill•Meets CCLS: Sp/List•Practice in using Tier III vocab•Communication strengthens• learning•Research-based (Marzano,• et. al.)•Positive peer reinforcement•Builds class community

1. Ethos: Appeal through the credibility and reputation of the writer/speaker

2. Logos: Appeal through logical reasoning

3. Pathos: Appeal through emotional response (These may coincide.)

Aristotle’s Three Appeals

•Argument: 40%

•Information/Explanatory: 40%

•Narrative: 10%

• Unspecified: 10%

Writing for the CCSS:

Sentence Frames for Argumentation

Use this frames at the outset of your argument to introduce an ongoing debate:

In discussions of _____________, one controversial issue has been

___________________________. People who believe____________

claim that________________________________. On the other hand,

those who believe _____________________________ assert that

______________________________________________________.

My own view is __________________________________________.

A starter kit of verbs and sentence frames that help us connect to the text:

The author…In <reference to the text>, the author suggests……by implying…

In <reference to the text>, the author asserts….by claiming….

In <reference to the text> the author emphasizes…by repeating…

In <reference to the text> the author explains by defining… giving examples of…

showing… referring to…

Framing the Writing TaskMore Effective: (Scaffolded)

Minerals have certain properties thatmake them useful. Select a mineral andexplain in a well-developed paragraphshow its properties make it useful.

Suggested vocabulary: application, manufacture

resistance, flexibility, withstand, strength

Suggested sentence frame:

Because of its________, _______ is used for_________.

One property of _____ is ______, whichmakes it________.

More Effective: (Scaffolded)

I. Directions: --General focus statementabout the topic --At least one “task verb” delineating expectations (select and explain… identify and describe… identify and analyze…)

II. Suggested vocabulary: 3-5 useful words that the

students might not have thought of

III. Suggested sentence frame(2): 1-2 sentence templates that will serve as good

“containers” for a key idea

Framing the Writing Task

Ineffective: (Vague, unscaffolded)

Write a report about an ecosystem.

What is your opinion aboutPresident Obama?

You will be required to gatherinformation from professionaljournals and the Federal Reserveand write a research paper makinga recommendation as to what to do with interest rates.

More Effective: (Scaffolded) Minerals have certain properties thatmake them useful. Select a mineral andexplain in a well-developed paragraphhow its properties make it useful.

Suggested vocabulary: application, manufacture

resistance, flexibility, withstand, strength

Suggested sentence frame:

Because of its________, _______ is used for_________.

One property of _____ is ______, whichmakes it________.

Structuring a Writing Task: 3 Parts

Part One: State what you want the students to do, carefully choosing your task verb. Be sure the students understand the task verb (analyze, explain, describe, compare, tell a story…)

Part Two: Provide a short word bank (list of 5-10 words) that will work well in this writing task, but that the students would probably not have thought of by themselves:

Part Three: Provide 2 or 3 sentence frames that will work well in this writing task: