Vocabulary - Los Angeles Unified School District
Dear Coach Coordinators and Experts,
Thank you to everyone for you help and feedback. The January vocabulary Action Seminar went to ‘repro’ and you will be notified when the materials are available for pick-up at Beaudry.
School teams must bring the following materials:
Data from Units 1 & 2, grade 3
Intervention Guide
EL Support Guide, if available
Participants will have two packets.
1. Powerpoint: 3 slides to a page
2. Handout packet (see below)
The handout order is as follows for your participants (revised from your packet for ease of handling.)
|Handout # |Description of page |
|1-2 |Excerpt from Voice of Evidence in Reading Research |
|3-5 |Gr. 3, Unit 3 End-of-Unit Vocab Assessment; Writing Prompt/Rubric |
|6-7 |Getting Started (first two) pages from TE explaining the parts of the writer’s notebook |
|8-16 |Personal Thesaurus (see strategy 2 in AEMP binder) and Personal Dictionary (same as what was given at |
| |cc/expert meeting: one blank, one example) |
|17-18 |Word concept map (one blank, one example) |
|19 |How do I fit it all in? handout (compliments of Celia Domingue-Pettus) |
|20 |Ronni’s top 12 |
Local District are photocopying:
Agenda
Workshop Attendance Verification Form (with signature)
Thank you for making this professional development evening a rich, scintillating experience for our school leaders!
Your team members
Please call or email with questions/comments!
Vocabulary Action Seminar – January 2005
Beyond Strategy Instruction
|Agenda Items (materials) |Presenter’s notes |Time |
|Renewing our charge… |Purpose: to frame the urgency of the work at the school sites and to |15 min |
|(Coach coordinator/ |build on salient points from their last presentation with Ronni | |
|superintendent/director role) |Ephraim and Betsy Eaves. This person should also set expectations for| |
|See talking points. |the evening meeting. | |
|(slides 2-4) | | |
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|(Dr. Vigil or Marti) | |4:00 – 4:15 |
|Overview of Reading First Action Seminar Professional |Briefly explain the three goals of vocabulary instruction: |5 min |
|Development |Provide students with skills/opportunities to learn words | |
|(Coordinator role) |independently. | |
|(slides 5 & 6) |Teach students the meanings of specific words. | |
| |Nurture a love and appreciation of words and their use | |
|(slide 5) |-Bauman, Kame'enui, & Ash, in press | |
| | |4:15 – 4:20 |
| |Remind participants that the last vocabulary professional development | |
| |focused on the first goal (importance of strategy instruction and | |
| |opportunities to apply strategies). | |
| |Explain that this evening’s agenda focuses on vocabulary goals bullets| |
| |2 and 3. | |
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| |Before moving to slide 6, have participants review agenda and | |
| |objectives: | |
| |Identify actions to move the instructional practice of teachers. | |
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| |Determine how to extend vocabulary instruction beyond the transparency| |
| |and dictionary. | |
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| |Recognize meaningful practice as a follow-up to vocabulary | |
| |instruction. | |
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| |State expectations for how this professional development will be used | |
| |at the school site. Include: | |
| |Coaches should have the depth of knowledge to make the intent and | |
| |content applicable to every teacher at any grade-level. | |
| |Administrators’ depth of knowledge and follow-up is critical to | |
| |successful implementation. | |
|(Herlinda) |75% of professional development should be aimed at helping teachers | |
| |apply new learning in the classroom. Therefore, any grade-level | |
| |meeting or banked Tuesday presentation should be supplemented with | |
| |strategic, meaningful, ongoing coaching with a set number of teachers | |
| |for a set period of time. | |
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|(slide 6) | | |
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|(Herlinda) | | |
|Follow-up conversation |Data |35 min |
|(Coordinator role) |Explain that before moving forward with tonight’s objective, school | |
| |teams will have an opportunity to reflect on the actions taken since | |
| |the last action seminar in October. Allow 10 minutes to review their | |
| |most recent Grade 3 data using the following guiding questions: | |
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| |What evidence did you see of strategy instruction at your school? | |
| |How did you use the information provided in the last professional | |
| |development? | |
|(slide 7) |How does the data reflect the evidence seen and actions taken? | |
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| |Then, have schools talk with their concerned colleagues. Allow 7 | |
| |minutes per school team. (15 min.) | |
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| |4. Share the data collected, evidence seen, and actions taken since | |
| |the last seminar. Colleagues may give constructive feedback. | |
| | |4:20 – 4:55 |
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|(Herlinda) | | |
|Tonight’s Objectives |Show slide showing the evening’s objectives, focusing on Objective #2 |10 min |
|Lesson Design |& #3. To activate prior knowledge, pose this question to the group. | |
|(Content Expert Role) |(It will appear in the blue box when you click on the space bar.) | |
|(slides 8-14) | | |
| |During your classroom observations, what evidence do you have that | |
|(slide 8) |vocabulary development and instruction is extended beyond strategy | |
| |instruction (the transparency) and the dictionary? | |
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| |Transition from the previous discussion into the importance of lesson | |
| |design by illuminating the curricular connections between the seeding | |
| |vocabulary during the unit opener, prior knowledge, vocabulary, | |
| |fluency, comprehension, and writing. | |
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|(slide 9) | | |
|Note: Arrows appear when you click on the space bar. | | |
| | |4:55 – 5:05 |
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|(Cecilia) | | |
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|Deepening Rationale |Remind participants that well-done research is evidence-based and |25 min |
|Professional Reading |should be used to inform effective teaching practice. | |
|(slides 10 & 11) |Allow participants 10 minutes to read Excerpts from Voices of Evidence| |
| |in Reading Research, and Bringing Words to Life, Chapter 1. | |
| |After about 10 minutes, then summarize key statistics from the | |
|(slide 10) |readings. | |
|(Handout 1 & 2) | | |
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| | |5:05 – 5:30 |
|(slide 11) | | |
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|(Cecilia) | | |
|What does it mean to know a word? |Explain the difference between receptive and expressive vocabulary. |20 min |
|(slide 12-14) |Have participants browse the End-of-the-Unit vocabulary assessment and| |
| |the PWA writing prompt (click space bar to expose question) and |5:30 – 5:50 |
|(slide 12) |facilitate a brief discussion regarding the demands each has on a | |
|(Handouts 3-5) |child’s vocabulary knowledge. The end-of-the-unit vocabulary | |
| |assessment tests receptive vocabulary, but does not require a child to| |
| |know how to generate the word and use it in authentic contexts. If a | |
| |child can score a 10/10 on the vocabulary assessment, does it | |
| |necessarily mean that he can incorporate “robust” vocabulary into his | |
| |writing and speaking? (no) | |
| |*Read a sample of student writing to make the point of the importance | |
| |of expressive vocabulary. | |
| |This is consistent with our data. Our instructional practices must | |
| |have expressive vocabulary development as the goal, not receptive. | |
| |Connect expressive vocabulary with the stages/attributes of “To know a| |
| |word” on the next slide. | |
| |Use the example to exemplify the point. (Appendix A, after trainer | |
| |notes) | |
| |Then, as time allows, have participants try the self-assessment using | |
| |the adult words on the next slide. | |
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|(slide 13) | | |
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|(slide 14) | | |
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|(Genevieve) | | |
|Tiering |Display slide #15 explaining that there are too many words to teach. |10 min |
|(slides 15-17) |Not all words call for direct instruction. Some do. Students need to| |
| |learn between 500 and 1000 words per year to stay on grade-level | |
|(slide 15) |(various data, including Beck et al, Nagy & Anderson, Allington, etc.)|5:50 – 6:00 |
| |BUT many share roots and inflectional structures. Beck estimates that| |
|(Genevieve) |about 400 need explicit teaching. | |
| |Briefly, review tiering, explaining that tier two words are the focus | |
| |for instructional purposes. This takes preparation and planning. | |
| |Show example of e.g. of tiering planning guide. | |
| |Transition by saying: Tier one, two, and three words are important to| |
|(slide 16) |keep in mind with planning to differentiate instruction. (note arrows)| |
|*participants do not have this slide, they have a 81/2 x| | |
|11 copy in handout packet. | | |
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|(slide 17) | | |
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|(Genevieve) | | |
|Vocabulary Resources in Open Court |Remind participants that last time we located all the places in the |10 min |
|(slides 18 & 19) |Teacher’s Edition where vocabulary was found. Explain IWT/Workshop is| |
| |a time when vocabulary can be meaningfully pretaught, developed, and | |
|(slide 18) |practiced with teacher guidance (click on the space bar). Therefore, | |
| |participants will investigate the multiple teaching opportunities | |
|Pages needed: |available in OCR Resources (Intervention Guide, EL Support Guide, | |
| |Visual Glossary) to be used to reinforce core instruction. Point to | |
|2000 |relevant parts of EL Support Guide Introduction. | |
|2002 |Pose the questions on slide 19, “What are the multiple preteaching and| |
| |reteaching opportunities in the support materials? What opportunities| |
|Intervention Guide |are there for deeper learning?” | |
|164 |Have participants look at and note each vocabulary-teaching | |
|167 |opportunity. | |
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|EL Support Guide |Bring closure to this section by reviewing possible opportunities for | |
|n/a |vocabulary instruction. | |
|242 | | |
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| | |6:00 – 6:10 |
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|(slide 19) | | |
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|(Geri) | | |
|Beyond Dictionaries |Explain the reason why we must go beyond dictionary definitions to |5 min |
|Student-Friendly Definitions |really know a word. | |
|(slides 20 & 21) |*Remember using dictionary definitions is one strategy; it is simply | |
| |not enough. | |
|(slide 20) | | |
| |More so, student-friendly explanations help children derive more | |
| |meaning about words. We will be looking at strategies for teachers to| |
|(slide 21) |provide opportunities for students to grapple with word meanings next.| |
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|(Geri) | |6:10 – 6:15 |
|Digging Deeper |Allow time for participants to browse or jigsaw the activities on |20 min |
|(slide 22) |slide #22. If time allows or if necessary, you may give the following| |
| |examples. | |
|(Geri) | |6:15 – 6:35 |
|Personal Thesaurus |Reference the Writer’s Notebook in Getting Started pages. Explain |15 min |
|Personal Dictionary |that the Personal Thesaurus, an AEMP strategy, is an excellent | |
|(slide 23-26) |resource for recording vocabulary for later use in writing. Model how| |
| |the personal thesaurus works. (see Handout, also.) | |
|(slide 23 & 24) |Using the target word, act out the word. (ESL Visual Glossary is a | |
|(Handouts 6-18) |resource.) | |
| |Have students generate synonyms for the target word. | |
| |The teacher may chart these words. | |
| |Students write the word they already know in the top box | |
| |Synonyms new to the student’s lexicon are written on the lines below. | |
| |(Each word can be written in a | |
| |different color to differentiate | |
| |choices.) | |
| |Antonyms are listed below the | |
| |synonym lines within the | |
| |dotted framed box. | |
| |Also, model the personal dictionary and the word concept map as a | |
| |teacher guided tools that can be developed with students’ over the | |
| |course of the week. | |
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| | |6:30 – 6:50 |
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|(slides 25-26) | | |
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|(Geri) | | |
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|(Geri) | | |
|Planning for Multiple Exposures |Show the slide entitled Planning for Multiple Exposures. Review where|5 min |
|(slide 27) |vocabulary is taught within the five-day lesson planner (whole group).| |
|(Handout 19) |Model how this would fit into an OCR five day lesson planner, showing | |
| |handout entitled “How do I fit it all in?” This section is critical | |
| |to meeting objectives 2 and 3. | |
| | |6:50 – 6:55 |
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|(Geri) | | |
|Action Plan |Give participants a copy of Ronni Ephraim’s Top Twelve action steps as|15 min |
|(slide 28) |a way of reflecting upon where the administrative team wants to focus.| |
|(Handout 20) | | |
| |School Teams Plan: | |
| |Remind participants that instead of turning in written planned actions| |
| |this year, schools will be keeping their own copies of their action | |
| |plan. The action plans should be meaningful and realistic, not done | |
| |for compliance reasons. | |
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| |Have teams plan using the guiding questions: | |
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| |What are your objectives? How will your team continue to improve | |
| |vocabulary instruction at your school site? What are you plans for | |
| |sharing this professional development with your school faculty? | |
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| |Explain the concept of SMART goals and encourage participants to |6:55 – 7:10 |
| |formulate SMART goals. | |
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|(slide 29) | | |
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|(Herlinda) | | |
|Team Share |After ample time to work as a school team, have school teams partner |15 min |
|(slide 30) |up with another school team. Have each team explain their |(about 7 min per |
| |implementation plan to the other. School teams should offer |team) |
| |constructive feedback and ask probing questions. | |
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| | |7:10 – 7:25 |
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|(Herlinda) | | |
|Closure and Next Steps |Explain that next time teams should be prepared to share with their |5 min |
|Feedback Forms |partner school the successes and challenges that they experienced as | |
|(slide 30) |their action plan was implemented. | |
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| |End of a final quote from the Middle Level Leadership Center. | |
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| |Ask participants to complete feedback forms & close. | |
| | |7:25 – 7:30 |
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|(Herlinda) | | |
Possible Talking Points for Opening of Action Seminar
January 2005
Purpose: to set the stage for the work to be done this year.
Time frame: 10 minutes
We have evidence that…
1. When the level of implementation is high and the teaching is skillful that all groups of students make progress.
2. When the school works from a shared and explicit vision of academic success that the work of the teachers, coaches and the school leaders is more focused and that learning is more likely to improve.
The school needs to…
1. Have an established vision of how to work to improve achievement based on coherent instruction.
2. Establish methods and systems focused on academic improvement that are collegial and collaborative.
3. Take intentional, coordinated actions to improve teaching and learning.
4. Be co accountable with districts to provide evidence that all student groups are making academic progress based on improvements in teaching
We must keep ourselves doing what matters…
1. Our own research is giving us insights for ACTION
2. Consistent improvements in achievement through improvements in teaching must be our essential focus
3. Develop co-accountability between teacher, coach, principal, director as our tool to improve schools
4. Learn together how to improve teaching in the room with the students
Appendix A
To be used with the right side of slide #18 to give a more specific example. (Beck, McKeown, & Omanson, 1987)
No knowledge
General sense
Not knowing the meaning, but that map has something to do with a picture on a paper or that mendacious has a negative connotation
Narrow, context-bound knowledge
Knowing map refers to a visual representation that shows all of the Earth’s surface, but unable to describe a visual representation of the universe or the ocean floor as a map.
Having knowledge of a word but not being able to recall it readily enough to use it in appropriate situations. Student says: “The teacher rotated the map to show how the earth turns.” Explanation: Student knew that map was associated with a visual representation of the earth, but was unaware that a spherical, 3-dimensional representation is called a globe.
Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, extensions to metaphorical uses
e.g. I have to mentally map out how I will proceed from here.
Noun - a visual representation that shows all or part of the Earth’s surface with
geographic features, urban areas, roads, and other details
Noun - A map of the universe or solar system
Verb - To map out directions to my house
Verb - To map uncharted territory
Verb - To map the genetic code of chimpanzees
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