The Foundation of the Curriculum

1
Rituals and Routines of the Disciplinary
Literacy Pattern

• The Foundation of the Curriculum
• Danielle Harris
• August 13, 2008

2
.
3
WELCOME

• Please write your name and your school on your
  name tent
• Take a moment to introduce (or reintroduce)
  yourselves to the rest of the members of your
  table so that we can work as a community of
  learners today.

4
Goals for this Session

• Review each section of the Disciplinary Literacy
  Pattern
• Engage in a series of lessons using the DL
  Pattern to identify
• How each of the sections of the pattern provide
  varying levels of support and build on each other
• The different learning goals addressed by each of
  the sections of the pattern
• How scaffolded tasks open up the text and how
  use of a difficult text can extend readers range
  and depth
• Reflect on instruction
• Discuss the roles of teachers and students within
  the pattern
• Share some experiences with the pattern
• Consider challenges and benefits

5
Instructional Design of DL Units

• Reading, writing, thinking, and talking are
  interrelated
• processes
• Rereading and rewriting/revising are fundamental
• Language use and language choices, including
• grammatical choices, need to be explicitly
  highlighted
• and discussed
• Scaffolding and formative assessment are built
  into the
• lessons to support all learners, including
  English
• learners, and those acquiring academic literacy
  skills
• Questions are a central scaffold
• Discussion is an essential part of rigorous and
  relevant
• intellectual work
• Learning as apprenticeship invites students to
  act and
• be treated as members of a community of practice
• Getting Smarter is a social process, a
  byproduct of
• shared experiences, discussion, and reflection

6
Core Principles of the DL Pattern

• Students learn core concepts and habits of
  thinking within each discipline as defined by
  standards.
• Learning activities, curricula, tasks, text, and
  talk apprentice students within the discipline.
• Teachers apprentice students by giving them
  opportunities to engage in rigorous disciplinary
  activity and providing scaffolding through
  inquiry, direct instruction, models, and
  coaching.
• Intelligence is socialized through community,
  class learning culture and instructional
  routines.
• Instruction is assessment-driven.

7
The DL Pattern

• The ELA Core Curriculum Units across Grades 6-12
  share a common, consistent, repeated pattern of
  instruction.
• Frequently during this pattern a Step Back
  and/or Retrospective occurs to encourage
  students to either examine, metacognitively, the
  learning that has occurred, or to tie it
  retrospectively to previous learning.

8
DL Patterned Way of Reading, Writing, and Talking

• Read to get the gist
• Reread to find significant moments
• Read again to interpret
• the ideas in the text
• Read again differently to analyze the authors
  methods

• Write to learn know, express, and track
  thinking
• Write to learn select and explain ideas reflect
  on writing and thinking
• Write and talk to develop interpretation of ideas
  
• WriteLike - Write like the text and in imitation
  of an authors syntax and grammatical structures

Write and Talk to demonstrate understanding of
ideas and genre.
9
Read to Get the GistComprehension level work

• Students read for comprehension or gist
• Students write in response to open-ended
  comprehension questions first individually in
  their Readers/Writers Notebooks
• Students pair/trio share their thinking
• Then there is a whole group discussion with the
  teacher charting responses
• The chart becomes an artifact of the learning and
  a scaffold for further work with the text.

10
Reread for SignificanceInterpretive/Inferential
Work

• Students reread/scan all or part of the text in
  order to pull lines that are of particular
  significance.
• Significance is sometimes determined by the
  students by the impact the text had on him/her,
  or by the teacher to focus on a particular
  literary element or aspect of the authors craft.
• Students write the line and an explanation of its
  significance on a T-chart in their R/W Notebooks.
• Students then share with a partner or small gorup
  before participating in whole class discussion
• This work should also be charted and used later
  as an artifact
• This is interpretive/inferential work where
  connections are made within and between texts as
  well as to prior knowledge.

11
Read Again to Interpret Ideas in the Text

• Students here are given an open-ended writing
  prompt. This is referred to as a Write About.
• At this point, rereading may simply be
  returning to the text to find support for ones
  claims.
• Students write to make and support claims for
  use in the Inquiry-Based Discussion which
  follows.
• The progression here from individual and paired
  work moves to a more defined discussion model
  within protocols set by the class to assure
  accountability.

12
Read Again to Analyze the Authors Methods

• Students look at the text again for a new
  purpose. This time, they are analyzing a
  particular aspect of the writers
  craft/technique.
• This may include stylistic, grammatical, or
  structural nuances.
• Students may be asked to pull lines that
  exemplify the writers use of this technique and
  then critically evaluate the effect on the reader
  and text.
• Students at this stage are often asked to use, or
  mimic the authors use of the technique in a
  writing exercise of their own referred to as a
  Write Like.

13
Assessments

• Formative Assessment (which informs our
  understanding of where students are and what we
  need to do next with them, individually or in
  small/whole group) occurs at all stages in the
  pattern.
• Over the shoulder observations of skills,
  deficits, interests, and approaches/patterns as
  the teacher circulates through independent and
  pair share activities
• Through careful listening of what students say
  during group discussions
• By reading their writing in the Reader/Writer
  Notebooks and more formal writing pieces
• In addition, 4Sight and Core Curriculum
  Benchmarks also provide formative assessment
  4Sight using the measure of end of the year
  competencies on PSSA Core Curriculum Benchmarks
  on the Eligible Content covered in a given
  section of the Core Curriculum.
• This information should be used to guide the
  teacher in her use/addition of scaffolds, models,
  additional practice, additional teacher support,
  and extended learning opportunities

14
Assessments

• Summative Assessments, which measure student
  gains at the end of a given arc of instruction
  include
• Culminating Projects that complete each unit
• Final drafts of writing assignments
• Selection assessments

15
Model Lesson Using the DL Pattern

• The Narrative Perspectives on
• Relationships
• Study an Excerpt from
• Bone Black by Bell Hooks

16

• Chart
• Characteristics of a
  Narrative
• What do you already know about narrative?

17

• Turn and Talk
• Turn to a colleague and briefly discuss the
  following
• What makes a narrative interesting to readers?
• Again, cite examples when possible. Take notes to
  help you in the whole group discussion

18

• Chart
• What Makes a Narrative Interesting to
• Readers?

19
Bell Hooks Preface to Bone Black

• As a girl growing up in a family that includes
  five sisters, I am
• amazed that our experiences were often incredibly
  different
• even though we were in the same household. Our
  memories
• reflect those differences.
• Bone Black, Memories of Girlhood is my story.
  An
• unconventional memoir, it draws together the
  experiences,
• dreams, and fantasies that most preoccupied me as
  a girl. I
• share my secret world--the various names I
  created, for
• example (calling my grandmother Saru in my
  imagination
• because it was better than her real name, Sarah.)

20
Bell Hooks Preface to Bone Black

• This is autobiography as truth and myth--as
  poetic witness.
• That rebellious writer of the Beat generation
  Jack Kerouac
• always declared memories are inseparable from
  dreams. In
• Bone Black, I gather together the dreams,
  fantasies,
• experiences that preoccupied me as a girl, that
  stay with me in
• all my work. Without telling everything that
  happened, they
• document all that remains most vivid.
• hooks, b. (1996). Bone Black Memories of
  Girlhood. Henry Holt and Co. New York. xi-xv,
  foreword

21

• Read to Get the Gist
• Excerpt from Bone Black by Bell Hooks
• Follow along as I read the excerpt from Bone
  Black by Bell Hooks. I will stop at a few points
  in the story and ask the following questions
• What is happening here?
• Who are the characters?
• What do you know about them? How do you know?

22

• Second Reading
• Reread for Significance
• Same excerpt of Bone Black by Bell Hooks

23

• Reread for
  Significance
• Reread through the selection again to
  individually identify two
• moments/sentences/phrases that strike you as most
  significant
• to the text.
• Make a two-column note chart in your
  Reader's/Writer's
• Notebook to record the moments/sentences/phrases
  you
• selected. Write the significant moments in the
  left column of
• your chart. Then, across from each, do a Quick
  Write to explain
• the significance of each moment to Hooks
  narrative.
• When you are finished, share your significant
  moments with
• another person by explaining why these are the
  most
• significant. Be prepared to share your moments
  and
• explanations with the whole group.

24

• Model of the Significant Moment and
• Explanation
• Significant Moment Explanation
• It is my turn to iron. I can
  These two sentences,
• do nothing right.
  positioned at the beginning of
• 
  paragraph three are the first time
• that bell hooks uses I rather than
• we. There is a noticeable shift in
• the narrative from family
  actions and
• emotions to how hooks feels as an
• individual about herself

25

• StepBack
• How did identifying and explaining the
  significant moments further your understanding of
  the narrative?
• What did you learn from sharing and explaining
  your significant moments with a colleague?

26

• Third Reading
• Reread Again, WriteAbout, and
• Engage in an Inquiry-based
• Discussion
• Develop Your Interpretation of the Narrative

27

• Inquiry-based Discussion
• In an inquiry-based discussion, readers discuss
  their responses
• to an interpretive question about a text(s). An
  interpretive
• question stems from a genuine inquiry about a
  text, is thought
• provoking, and can sustain multiple and varied
  responses
• supported by textual evidence.
• The purposes of the discussion are to help
  readers to
• try out their answers and explanations
  anchored with specific
• moments from the text
• accept alternative views/interpretations of the
  same text (not
• about reaching consensus or proclaiming a
  winner)
• rethink what they think about the text and
• understand that readers can have different
  valid interpretations of the same text.

28

• Start of Inquiry-based Discussion
• Reread/Review the chapter
• Then, in your Readers/Writers Notebook,
  individually write a response to this question
  (about 3 minutes)
• Why does Bell Hooks burn herself?
• Then, discuss your ideas with a partner.
• Be prepared to share your ideas with the whole
  group.

29

• Whole Group Inquiry-based Discussion
• Why does Bell Hooks burn herself?
• Cite your written response in our discussion.
• Listen for different interpretations of our
  question.

30

• Wrap up Inquiry-based Discussion
• Take a minute to add any new information or
  modifications to your response. Then, please
  answer the following questions
• As a result of our discussion, did your
  response change? If so, how?
• What are your lingering questions about Bell
  Hooks chapter and why are they unresolved?

31

• StepBack Reflect on Inquiry-based
  Discussion
• 1. What did you learn about the texts meaning?
• 2. Task, Text, and Talk
• What do you see as the relationship among the
• task (Quick Write on the guiding question) the
• text (the chapter from Bone Black) and the talk
• (the discussion you had with your colleagues
• and with the whole group)?
• How did the text, task, and talk work together
  to
• promote this level of discussion?
• 3. What did you learn about participating in an
  inquiry based discussion?

32

• Analyzing the Design of the
  Inquiry-based
• Discussion
• What did you notice?
• What intended learning did each support?
• Selection of the text
• Choice and development of questions
• Role of the facilitator
• Routines moving impetus for talk from teacher
  to
• students (talk stems, wait time, physical space,
  etc.)
• Activities to support talk (writing before,
  partner work,
• wait time, etc.)

33

• Fourth Reading
• Examining the Authors Craft
• Deepen our understanding of what makes a
  narrative interesting to readers

34

• Adding to Chart
• What Makes a Narrative Interesting to Readers?
• What did Bell Hooks do in this chapter that made
  you want to keep reading?
• What do we add to our chart, What makes a
  narrative interesting to readers?

35

• Questions, Comments, Concerns?
• Have a great year!

36
The Core Curriculum Embedded Vocabulary
Revisions Janine Fiorina Cody

• District In-Service
• August 2008

37
.
38
Todays Objectives

• Examine the rationale behind the new vocabulary
  work in the revised units
• Practice instructional strategies for Rich
  Vocabulary Instruction
• Reflect upon the implications for our practice in
  the classroom in the upcoming school year

39
The Vocabulary Reading Proficiency
ConnectionWhat weve been aware of for years

• First-grade children from higher-SES groups knew
  about twice as many words as lower SES children
  (Graves, Brunetti, Slater, 1982 Graves
  Slater, 1987).
• High school seniors near the top of their class
  knew about four times as many words as their
  lower-performing classmates (Smith, 1941).
• High-knowledge third graders had vocabularies
  about equal to lowest-performing 12th graders
  (Smith 1941).

40
Walking in Their Shoes

• Most readers are able to tolerate a certain
  number of unknown words and still make meaning
  using context. For example
• Alana and Toya arrived at the party at 700.
  Alana talked to everyone and danced for hours,
  but the evening dragged for Toya who spent most
  of her time sitting alone. I wish I was as
  gregarious as Alana, she thought.

41
Walking in Their Shoes

• But sometimes context is not enough.Consider this
  example from Beck
• Beth couldnt decide where to go for vacation,
  but she knew that she wanted to be free from the
  brumal landscape.

42
Test

• Where might Beth choose to go for her vacation?
• A. Someplace warm
• B. Somewhere cool
• C. To the country
• D. To the city

43
Test

• 2. As it is used in the passage, what would be a
  synonym for brumal?
• A. Rural
• B. Tropical
• C. Mountainous
• D. Frozen

44
Test

• Where might Beth choose to go for her vacation?
• A. Someplace warm
• B. Somewhere where she could ski
• C. To the country
• D. To the city

INFERENCE R.A.1.3.1 R.A.2.3.1
45
Test

• 2. As it is used in the passage, what would be a
  synonym for brumal?
• A. Rural
• B. Tropical
• C. Mountainous
• D. Frozen

SYNONYMS ANTONYMS R.A.1.1.2 R.A.2.1.2
46
The Role of Context and Prior Knowledge

• The stick is blue.
• The stick is blue.

Pittsburgh Penguins article
Murphy Brown
The dog barks at midnight.
To which Frank replies,
47
What Cognitive Science has since revealed to
help us design vocabulary instruction

• Your Working Memory can be used up in one of two
  ways while reading
• Figuring out the meaning of the words
• Comprehending the text
• Strong readers have 10s of thousands of words
  from prior knowledge stored for immediate
  retrieval in Long Term Memory. It happens in
  milliseconds, automatically.
• Weak readers use working memory to figure out
  words, not meaning.

48
What Do We Do With This Knowledge?

• Move them from processing words to retrieving
  stored words.
• Build up their storehouse of words and make
  retrieval automatic.

49

• Practice Makes Permanent!

50
RICH VOCABULARY INSTRUCTION By rich vocabulary
we mean instructional techniques designed to
provide explicit explanations of word meanings,
multiple exposures to word meanings and uses, and
opportunities for students to interact with word
meanings by discussing uses for them, making
decisions about whether a word fits a context,
and the like (Beck, McKeown, Kucan, 2008).
51
How large is this Task?

• Strong readers read approximately 1 million words
  of text per year
• These words were organized into 88,500 families
  or groups of related words (Ex. introduce,
  introduction, reintroduce, and introducing)
• Half of these are so rare that even avid readers
  might only encounter them once in lifetime
• Based on this (an some other crazy math), they
  figured there are 15,000 word families that
  would be encountered more than once every 10
  years.
• The average 3rd grader knows about 8,000 leaving
  approximately 7,000 word families at the Tier
  Two level to be introduced between 3rd and 12th
  grade.

52
So I know what you are thinking

• That would mean I was suggesting that we teach
  700 words a year
• Most research suggests 400 as an optimal number.
• Still a bit high??
• Typical units of study
• Unusual units of study
• Not including new habits of speaking and
  Accountable Talk that happen in your classrooms

53
Tier One Words

• are considered the basic of words--baby, clock,
  happy, etc.
• are words that students are expected to or will
  generally pick up in everyday language
  acquisition and therefore are not expected to be
  taught.

54
Tier Three Words

• are ones whose frequency of use is quite low and
  are often limited to certain domains--what we
  might call jargon--isotope, lathe, peninsula,
  etc.
• would not be of high utility for most students.
• are best learned when the need arises.

55
Tier Two Words

• are high frequency words which are found across a
  variety of domains--coincidence, absurd,
  industrious, fortunate, etc.
• have a high impact on verbal functioning.
• should get the most instructional time in order
  to influence the students vocabulary that will
  most likely be tested.
• are our primary focus today and for the
  districts new core curriculum.

56
2 Kinds ofVocabulary Work

• Understanding the Text (recognition)
• Comprehension Work. Clarifying the meaning of
  words that will get in the way of students
  understanding of the story. This work should be
  very quick.
• Minimum number of words for comprehension of
  story
• Best if done at the point of occurrence while
  reading aloud or briefly before reading
  independently
• Developing Expressive Vocabulary (production)
• Deeper Elaboration
• Many encounters and contexts
• Opportunities for students to use words and
  generate contexts
• Variety of information about the word (which
  would interfere with the first goal)

57
What to Expect in the Revisions

• Definition through prior knowledge in the
  introduction of every word to create neural
  connections
• Synonyms and antonyms that are familiar will be
  used when exploring the new word.
• Use of contexts that are both like the
  originating text and expanded beyond that context
  will support transfer
• Multiple meaning work will support transfer and
  ownership.
• Word play with familiar words in the same word
  family will build a familiarity with word part,
  roots, affixes, and parts of speech.
• Students will generate their own personal
  contexts for the words and be supported in using
  them daily in the ALL speaking and writing
  (productive vocabulary).

58
The instruction in the revisions follows Becks
pattern

• Identification of vocabulary words for each
  reading segment
• Very brief, student-friendly explanations for
  each word before or during reading as necessary
  to scaffold comprehension.
• After reading rich vocabulary instruction with a
  few selected Target Words to support growth of
  recognition and expressive vocabulary
• Ongoing, daily activities to provide multiple
  contexts for the Target Words selected for
  vocabulary growth.
• Ongoing, daily activities to provide
  opportunities for students to interact with and
  use the Target Words selected for vocabulary
  growth.

59
Before/During Vocabulary Instruction

• Vocabulary instruction before or during reading
  provides support for students with unfamiliar
  words in the context of the current text. It is
  intended to scaffold reading comprehension.
• This instruction occurs before reading if
  students are reading the selection independently
  and during reading, at the point of occurrence,
  if the teacher is reading aloud.
• Tier 1, 2 or 3 words that may impede
  comprehension are listed for each chapter in the
  left column of the Teacher Resource Vocabulary
  for On My Honor (Appendix)
• Teachers may adapt this list to meet the needs of
  the class by skipping known or adding unfamiliar
  words.
• The purpose of this type of vocabulary
  instruction is to scaffold comprehension only and
  must be very quick and clear so as not to
  interfere with the primary work of comprehending
  the text as a whole.

60
Vocabulary Instruction After ReadingPractice
Makes Permanent

• Vocabulary instruction after reading is
  delivered in a 4 day cycle of activities that
  provide students with multiple contexts and
  opportunities to use and interact with the
  selected Target Words.
• After reading instruction focuses on Tier 2 words
  selected for their frequency in literary contexts
  and their multiple applications across domains.
  This list is located in the right column of the
  Teacher Resource Vocabulary for On My Honor and
  may include words that relate to the text but are
  not from the text.
• The purpose of after reading vocabulary
  instruction is not, primarily, to support
  comprehension of the current text, but to build
  the students overall recognition and productive
  vocabulary.

61
Atypical Unit of Study--Night

• Tier One words--opportunity to see the
  metaphorical and symbolic meanings of everyday
  words--(But how was one to rehabilitate and
  transform words betrayed and perverted by the
  enemy? Hunger--thirst--fear--transport--selection-
  -fire--chimney these words all have intrinsic
  meaning, but in those times, they meant something
  else. Elie Wiesel)
• Tier Two words--opportunity to examine the use of
  words in two different translations, and the
  power in these differences.
• Our new head was savage, and his assistants were
  real monsters.
• The new one was ferocious and his aides were
  veritable monsters.
• Tier Three words--Judaic terms, words related to
  the Holocaust, military terms, German words

62
Tier-the-Words Activity

• Read Aquatic Guests with a highlighter at the
  ready.
• Highlight all of the words you imagine to be Tier
  Two words
• Go back through the text, when you get to a word
  you have underlined, write a COMMENT in the right
  margin about why you would or would not consider
  teaching this word.
• Is it essential for comprehension?
• Is it a rich, high utility word?
• Is it likely to be picked up in spoken language?
• Go back through your words and their
  corresponding comment. Now add the word DECISION
  under each comment and write a description for
  how you believe the word should be handled within
  the framework of instruction.
• Should it be covered briefly before/during
  reading to support comprehension?
• Should it be covered in depth after reading to
  build vocabulary?

63

• Go to your 600 meeting to share and compare.

64
Just an Idea
65
Menu of Vocabulary Strategies

• Returning to the Story Context
• Examples / Nonexamples
• Word Association
• Generating Situations, Contexts and Examples
• Word Relationships
• Writing
• Puzzles, Drawing, and Dramatizing

66
Examples / Nonexamples

• This is a simple and powerful early interactive
  activity. Ask students to indicate if a given
  statement, description or comment is an instance
  of a given word.
• Students can be asked to generate their own
  examples and nonexamples. This activity works
  for antonymic relationships as well.
• Examples
• Which of the following sounds precarious?( make a
  list of)
• Standing on a tall ladder on one foot
• Watching television with your friends
• Setting a glass of soda on a wobbly table
• Often parts of the state of California go without
  water for a long time. Which new word goes with
  that sentence? (drought) Often parts of the
  state of California suffer from a drought.
• After my friend fell off of her bicycle and hit
  her head, she acted as though she could not
  understand what I was saying. Which new word
  goes with that sentence? (dazed) After my friend
  fell off of her bicycle and hit her head, she was
  dazed.

67
Word Association

• Associating new words with familiar situation
  helps students to build connections between the
  new and the known.
• Example
• Which of these words goes with the situations
  below? Tedious, Extravagant, Pretentious
• I spent all of the money that Ive saved for 6
  months on that MP3 player.
• I just cant face another minute of this!
• Youre so lucky that Im a part of your team.
• Note Unexpected association can supports
  learning and evidence understanding also, such as
  associating tedious with the first example by
  saying that it will be tedious and time consuming
  to have to save again for so long.

68
Generating Situations, Contexts and Examples

• Students are asked to generate appropriate
  contexts, situations or statements for the words.
  Generation provides a more rigorous usage than
  Word Association.
• Context constant w/ varying word application
• What might prompt a teacher to say
• What an industrious class you are.
• What a splendid class you are.
• What a versatile class you are.
• Varying contexts
• What would a splendid day for football look like?
• What might an audience say about a splendid
  musician?

69
Word Relationships

• Have students respond to how 2 or more words
  might be related.3 variations follow.
• Ask student to
• Describe how words might be connected or related
  conscientious/haphazard
• Create a question using the words What might a
  meticulous person be vulnerable to?
• Sort a list of vocabulary word by relationship
• Words that Describe People vs. Words that
  Describe places

70
Returning to the Story

• After a cycle of deeper instruction with the
  words emulate and intimidate one would return to
  the line where they first encountered the word
  build a connection between vocabulary and
  understanding story ideas Example from The
  Watsons Go to Birmingham p.27
• Mr. Alums said to Byron If instead of
  trying to intimidate your young brother, you
  would emulate him and try to use that mind of
  yours, perhaps youd find things much easier
  What did he mean?

71
Writing

• Authentic, unsolicited, accurate use of new words
  in speaking and writing is the most reliable
  indicator that a student owns a new word.
• As with speaking, encourage students to use the
  words (displayed on a visible Word Wall and
  catalogues in their R/W Notebooks) at every
  opportunity.
• If errors occur with word forms etc, praise the
  approximation and attempt and correct
  immediately.
• For final drafts, a requirement of vocabulary
  inclusion may be appropriate for some students.

72
Puzzles, Drawing, and Dramatizing

• Pantomime solemnly crossing your own heart. Ask
  students what other words or ideas come to mind
  for solemn when they see it this way. Students
  may say things like Its no joke or for real.
  Accept these and other colloquial definitions if
  they are accurate in order to build cognitive
  connections for the work solemn.
• Have students work in pairs or small group to
  create a a gesture to represent each of the
  Target Words from Chapters 1 2 Sheer, Dense,
  Redeem, Solemn, Betray, Exuberant, Haphazard
• Distribute magazines to small groups of students
  and have them identify pictures that somehow
  represent each target work. It is centrally
  important that students explain the connection of
  the picture to the word and use the word in their
  explanation either verbally, in writing, or both.

73
Suggested Strategies for Assessment

• For Verbal Usage
• For informal verbal usage during class, try using
  a simple marker tool like paperclips. Keep a box
  handy and give one to students each time they use
  a Target or Word Wall word appropriately. They
  can clip them onto their R/W Notebook for you to
  count up for points later.
• A clip board with a roster or students can be
  used for tallying use during discussion. This is
  less intrusive to the flow of discussion.
• For Written Usage
• Ask students to try to use the Target Words and
  Word Wall Cumulative Vocabulary in all R/W
  Notebook entries. Tell them to circle the words
  that they use so that you can give credit when
  assessing the notebooks.
• Require that students incorporate Target and Word
  Wall vocabulary in Culminating Projects and
  Process Writing in order to score proficient or
  advanced in the Style Domain of the rubric
• Tests and Quizzes
• Generate vocabulary quizzes or tests (for use at
  the end of the unit) that mirror the classroom
  and homework. Use the activities from the
  electronic version of the unit as a template.
• Be careful that students have enough time to
  practice and use the words authentically before
  giving any summative assessment. Early testing
  can give false results regarding whether or not
  the word was actually learned.

74
The Key Ingredient Engagement

• Only the teacher can provide this essential
  aspect of instruction.
• Word Play is natural to children and adults.
  Learning cannot happen with engagement.
• The use of the prior knowledge, culturally
  relevant examples, synonyms and antonyms also
  increases engagement
• Ask STUDENTS to provide local examples, current
  colloquialisms as synonyms/antonyms, popular
  culture connections.

75
Step Back Reflect on Learning

• How do you see this work impacting students in
  your buildings?
• How has our work today helped you to better
  understand the Core Curriculum revisions?

76
The Instructional Handbook for English 6-12
77
Scavenger Hunt Activity

• Where can one find guidelines for facilitating an
  inquiry discussion?
• Name three resources that are available on the
  Reading/Writing 6-12 website?
• What percent of the students grades will come
  from speaking and listening?
• Now that there are grading guidelines for ELA
  6-12, where can I find instructions on how to set
  up my grade book?
• How does PA Standard 1.3.8.B differ from
  1.3.11.B?
• What is the purpose of the Teaching and Learning
  PD Cycle?