Engagement Engagement Activities for Rigorous Activities for Rigorous

LessonsLessonsTuesday, February 18 Tuesday, February 18

3:45-5:453:45-5:45

Sherrie FairSherrie FairCindy DavisCindy Davis

Reading You Tube video

You will leave this session with several practical strategies You will leave this session with several practical strategies for adding rigor to your current middle level lessons. Actual for adding rigor to your current middle level lessons. Actual 6th grade plans will be used by an ELA teacher, but you will 6th grade plans will be used by an ELA teacher, but you will have the opportunity to practice these strategies with your have the opportunity to practice these strategies with your subject/grade level. We will discuss the importance of subject/grade level. We will discuss the importance of vocabulary and explicit instruction for addressing vocabulary and explicit instruction for addressing vocabulary words from any content area.vocabulary words from any content area.

What is RIGOR?What is RIGOR?

What is RIGOR?What is RIGOR?Rigor is broader than just being more Rigor is broader than just being more

complex. It is providing complex. It is providing allall students with students with high levels of support so they can thrive and high levels of support so they can thrive and

be successful in class.be successful in class.

What What RIGORRIGOR is: is: Scaffolding thinkingScaffolding thinking Planning for thinkingPlanning for thinking Assessing thinkingAssessing thinking Recognizing the level Recognizing the level

of thinking students of thinking students demonstratedemonstrate

Managing the Managing the teaching/learning teaching/learning level for the desired level for the desired thinking level thinking level

What What RIGORRIGOR is is

NOTNOT:: More or harder More or harder

worksheetsworksheets AP or honors AP or honors

coursescourses The higher level The higher level

book in readingbook in reading More workMore work More homeworkMore homework

Create a rigorous Create a rigorous environmentenvironment

Support the environment by Support the environment by scaffolding lessonsscaffolding lessons

Provide opportunities for Provide opportunities for student engagementstudent engagement

VOCABULARYVOCABULARY

Common Core Three-Tiered WordsCommon Core Three-Tiered Words

Tier one words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not Tier one words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them.considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them.

FFrroomm CCoommmmoonn CCoorree SSttaannddaarrddss WWeebbssiittee

Tier One words consist of basic words that usually do not have multiple

meanings and do not require explicit instruction.

Book Girl Sad Clock Dog

Sprenger, 2013

Tier Two WordsTier two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalized.

From Common Core Standards Website

Tier Two consists of high-frequency words that occur across a variety of domains. Play a large role

in the vocabulary of mature language users. Coincidence Masterpiece Absurd Industrious Benevolent

These words:Usually have multiple meaningsUsed in a variety of subject areasNecessary for reading comprehensionCharacteristic of a mature language userDescriptive words that add detail

Sprenger, 2013

Tier Three Words

Tier three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

From Common Core Standards Website

Tier three consists of words whose practical use and

frequency is low. Domain-specific Used for brief periods of time when we are studying

particular content Central to building knowledge and conceptual

understanding within the various academic domains and should be integral to instruction to content

Although useful while covering specific topics, tier three words are too specific to be included in the most useful tier for vocabulary building, tier 2

Sprenger, 2013

The “How” of Teaching Vocabulary

Begin with a story or explanation. Model how you would use it in everyday life

Have students put information into their own words – “recoding”

Draw picture or graphic representation Provide several engagements with term and have

students write in notebook. Use words conversationally Play games with words

Vocabulary examples

Sprenger, 2013

Critical Verbs

Analyze Articulate Cite Compare Comprehend Contrast Delineate Demonstrate Describe Determine Develop

Distinguish Draw Evaluate Explain Identify Infer Integrate Interpret Locate Organize Paraphrase

Sprenger, 2013

Critical Nouns

Alliteration Analogy Argument Central Idea Conclusions Connections Connotative

Language Details

Evidence Figurative Language Illustrations Interaction Metaphor Mood Point of View Rhetoric

Sprenger, 2013

Illustration Wheel

Sprenger, 2013

Where can you get ideas for Where can you get ideas for RIGORRIGOR??

TwitterTwitter

Like professional development every Like professional development every dayday Note trends Note trends BooksBooks Classroom ideas – curriculum, Classroom ideas – curriculum,

vocabulary, professional reading, vocabulary, professional reading, student readingstudent reading

Who to follow?Who to follow?

@cindydavis240 – Cindy Davis@cindydavis240 – Cindy Davis @TAGTenn – gifted education in TN@TAGTenn – gifted education in TN @SussingOutBooks – Susannah Richards U Conn reading professor@SussingOutBooks – Susannah Richards U Conn reading professor @KellyGToGo – Kelly Gallagher @KellyGToGo – Kelly Gallagher ReadicideReadicide @CarolJago – @CarolJago – With Rigor for AllWith Rigor for All @englishcomp – Jim Burke@englishcomp – Jim Burke @MrNance1 – OHS teacher@MrNance1 – OHS teacher @donalynbooks – Donalyn Miller @donalynbooks – Donalyn Miller The Book WhispererThe Book Whisperer @edutopia@edutopia -- general education -- general education @NCSSNetwork – Social Studies@NCSSNetwork – Social Studies @PARCCPlace – PARCC testing@PARCCPlace – PARCC testing

At first, just try following one At first, just try following one or two people you know or or two people you know or

trust.trust.

Recommendations?Recommendations?

Twitter

New York Times—read article/summarize—Mary Lee Bunch

Increase Rigor with Scholastic Scope

The Language Arts Magazine

Includes lesson plans Higher Lexile levels and text ComplexityVocabularyScaffoldingPaired textsInformational textsGrammar and editingMultiple GenresAssessments

http://scope.scholastic.com/issues/03_01_14/

Scope

The WilloughbysThe Willoughbysexample of scaffoldingexample of scaffolding

by Lois Lowryby Lois LowryA NovelA Novel

Nefariously Written & Ignominiously Illustrated by the AuthorNefariously Written & Ignominiously Illustrated by the Author

Read a chapter a day aloud at beginning of school yearRead a chapter a day aloud at beginning of school year Use words from book as vocabulary words – fabulous Use words from book as vocabulary words – fabulous

(hilarious) glossary in back(hilarious) glossary in back Allusion other famous, old-fashioned stories Allusion other famous, old-fashioned stories

(Bibliography in back)(Bibliography in back) Use text to review elements of plot and Use text to review elements of plot and

characterizationcharacterization Hansel and Gretel Hansel and Gretel

other Grimm’s tales, Grimm brothers biography, other Grimm’s tales, Grimm brothers biography, fairy tales (3)fairy tales (3)

Cross curricularCross curricular

The Case of the The Case of the Red-Headed LeagueRed-Headed LeagueBy Sir Arthur Conan Doyle (Sherlock Holmes)By Sir Arthur Conan Doyle (Sherlock Holmes)

Powerpoint on mystery genrePowerpoint on mystery genre F:\MYSTERY powerpoint.pptF:\MYSTERY powerpoint.ppt

Students read “The Case of the Red-Headed Students read “The Case of the Red-Headed League” (scaffolding) looking for League” (scaffolding) looking for vocabulary vocabulary wordswords and reasoning – is it inductive or and reasoning – is it inductive or deductive? Why?deductive? Why?

““Case of Red-Headed League” linkCase of Red-Headed League” link

Further development—TV adaptation, more Further development—TV adaptation, more Sherlock Holmes stories, more mysteriesSherlock Holmes stories, more mysteries

Common Core Curriculum Maps

English Language Arts grades 6-8

Unit 5 – Figure It Out Literary Texts The Westing Game, Math Curse, Toothpaste Millionaire

Classic Mysteries Sherlock Holmes, Agatha Christie

Contemporary Mysteries 39 Clues series, The Mysterious Benedict Society, The Name of This Book is Secret, Theodore Boone series

Poetry Jabberwocky, Math Talk: Mathematical Ideas in Poems for Two Voices

Informational Text The Number Devil: A Mathematical Adventure, Go Figure! A Totally Cool Book About Numbers, Grapes of Math: Mind-Stretching Math Riddles

Art The Mountain, The Street, The Living Room (all by Balthus)

Media audiobooks of texts, televised or movie Sherlock Holmes or Agatha Christie

Through this scaffolding of Texts:

Class Discussions Deduction or

Induction graphic organizer

Math Connection Argument Writing Literature Response Dramatization

Word Study Narrative Writing Art Discussion Informative-

Explanatory Writing Mechanics

(grammar) Additional resources

SOCRATIC CIRCLESOCRATIC CIRCLE

F:\socratic circle pp.pptF:\socratic circle pp.ppt

Valentine’s Day ScaffoldingValentine’s Day Scaffolding

Cupid and Psyche from Edith Cupid and Psyche from Edith Hamilton’s Hamilton’s MythologyMythology

INDEPENDENT READING – What is the plan in your school?

Poetry Anthologies 2Poetry Anthologies 2 Traditional Literature 2Traditional Literature 2 Realistic Fiction 2Realistic Fiction 2 Historical Fiction 2Historical Fiction 2 Fantasy 2Fantasy 2 Science Fiction 2Science Fiction 2 Mystery 2Mystery 2 Graphic Novel 1Graphic Novel 1 Informational Text 6Informational Text 6 Biography 1Biography 1 Autobiography or Memoir 1Autobiography or Memoir 1 Chapter-book Choice 3Chapter-book Choice 3 Challenge Book 4 (1 per nine weeks)Challenge Book 4 (1 per nine weeks)

Thirty Book Independent Reading Requirements

Perfect opportunity to scaffold and increase reading ability

Testing PracticeTesting Practice

MCASMCAS

English/Language ArtsEnglish/Language Arts MathMath

Ideas You Can Take Back With You

What could you begin using in your classroom tomorrow, next week, next grading period, next year??

Professional References

Common Core. Common Core Curriculum Maps, English Language Arts, grades 6-8. Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle

and High School. Portland: Stenhouse, 2005. Print. Gallagher, Kelly. Readicide: How Schools Are Killing Reading and What You Can Do

About It. Portland: Stenhouse Publishers, 2009. Print. Jago, Carol. With Rigor for All, Meeting Common Core Standards for Reading

Literature. Portsmouth: Heinemann, 2011. Print. Lehman, Christopher and Kate Roberts. Falling in Love With Close Reading, Lessons

for Analyzing Texts – and Life. Portsmouth: Heinemann, 2014. Print. McEwan-Adkins, Elaine K., and Allyson J. Burnett. 20 Literacy Strategies to Meet the

Common Core, Increasing Rigor in Middle and High School Classrooms. Bloomington: Solution Tree Press, 2013. Print.

Miller, Donalyn. Reading in the Wild. San Francisco: Jossey-Bass, 2014. Print. Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San

Francisco: John Wiley & Sons, 2009. Print. Sprenger, Marilee. Teaching the Critical Vocabulary of the Common Core, 55 Words

That Make or Break Student Understanding. Alexandria: ASCD, 2013. Print.

References to Use with Students

Goodman, Burton. The Reader as Detective, Level B. New York: AMSCO School Publications, 1994. Print.

Hamilton, Edith. Mythology. New York: Back Bay, 1942. Print.

Lowry, Lois. The Willoughbys. Boston: Houghton Mifflin, 2008. Print.

Serling, Rod. “The Monsters Are Due on Maple Street.” http://www.teacherweb.com/in/norwellmiddleschool/

7thgradelanguagearts/monstersaredue.pdf Usher, M.D. Wise Guy, The Life and Philsophy of Socrates.

New York: Farrar Straus Giroux, 2005. Print.