facilitators: bridget call and rita scott secondary ela coaches mingo county content contained is...

Examining ELA Shifts, Text Complexity, Text-Dependent Questions, and Academic Vocabulary Within the Common Core Standards (NxG)

Facilitators: Bridget Call and Rita ScottSecondary ELA Coaches

Mingo County

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

demonstrate independence; they are self-directed learners

build strong content knowledge by researching, reading, writing, speaking, and listening critically

respond to the varying demands of audience, task, purpose, and discipline by adapting their communication

comprehend, as well as critique, by questioning authors’ or speakers’ assumptions

value evidence and cite it use technology and digital media strategically and

capably understand other perspectives and culturesspectives

cultures

Snapshot of CCR Students

Part I: ELA Shifts


Shift 1: Building knowledge through content-rich nonfiction

Shift 2: Reading, writing and speaking grounded in evidence from text, both literary and informational.

Shift 3: Regular practice with complex text and its academic language

Recommended Percentages for Reading throughout the Day

Recommended Percentages for Reading during English Language Arts Class

Recommended Percentage of Each Type of Writing

Part II: Examining Text Complexity


Activity: Appendix ARead pages 2-9 of Appendix A Be prepared to discuss implications for classroom instruction


The Crisis of Text Complexity

Complexity of texts K-12 has eroded: High school textbooks have declined in all subject areas over several decades.

Average length of sentences in K-8 textbooks have declined from 20 to 14 words.

Vocabulary demands have declined, e.g., 8th grade textbooks equivalent to former 5th grade texts; 12th grade anthologies equal to former 7th grade.

What’s wrong with the simplified text approach?Simplified texts are often synonymous with “restricted, limited, and thin in meaning.”

Academic vocabulary can only be learned from complex texts––by noticing how it works in texts, engaging with, thinking about, and discussing its more complex meanings with others.

Mature language skills needed for success in school and life can only be gained by working with demanding materials.

No evidence suggests that struggling readers—especially at middle and high school--catch up by gradually increasing the complexity of simpler texts. . .

Standards’ Model of Text Complexity Levels of meaning and purpose Structure Conventional language Knowledge demands

Readability measures: Word length Frequency Sentence length Text cohesion

Lexiles

Reader variables: motivation, knowledge, experiences Text variables: purpose, complexity generated by assigned task, and questions posed

Lexile Alignment to College and Career Readiness to Close the Gap

Grade Band Old Lexile Ranges

New Lexile Ranges

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Text Complexity: Raising Rigor in

Readingby

Douglas Fisher, Nancy Frey, and Diane Lapp

Activity: Appendix B

Read three excerpts in your grade band from Appendix B

Grades 9 and 10 (pages 101-130) Grades 11 and 12 [CCR] (pages 140-171) Pay close attention to the sample performance tasks

for different text types (found at the end of each section).

Be prepared to share with the group implications for classroom instruction.


Part III: Text-Dependent Questions

Text-dependent Questions


http://www.youtube.com/watch?v=DH5Ez9fazXU&safe=active

Shift 2: Text-Dependent Questions

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Time – In and Out of the TextMore instructional time spent outside the text

means less time inside the text.

Departing from the text in classroom discussion privileges only those who already have experience with the topic.

It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.

The CCSS are College and Career Readiness Standards.

19

Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…

20

Text-Dependent Questions...Can only be answered with evidence from the text.

Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

Focus on difficult portions of text in order to enhance reading proficiency.

Can also include prompts for writing and discussion questions.

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Three Types of Text-Dependent Questions

When writing or reviewing a set of questions, consider the following three categories:

Questions that assess themes and central ideas

Questions that assess knowledge of vocabulary

Questions that assess syntax and structure22

Taken from Ohio Title I Conference March 2013

Creating Text-Dependent Questions Step One: Identify the core understandings and key ideas of the text. Step Two: Start small to build confidence. Step Three: Target vocabulary and text structure. Step Four: Tackle tough sections head-on. Step Five: Create coherent sequences of text- dependent questions. Step Six: Identify the standards that are being addressed. Step Seven: Create the culminating assessment.

Non-Examples and Examples

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

25

Not Text-Dependent Text-Dependent

Text-Dependent Question Worksheet and

Text-Dependent Tips

Worksheet from http://www.cde.ca.gov/be/cc/cd/documentsContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

ActivityRead “The Surprise Party” by Katherine

Brush

Create a text-dependent question based on the text

Be prepared to share your questions

They were a couple in their late thirties, and they looked unmistakably married. They sat on the banquette opposite us in a little narrow restaurant, having dinner. The man had a round, self-satisfied face, with glasses on it; the woman was fadingly pretty, in a big hat. There was nothing conspicuous about them, nothing particularly noticeable, until the end of their meal, when it suddenly became obvious that this was an Occasion—in fact, the husband’s birthday, and the wife had planned a little surprise for him.

It arrived, in the form of a small but glossy birthday cake, with one pink candle burning in the center. The headwaiter brought it in and placed it before the husband, and meanwhile the violin-and-piano orchestra played “Happy Birthday to You,” and the wife beamed with shy pride over her little surprise, and such few people as there were in the restaurant tried to help out with a pattering of applause. It became clear at once that help was needed, because the husband was not pleased. Instead, he was hotly embarrassed, and indignant at his wife for embarrassing him. You looked at him and you saw this and you thought, “Oh, now, don’t be like that!” But he was like that, and as soon as the little cake had been deposited on the table, and the orchestra had finished the birthday piece, and the general attention had shifted from the man and the woman, I saw him say something to her under his breath—some punishing thing, quick and curt and unkind. I couldn’t bear to look at the woman then, so I stared at my plate and waited for quite a long time. Not long enough, though. She was still crying when I finally glanced over there again. Crying quietly and heartbrokenly and hopelessly, all to herself, under the gay big brim of her best hat.

The Surprise Party by Katharine Brush

Large Group Discussion

What are the implications for classroom practice?

Why Academic Vocabulary?Engage NY Video


http://vimeo.com/27077248


Part IV: Addressing Vocabulary within the Common Core


There’s an app for that!

https://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Today’s TargetsIdentify how the English Language Arts Common

Core Standards (NxG) address vocabulary

Become familiar with the concept of academic vocabulary (Tier 2 words) and its importance in instruction

Explore strategies and resources for teaching vocabulary


Shift 3

Regular Practice with Complex Text and its Academic Language


ActivityParticipants will review Appendix A:

“The Longitude Prize” (pages 15-16)

and “Vocabulary” (pages 32-35)

Discuss the implications for classroom practice.


ELA Common Core Vocabulary StandardsReading StrandReading Anchor Standard #4Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, analyze how specific word choices shape meaning or tone.

Language StrandLanguage Anchor Standard #4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts, and consulting general and

specialized reference materials as appropriate.

Language Anchor Standard #6Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Research Behind Vocabulary InstructionEffective vocabulary instruction has to start

early, in preschool, and continue throughout the school years (Nagy 2005).

Teaching vocabulary helps develop phonological awareness (Nagy 2005) and reading comprehension (Beck, Perfetti, and McKeown 1982).

Vocabulary instruction needs to be long-term and comprehensive (Nagy 2005) for ELLs (Carlo, August, and Snow 2005; Calderón et al. 2005).


More Research…Command of a large vocabulary frequently sets

high-achieving students apart from less successful ones (Montgomery 2000).

The average 6-year-old has a vocabulary of approximately 8000 words, and learns 3000-5000 more per year (Senechal and Cornell 1993).

Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham 2005; Cunningham and Stanovich 1997; Chall and Dale 1995; Denton et al. 2011).


Context Clue Steps

For Students For Teachers

1. Identify the unknown word.

2. Look for the words that give hints about its meaning in the sentence.

3. If you need more cues, read the sentences before and after the one with the word in it.

4. Infer the word’s meaning based on what you found.

Then model it…“As Tom stepped out of the

tent, the moist grass soaked his shoes and he wondered if it had rained.”

Say aloud…“The grass is moist. It soaks

Tom’s shoes. Tom thinks it rained. Rain makes things wet. ‘Moist’ must mean…..”

“Now try ‘wet’ in place of ‘moist’ to see if it makes sense.”

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from Vocabulary Instruction Module developed for Reading Excellence Act. Graves (2002)

The SLAP Strategy

Say the word.Look for clues.Ask yourself what the word might mean; think of

a word that expresses that meaning.Put the word in the passage in place of the

unfamiliar word. Does it make sense?


Try the SLAP strategy He tried to open the box with no luck. He couldn’t

find thekey, so he decided to use a smidget.

Say the word. Look for clues. Ask yourself what the meaning might be. Put that word in the passage; does it make

sense?


Academic Vocabulary Isabel L. Beck, Margaret McKeown, and Linda

Kucan (2002 and 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present.

They describe three levels, or tiers, of words in terms of the words’ commonality (more or less frequently occurring) and applicability (broader to narrower).

Common Core State Standards, Appendix A, page 33


Academic Vocabulary

… is not unique to a particular discipline and as a result [is] not the clear responsibility of a particular content area teacher. What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention.

Common Core State Standards (English Language Arts, Appendix A)Content contained is licensed under a Creative

Commons Attribution-ShareAlike 3.0 Unported License

3 Tiers of WordsTier 3 – Highly specialized, subject-specific; low

occurrences in texts; lacking generalization◦ lava, aorta, legislature, circumference

Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas◦ vary, relative, innovation, accumulate, surface, layer

Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level◦ clock, baby


Common Core State Standards, Appendix A, page 33

Why are academic words important?They are critical to understanding academic texts.They appear in all types of texts.They require deliberate effort to learn, unlike Tier

1 words.They are far more likely to appear in written texts

than in speech.They often represent subtle or precise ways to say

otherwise relatively simple things.They are seldom heavily scaffolded by authors or

teachers, unlike Tier 3 words. Common Core State Standards,

Appendix A Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Choosing words Jose avoided playing the ukulele.

Which word would you choose to pre-teach?


Which word?

“avoided”

Why?Verbs are where the action is (we know linking

verb do not exhibit this trait, but strong verbs become the focus). Teach “avoid,” “avoided,” “avoids” Likely to see it again in grade-level text Likely to see it on assessments We are going to start calling these useful words “Tier 2

words”Why not “ukulele”?

Rarely seen in print Rarely used in stories or conversation or content-area

informationContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How to determine that a word is TIER 2Word 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.


I

Below are sources offering a variety of strategies to teach academic vocabulary.


Isabel Beck, Margaret McKeown, and Linda Kucan

Robert Marzano and Debra Pickering

Step by Step Vocabulary Instruction For Tier 2 words

1. Read the story/text.

2. Contextualize the word.

3. Have students say the word.

4. Provide student friendly definition. 5. Give an example in another context.


Steps continued….

6. Engage students in interacting with words.a. Respond with actions.b. Answer questions/give reasons.c. Identify examples and non-examples.

7. Have students repeat the word.

8. Review and use the new words.

(Adapted from Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan 2000)


Marzano’s Building Academic Vocabulary


Marzano's Strategy


http://www.youtube.com/watch?v=-aH5VgqTOYM&safe=active

http://www.youtube.com/watch?v=-aH5VgqTOYM&safe=active

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1. Effective vocabulary instruction does not rely on definitions.

2. Students must represent their knowledge of words in linguistic and nonlinguistic ways.

3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

4. Teaching word parts enhances students’ understanding of terms.

5. Different types of words require different types of instruction.

6. Students should discuss the terms they are learning.

7. Students should play with words.

8. Instruction should focus on terms that have a high probability of enhancing academic success.

(Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term or phrase.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

.

Cond is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

A Six-Step Process for Teaching New Terms

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another.

Step 6: Involve students periodically in games that allow them to play with terms.


Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

Students use a Graphic Organizer to Record Information

Adapted from Building Academic Vocabulary Robert Marzano and Debra Pickering 2005

One Vocabulary Strategy


http://www.youtube.com/watch?v=7iDZgk0Ihp0&safe=active


Word Nerds Study Guide

http://www.stenhouse.com/assets/pdfs/wordnerdsguide.pdf

How Many Words?In school settings, students can be explicitly

taught a deep understanding of about 300 words each year.

Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words can be taught within one subject area each year.

It is reasonable to teach thoroughly about eight to ten words per week. (Chall 1996)


Implications for Instruction Teach fewer words.

Focus on important Tier 2 (high utility, cross-domain words) to know and remember.

Simply provide Tier 3 (domain-specific, technical) words with a definition.


Close ReadingFocus intensely on text analysisFigure out text by thinking about words and

ideas in textMinimalize external explanationsRead dynamically and repeatedlyExtablish multiple purposes for reading: what

a text says, how it says it, what it means, what is its value


Vocabulary CasseroleIngredients Needed:

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday.

Perishable. This casserole will be forgotten by Saturday afternoon.

Serves: No one.Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed:

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy, BINGO, or other1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let students draw pictures of words to remind them what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like Jeopardy or BINGO to see who remembers the most.

Serves: ManyContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Effective Vocabulary Instruction Increase independent reading time.

Facilitate read-alouds.

Keep vocabulary in circulation. Keep vocabulary interactive.

Use graphic organizers.


Time to Explore Resources


Game ResourcesScattergories Taboo Boggle Upwords BalderdashCrossword puzzles Prop box



60 Most Common Academic Vocabulary Words

National Writing Project Vocabulary Resource

Pinterest Common Core Resources

Edutopia Gatsby Resources

Just Released: Smarter Balanced Online Practice Items

Resources and Updates

https://www.vocabulary.com/lists/23710

http://www.nwp.org/cs/public/print/resource/403

http://pinterest.com/samia524/common-core-resources/

http://pinterest.com/samia524/common-core-resources/

http://www.edutopia.org/blog/bringing-web-tools-to-gatsby-lee-ann-spillane

http://www.edutopia.org/blog/bringing-web-tools-to-gatsby-lee-ann-spillane

http://www.smarterbalanced.org/?utm_medium=email&utm_campaign=Smarter+Balanced+Practice+Test+Release&utm_content=Smarter+Balanced+Practice+Test+Release+CID_b7b2da5d94c24725b2bdb549500e21ae&utm_source=CMemail&utm_term=Smarter%20Balanced%20Assessment%20Conso

More Resources


Acuity UpdatesCommon Core ConversationAchieve the CoreLexile.comMatching Quizzes for ESL Students (Flash)Kelly Gallagher Article of the WeekA Close Reading and Annotation of Chopin's " The

Story of an Hour"

http://access.k12.wv.us/iwc_static/layout/main.html?lang=en-us&2-4.01_224313&

http://www.commoncoreconversation.com/ela-resources.html

http://www.achievethecore.org/

http://www.lexile.com/

http://www.manythings.org/mq/

http://kellygallagher.org/resources/articles.html

http://vd-p.d91.k12.id.us/Curriculum_Resources/Sheltered%20Instruction%20(SIOP)/Fall%202011%20Class%20-%20Where%20Every%20Student%20Learns/Session%2001/Fall%202011/01_Beyond%20the%20Yellow%20Highlighter.pdf

http://vd-p.d91.k12.id.us/Curriculum_Resources/Sheltered%20Instruction%20(SIOP)/Fall%202011%20Class%20-%20Where%20Every%20Student%20Learns/Session%2001/Fall%202011/01_Beyond%20the%20Yellow%20Highlighter.pdf

Vocabulary Websiteshttp://www.wordsift.com/ Word maps/word cloudshttp://quizlet.com/ Make flash cards and gameshttp://jc-schools.net/tutorials/vocab/ Academic

vocabulary gameshttp://www.vocabulary.com/ More games, including

games using Latin and Greek rootswww.worldwidewords.com Definitions, history, and short essays on words http://www.visualthesaurus.com/ Visual thesauruswww.vocabgrabber.comwww.wordle.comhttp://freerice.com/#/english-vocabulary/1507 Free

donation site Teach Thought: 50 Common Core ResourcesShmoop


http://freerice.com/

http://www.wordsift.com/

http://quizlet.com/

http://jc-schools.net/tutorials/vocab/

http://www.vocabulary.com/

http://www.worldwidewords.com/

http://www.visualthesaurus.com/

http://www.vocabgrabber.com/

http://www.wordle.com/

http://freerice.com/

http://www.teachthought.com/teaching/50-common-core-resources-for-teachers/

http://www.shmoop.com/


Vocabulary Cards

Flocabulary: Educational Hip Hop

Intelligent Conversation Activity Using "A Rose for Emily”

http://www.burke.k12.nc.us/curriculum/elementary/CC%20Vocabulary%20Cards/CC%20Vocabulary%20Cards%20Kindergarten.pdf

http://www.burke.k12.nc.us/curriculum/elementary/CC%20Vocabulary%20Cards/CC%20Vocabulary%20Cards%20Kindergarten.pdf

http://www.flocabulary.com/

http://www.flocabulary.com/

Additional Resources

Appendix A http://www.corestandards.org/assets/Appendix_A.pdf

Appendix B http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C http://www.corestandards.org/assets/Appendix_C.pdf

Content Specifications for the Summative Assessment for ELA http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Revised Publishers’ Criteria

http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

Videos from the Hunt Institute available at http://www.schooltube.com/organization/226706/

West Virginia Info Depot at www.wvinfodepot.org

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_C.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

http://www.schooltube.com/organization/226706/

http://www.wvinfodepot.org/

Online resources for games http://www.vocabulary.co.il/ http://www.freereading.net/index.php?title=

Vocabulary_Reintroduce_and_Build_Mastery_Activities http://www.visuwords.com/ http://www.pppst.com/templates.html http://jc-schools.net/tutorials/gameboard.htm http://its.leesummit.k12.mo.us/gameresources.htm http://people.uncw.edu/ertzbergerj/ppt_games.html http://reading.pppst.com/vocabulary.html


http://www.vocabulary.co.il/

http://www.freereading.net/index.php?title=Vocabulary_Reintroduce_and_Build_Mastery_Activities

http://www.freereading.net/index.php?title=Vocabulary_Reintroduce_and_Build_Mastery_Activities

http://www.visuwords.com/

http://www.pppst.com/templates.html

http://jc-schools.net/tutorials/gameboard.htm

http://its.leesummit.k12.mo.us/gameresources.htm

http://people.uncw.edu/ertzbergerj/ppt_games.html

http://reading.pppst.com/vocabulary.html

http://wvde.state.wv.us/teach21>Curriculum, >Strategy Bank


http://wvde.state.wv.us/teach21

Recommended ResourcesBeck, I.L., et al. Bringing Words to Life: Robust Vocabulary Instruction.

New York: The Guilford Press, 2002. Print.Baumann, J.F., and E.J. Kame’enui. Vocabulary Instruction: Research to

Practice. New York: The Guilford Press, 2004. Print.Graves, M.F. The Vocabulary Book: Learning and Instruction. New York:

Teacher’s College Press, 2006. Print.Diamond, L. & Gutlohn Vocabulary Handbook. Berkley, CA: Consortium

on Reading Excellence, Inc., 2006. Print.Hart, B., and T.R.Risley. Meaningful Differences in the Everyday

Experience of Young American Children. Baltimore, MD: Paul H. Brookes, 1995. Print.

Heibert, E.H., and M. Kamil. Teaching and Learning Vocabulary: Bringing Scientific Research to Practice. Mahwah, NJ: Erlbaum, 2005. Print.

Marzano, R.J., and D. J. Pickering. Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD, 2005. Print.

Stahl, S.A. Vocabulary Development. Cambridge, MA: Brookline, 1998. Print.

Stahl, S.A., and B. Kapinus. Word Power: What Every Educator Needs to Know About Teaching Vocabulary. Washington, DC: NEA, 2001. Print.


Works CitedBeck, I.L., et al. Bringing Words to Life: Robust Vocabulary

Instruction. New York: The Guilford Press, 2002. Print.Chall, J.S. “American reading achievement: Should we worry?”

Research in the Teaching of English, 30, 303-310. 1996. Print.Graves, M.F., editor. Essential Readings on Vocabulary Instruction.

International Reading Association, 2009. Print.Marzano, R.J., and D.L.Pickering. Building Academic Vocabulary:

Teacher's Manual. Alexandria, VA: ASCD, 2005. Print. "Common Core State Standards Initiative." National Governor's

Association Center for Best Practices, Council of Chief State School Officers, 2010. Web. 12 Jun 2012.

Overturf, Brenda J., et al. Word Nerds: Teaching All Students to Learn and Love Vocabulary. Portland, Maine: Stenhouse Publishers, 2013. Print.


Some content these presentations was replicated from the Educator Enhancement Academy held at Marshall University and the following Illinois educators:

Brown, JillIwersen,ErikMcCusker, SaraRhodus, KathiRobinson, AmySykes, Katy


facilitators: bridget call and rita scott secondary ela coaches mingo county content contained is...

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