Facilitators: Bridget Call and Rita Scott
Secondary ELA Coaches
Mingo County
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Snapshot of CCR Students
 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
Part I: ELA Shifts
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Shift 1: Building knowledge through contentrich 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
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Read pages 2-9 of Appendix A
Be prepared to discuss implications for classroom
instruction
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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 Reading
by
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
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Text-dependent Questions
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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 Text
More 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.
21
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 structure
22
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 textdependent questions.
Step Six: Identify the standards that are being
addressed.
Step Seven: Create the culminating assessment.
Non-Examples and Examples
Not Text-Dependent
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
25
important value to promote?
Text-Dependent
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?
Worksheet from http://www.cde.ca.gov/be/cc/cd/documents
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Activity
 Read “The Surprise Party” by Katherine Brush
 Create a text-dependent question based on the text
 Be prepared to share your questions
The Surprise Party
by Katharine Brush
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.
Large Group Discussion
What are the implications for
classroom practice?
Engage NY Video
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Part IV: Addressing Vocabulary
within the Common Core
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There’s an app for that!
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Today’s Targets
 Identify 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
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Shift 3
Regular Practice with
Complex Text and its
Academic Language
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Activity
Participants will review Appendix A:
“The Longitude Prize” (pages 15-16)
and “Vocabulary” (pages 32-35)
Discuss the implications for classroom
practice.
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ELA Common Core Vocabulary
Standards
Reading Strand
Reading Anchor Standard #4
Interpret 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 Strand
Language Anchor Standard #4
Determine 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 #6
Acquire 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
Instruction
 Effective 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).
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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).
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Context Clue Steps
For Students
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.
1.
For Teachers
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.”
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Adapted from Vocabulary
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?
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Try the SLAP strategy
He tried to open the box with no luck. He couldn’t find the
key, 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?
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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
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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)
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3 Tiers of Words
– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ lava, aorta, legislature, circumference
–Abstract, general academic (across content
areas); encountered in written language; high utility
across instructional areas
◦ vary, relative, innovation, accumulate, surface, layer
– 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
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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
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Choosing words
Jose avoided playing the ukulele.
 Which word would you choose to pre-teach?
Which word?
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“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
information
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How to determine that a word is TIER 2
Word
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?
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If you
answer
“yes” to all
three
questions,
it is a Tier 2
word. If
not, it is
probably a
Tier 3 word.
Below are sources offering a variety of strategies to teach
academic vocabulary.
Isabel Beck, Margaret
McKeown, and Linda
Kucan
Robert Marzano and
Debra Pickering
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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.
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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)
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Marzano’s Building Academic
Vocabulary
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Marzano's Strategy
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EIGHT RESEARCH-BASED CHARACTERISTICS
OF 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.
.
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Adapted from Building Academic Vocabulary by Robert Marzano
License
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
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Students use a Graphic Organizer to Record
Information
Adapted from Building Academic Vocabulary Robert Marzano and Debra Pickering 2005
One Vocabulary Strategy
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Word Nerds Study Guide
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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)
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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.
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Close Reading
 Focus intensely on text analysis
 Figure out text by thinking about words and ideas in
text
 Minimalize external explanations
 Read dynamically and repeatedly
 Extablish multiple purposes for reading: what a text
says, how it says it, what it means, what is its value
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Vocabulary Casserole
Ingredients Needed:
20 words no one has ever heard before in his life
1 dictionary with very confusing definitions
1 matching test to be distributed by Friday
1 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.
Adapted from When Kids Can’t Read,What
Teachers Can Do by Kylene Beers
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Vocabulary Treat
Ingredients Needed:
5-10 great words that you really could use
1 thesaurus
Markers and chart paper
1 game like Jeopardy, BINGO, or other
1 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: Many
Adapted from When Kids Can’t Read,What
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Kylene Beers
Effective Vocabulary Instruction
 Increase independent reading time.
 Facilitate read-alouds.
 Keep vocabulary in circulation.
 Keep vocabulary interactive.
 Use graphic organizers.
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Game Resources
 Scattergories
 Taboo
 Boggle
 Upwords
 Balderdash
 Crossword puzzles
 Prop box
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Resources and Updates
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
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More Resources
 Acuity Updates
 Common Core Conversation
 Achieve the Core
 Lexile.com
 Matching Quizzes for ESL Students (Flash)
 Kelly Gallagher Article of the Week
 A Close Reading and Annotation of Chopin's " The Story of an
Hour"
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Vocabulary Websites
 http://www.wordsift.com/ Word maps/word clouds
 http://quizlet.com/ Make flash cards and games
 http://jc-schools.net/tutorials/vocab/ Academic
vocabulary games
 http://www.vocabulary.com/ More games, including
games using Latin and Greek roots
 www.worldwidewords.com
Definitions, history, and short essays on words
 http://www.visualthesaurus.com/ Visual thesaurus
 www.vocabgrabber.com
 www.wordle.com
 http://freerice.com/#/english-vocabulary/1507 Free
donation site
 Teach Thought: 50 Common Core Resources
 Shmoop
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Vocabulary Cards
Flocabulary: Educational Hip Hop
Intelligent Conversation Activity
Using "A Rose for Emily”
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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/ELALiteracy-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
Online resources for games
 http://www.vocabulary.co.il/
 http://www.freereading.net/index.php?title=Vocabulary_Reintroduce_and_Bu
ild_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
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http://wvde.state.wv.us/teach21
>Curriculum, >Strategy Bank
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Recommended Resources
Beck, 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.
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Works Cited
Beck, 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
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Content contained is licensed under a Creative
Commons Attribution-ShareAlike 3.0 Unported
License
Some content these presentations was replicated from the
Educator Enhancement Academy held at Marshall University and
the following Illinois educators:
Brown, Jill
Iwersen,Erik
McCusker, Sara
Rhodus, Kathi
Robinson, Amy
Sykes, Katy
Content contained is licensed under a Creative
Commons Attribution-ShareAlike 3.0 Unported
License