High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director of High School Curr

1. High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director of High School Curriculum Penny Crooks, Assistant Principal John Eggleston, Assistant Principal Julie Pack, Assistant Principal Tina Webster, Technology Facilitator

2. Reflections from Day Four What am I squared away with? What am I still circling around? What three things do I need to do in priority order to advance the work?

3. Essential Vocabulary “teaching vocabulary becomes not a simple process of teaching words but one of teaching particular words to particular students for a particular purpose” ~Handbook of Reading Research, Vol. 3, Blachowicz and Fisher (2000)

4. Big Questions What is essential vocabulary? What words do students need to learn for a given essential standard? How do we determine which words are essential?

5. Essential Vocabulary Criteria: Critical to understanding of essential standards and clarifying objectives Require in-depth knowledge in order to understand essential standards and clarifying objectives Likely to be encountered in other content areas *Refer to Quality Check Handout

6. Essential Vocabulary Quality Check Handout

7. Article Introduction All – read pgs. 226-229 (stop at Level 1 subheading) Flanigan K. and Greenwood S. “Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies”

8. Introduction Four Factors of Content Vocabulary: The students we teach The nature of the words we decide to teach The instructional purposes in teaching the words The strategies we employ to teach the words

9. Article - Jigsaw Group #1 – read Level 1 section Group #2 – read Level 2 section Group #3 – read Level 3 section Group #4 – read Level 4 section All – read pgs. 231-233 (begin at “A process for choosing. . / stop at “How does this look . .) Remainder of article can be read at your leisure. Flanigan K. and Greenwood S. “Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies”

10. Guiding Questions What defines Level ___ words? How important are these words to students learning the essential standard at hand? In reference to the previous definition, are words in this level essential vocabulary?

11. Jigsaw Response – Level 1 What defines Level ___ words? How important are these words to students learning the essential standard at hand? Are words in this level essential vocabulary?

12. Jigsaw Response – Level 2 What defines Level ___ words? How important are these words to students learning the essential standard at hand? Are words in this level essential vocabulary?

13. Jigsaw Response – Level 3 What defines Level ___ words? How important are these words to students learning the essential standard at hand? Are words in this level essential vocabulary?

14. Jigsaw Response – Level 4 What defines Level ___ words? How important are these words to students learning the essential standard at hand? Are words in this level essential vocabulary?

15. Essential Vocabulary – The Process(modified) Determine the instructional goals specifically related to the essential standards and clarifying objectives. Brainstorm words that students will need to know/learn to meet instructional goals. Determine which words from the initial brainstorming are necessary for students’ understanding and mastery of the essential standards and clarifying objectives. Refer to essential vocabulary quality check.

16. Connections Strategies Teaching Time Planning Time Students Essential Standards Essential Standards Essential Standards Words Purposes 21st Century Skills 21st Century Skills Collaboration Collaboration Assessment Assessment

17. Essential Vocabulary - Quality Check Measure the words on the sample curriculum guides against the criteria for essential vocabulary and Determine if there are any words that need to be removed or added to the list.

18. “Rubber Meets The Road” • Process: • Determine the instructional goals specifically related to the essential standards and clarifying objectives. • Brainstorm words that students will need to know/learn to meet instructional goals. • Determine which words from the initial brainstorming are necessary for students’ understanding and mastery of the essential standards and clarifying objectives. Refer to essential vocabulary quality check.

19. Vocabulary Work Take a break on your own!

20. Essential Questions • What is an Essential Question?

21. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? require students to consider alternatives, weigh evidence, support ideas, and justify answers arguable, provokes deep thought, discussion, inquiry meaningful connections with prior learning do not have one “right” answer inquiry into core content promote understanding

22. Why are essential questions a key component of planning and classroom instruction? Assessment of student learning Long term recall Lack of focus Potpourri problem Focus learning Clarifying purpose Set direction for learning Communication between students and teachers and between teachers Student engagement/application

23. Purpose: Essential Questions Essential questions become . . . the “mental velcro” for content learning.

24. How do you determine appropriate essential questions for content area learning? Essential Standards 21st Century Skills Assessment Formatting Revised Bloom’s Taxonomy

25. Developing Essential Questions Working with subject area partner, develop Essential Questions that reflect identified Essential Standards and incorporate 21st century skills and RBT.

26. Quality Check for EQs • Quality checks vertically by subject areas.

27. LUNCH!!

28. Ticket Out the Door What am I squared away with? What am I still circling around? What three things do I need to do in priority order to advance the work?