March+10,+2009

toc =Logistics=
 * Date:** March 10, 2009


 * Location:** Pin Oak Middle School

For the list of Tier II Words (in the TAKS test) that we generated during the meeting, please visit: [] =**Agenda**=

12:30 – 12:35 || Welcome, Overview, and Norms || To build a research-based foundation of knowledge on the teaching of vocabulary in all content classrooms || || || Tina || 12:35 – 12:50 || Vocabulary Instruction Myths || To understand the instructional impact of non-effective vocabulary instruction. || Jigsaw Groups of 5, each group will read one of the myths and respond to the question: How have you seen this myth used in the classroom in a way that has a negative impact on student learning? Each group will share out with whole group. || Myths handout Slides || Tina || 12:50 – 1:30 || Marzano’s 6 Steps of Vocabulary Instruction || To experience best practice in vocabulary instruction. || Model the 6 Step process using the word “Doppelganger” Lead presenters will introduce each step. Model teachers will lead whole group through each step just as a teacher would with students in the classroom. || Pg 19 slides || Stephanie & Tina (lead) Rebecca & Kynette (model teachers) || 1:30 – 1:45 || Vocabulary Best Practices || To share vocabulary best practices. || Think & Share in small groups. Each group will discuss “vocabulary best practices” that they have seen on their campuses and chart a list of these (10 minutes). Whole group will participate in a Gallery Walk to see what the other groups have shared. (5 minutes) || Chart paper, markers || Stephanie || 1:45 – 2:00 || Tier II Words || To gain knowledge in the levels of vocabulary to be taught. || Lecture/Direct Teach || Slides || Tina || 2:00 – 2:15 || BREAK || To network and take care of personal needs || || || ||
 * ** When? ** || ** What? ** || ** Why? ** || ** How? ** || ** What do I need? ** || ** Who? ** ||
 * // Time for activity // || // Name of activity // || // Objectives for activity // || // Methodology detail // || // Materials, supplies, handouts // || // Facilitator(s) // ||
 * 8:30 - 8:35
 * 8:35 – 8:50
 * 8:50 – 9:30
 * 9:30 – 9:45
 * 9:45 – 10:00
 * 10:00 - 10:15
 * 10:15 – 10:35

2:15 – 2:35 || Literacy coach Survey || To participate in the official district Literacy Leads the Way research for the district. || || || Debra Muniz ||
 * 10:35 - 11:15

2:35 – 3:15 || Tier II and TAKS Scavenger Hunt || To understand how and where Tier II words are used throughout the TAKS tests || Each group will be assigned one content area. Each group will “hunt” for Tier II words within the printed TAKS tests for their assigned content area and chart the words that they find. (30 minutes)

Gallery Walk (10 minutes) || Chart paper

Printed copies of TAKS tests || Rebecca and Kynette ||
 * 11:15 – 11:25

3:15 – 3:25 || Debrief || To debrief our learning around vocabulary instruction || Each group will complete and submit a Rigor Continuum on vocabulary instruction based on what they have learned during today’s meeting || Copies of Blank Rigor Continuum || Stephanie ||
 * 11:25 - 11:30

3:25 – 3:30 || Wrap-up || To debrief the activities of the day. || What worked? What didn’t work? What will you take back to your campus? || || Tina || 

=SlideShow=

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media type="custom" key="3418318"

=Reflections=

media type="custom" key="3440964" =**Meeting Notes**= The Literacy Support Network met on Tuesday, March 10 at Pin Oak Middle School (a.m. session from 8:30-11:30 and p.m. session from 12:30-3:30). The next meeting will be on Tuesday, March 24 in the Board Auditorium of the Hattie Mae White ESC. Reflections from Tuesday’s meeting should be sent to: [] NORTH: Cicely Greene (Davis FP), Tameika Ashford (Kashmere HS) SOUTH: Iretta Peters (Jones HS) EAST: Lynda Cobb (Stevenson MS), Patty Estrada (Furr FP), Milli Henriquez (Milby FP) WEST: Winston Chambers (West Region), Dottie Lawrence (Bellaire FP), Vernita Ussin (Long MS), Gastonia Goodman (Challenge HS), Liz Van Auken (Westbury FP), Alison McBride (Westside FP) CENTRAL: Sofia D’Arcy (Clifton MS). Alicia McAfee (Reagan HS) ALTERNATIVE:
 * **Attendance: 85%** **
 * **Absentees:** **

The focus of the meeting was vocabulary instruction with the guiding questions: The work that the coaches engaged in during this meeting, is work that can be duplicated on any campus or with any campus PLC.
 * 1) How do misconceptions about vocabulary instruction hinder learning?
 * 2) What is the difference between ////academic words//// and ////content-specific words?////
 * 3) What are the best practices in vocabulary instruction?
 * **Vocabulary Instruction Myths:** ** The coaches worked in partners to jig-saw the information from an article entitled “What are some myths about word learning?” (see attached) by not only summarizing their assigned myth, but also by hypothesizing how the perpetuation of this myth in the classroom is hindering real learning.
 * **Marzano’s Six Steps of Vocabulary Instruction:** ** Coaches experienced the 6-step, research-based model of vocabulary instruction described by Robert Marzano in his book ////Building Academic Vocabulary: Teacher’s Manual.//// Each coach received a copy of the book.
 * **Vocabulary Best Practices:** ** Coaches worked in groups to scribe, post and conduct a gallery walk around the question: “What examples of vocabulary best practice have your seen on your campus?”
 * **Three Tiers of Vocabulary:** ** Through a direct teach power point presentation, coaches were exposed to the concept of the three tiers of vocabulary with a specific focus on the difference between Tier II and Tier III words (see attached ppt).
 * **Tier II and TAKS:** ** Using a “scavenger hunt” approach, coaches were given sections of TAKS release test from all four core contents and were asked to identify Tier II words. (Given more time and in a campus setting, the recommendation is to have each group post their identified Tier II words on large chart paper for a gallery walk with the objective that teachers would recognize the overlap of the Tier II academic words and the importance of each teacher explicitly teaching students the meaning of these words.)