CURRICULUM UNIT PLAN
Published on Nov 26, 2015
UbD Vocabulary Unit Presentation
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PRESENTATION OUTLINE
CURRICULUM UNIT PLAN
Root Word Olympics
Theresa Konkel Dixon
EDU 576: Leadership in Planning, Facilitating and Assessing Learning
Dr. Barbara Kopack Hill
December 2013
EDU 576: Leadership in Planning, Facilitating and Assessing Learning
Dr. Barbara Kopack Hill
December 2013
Photo by elPadawan
School background
Dominican Tradition
School Mission Statement:
St. Catherine’s High School educates in the Dominican tradition to form socially responsible women and men
committed to gospel living, life long learning
and a life of leadership and service in society.
~ St. Catherine's High School Mission Statement
St. Catherine's High School welcomes students of diverse backgrounds and aims to provide an excellent academic program that challenges all students to develop their God-given talents and achieve their highest potential.
St. Catherine’s High School educates in the Dominican tradition to form socially responsible women and men
committed to gospel living, life long learning
and a life of leadership and service in society.
~ St. Catherine's High School Mission Statement
St. Catherine's High School welcomes students of diverse backgrounds and aims to provide an excellent academic program that challenges all students to develop their God-given talents and achieve their highest potential.
Photo by jdog90
DATA
student scores are stagnent
St. Catherine's is in the process of developing triangulated data to drive instruction. At this time the best data comes from the MAP scores given three times a year.
Based on the fall 2013 scores, the data suggests, as expected, a majority of students fall within the beginning of the year norm range for their grade level. However, less than 50% of students in the seventh and eighth grade are on showing growth. The number of students below the norm is slightly higher for vocabulary – 48 out of 163.
Perhaps most importantly the data suggests a significant range in performance with in each grade level.
Based on the fall 2013 scores, the data suggests, as expected, a majority of students fall within the beginning of the year norm range for their grade level. However, less than 50% of students in the seventh and eighth grade are on showing growth. The number of students below the norm is slightly higher for vocabulary – 48 out of 163.
Perhaps most importantly the data suggests a significant range in performance with in each grade level.
Photo by Curtis Gregory Perry
SIP Goal
students
will demonstrate measurable increases in proficiency
The faculty of St. Catherine’s High School will improve their ability to differentiate learning through small, goal centered learning teams. As a result, all students will demonstrate measurable increases in proficiency through appropriate triangulated data by the end of the 2015 school year.
Working toward that goal, this analysis and unit will focus on middle school student reading scores. Based on the data the students need to show measurable growth in vocabulary. The sixth grade students seem to have the greatest need; therefore, it makes sense to target them.
Working toward that goal, this analysis and unit will focus on middle school student reading scores. Based on the data the students need to show measurable growth in vocabulary. The sixth grade students seem to have the greatest need; therefore, it makes sense to target them.
RATIONALE
word knowledge is linked to success in school
Research related to vocabulary and literacy shows that word knowledge grows exponentially. Marzano cites Hart and Risley who “found that children with larger vocabularies acquire new words at a faster rate than other children” (2013, p. 7). According to the research, along with acquisition, children who struggle with vocabulary are also at a disadvantage in mental processes. Within Marzanos research he points to a number of studies that show a correlation between vocabulary and intelligence and he quotes Stahl and Nagle’s statement, “Words divide the world: the more words we have, the more complex ways we can think about the world” (p.9).
Photo by 427
Standards Analysis
Common Core * 21 Century * NCTE
The Common Core State Standards outline what the students will be able to do. In contrast, the 21st century skills focus on how the students will do it, for example using technology or as a self-directed learner. The National Council of English Teachers zooms out further than the other two, to identify what students will do with their learned knowledge in order to apply it to the other areas of study in the English Language Arts Classroom.
COMMON CORE STATE STANDARDS FOR VOCABULARY
Anchor Standard
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
21st CENTURY STUDENT OUTCOMES
Integrate 21st century skills into core academic subject standards. Each subject area should be treated differently, with an eye for thoughtful and authentic ways to incorporate skills like critical thinking, problem solving, communication, information literacy and technology literacy into the standard.
NATIONAL COUNCIL OF ENGLISH TEACHERS
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
COMMON CORE STATE STANDARDS FOR VOCABULARY
Anchor Standard
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
21st CENTURY STUDENT OUTCOMES
Integrate 21st century skills into core academic subject standards. Each subject area should be treated differently, with an eye for thoughtful and authentic ways to incorporate skills like critical thinking, problem solving, communication, information literacy and technology literacy into the standard.
NATIONAL COUNCIL OF ENGLISH TEACHERS
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Photo by John-Morgan
Concept Mapping
organize and communicate ideas
Collaboration with a partner helped me to see how I can work with other discipline teachers to meet the 21st century standard to integrate vocabulary skills into core academic subject standards finding ways to incorporate skills like critical thinking, problem solving, communication, information literacy and technology literacy. This expanded my lens and understanding of how to map the unit.
The unit incorporates activities and words from each discipline so that students can use what they are learning to deepen their understanding of concepts in each of their classes. To align with my SIP I am very interested in developing ways to measure student learning in order to confirm growth or adjust teaching strategies.
In my revised map, the goal for students related to vocabulary progresses from strategies used to define a word (context, root deconstruction, digital and print resources) to adopting the word into the student’s functional interdisciplinary language. It also lays the foundation for them to develop work knowledge beyond direct instruction.
Greek and Latin Root Word Learning Goal:
Students will use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will deconstruct words to identify common Greek and Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will recall the meaning of common Greek and Latin affixes and roots and provide examples words that use them.
Simpler Content: Students will identify common Greek and Latin roots within words.
Simpler Content: Students will recall the meaning of common Greek and Latin affixes and roots.
The unit incorporates activities and words from each discipline so that students can use what they are learning to deepen their understanding of concepts in each of their classes. To align with my SIP I am very interested in developing ways to measure student learning in order to confirm growth or adjust teaching strategies.
In my revised map, the goal for students related to vocabulary progresses from strategies used to define a word (context, root deconstruction, digital and print resources) to adopting the word into the student’s functional interdisciplinary language. It also lays the foundation for them to develop work knowledge beyond direct instruction.
Greek and Latin Root Word Learning Goal:
Students will use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will deconstruct words to identify common Greek and Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will recall the meaning of common Greek and Latin affixes and roots and provide examples words that use them.
Simpler Content: Students will identify common Greek and Latin roots within words.
Simpler Content: Students will recall the meaning of common Greek and Latin affixes and roots.
Alignment
6th * 7th * 8th grades
CCSS.ELA-Literacy standard calls for students to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Like all middle school standards, the requirement is to add words each year in order to extend or build upon the student's work knowledge. Therefore the same map can be used all three years aligned with grade appropriate word or root word lists. This also allows for as also allows for differentiation as students can move up or review prior lists based on their needs. (Please see Vocabulary Curriculum Map at the end of the presentation).
For this unit, the following map outlines the increasing complexity of work knowledge based on the learning goal.
Learning Goal: Students will use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will deconstruct words to identify common Greek and Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will recall the meaning of common Greek and Latin affixes and roots and provide examples words that use them.
Simpler Content: Students will identify common Greek and Latin roots within words.
Simpler Content: Students will recall the meaning of common Greek and Latin affixes and roots.
Like all middle school standards, the requirement is to add words each year in order to extend or build upon the student's work knowledge. Therefore the same map can be used all three years aligned with grade appropriate word or root word lists. This also allows for as also allows for differentiation as students can move up or review prior lists based on their needs. (Please see Vocabulary Curriculum Map at the end of the presentation).
For this unit, the following map outlines the increasing complexity of work knowledge based on the learning goal.
Learning Goal: Students will use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will deconstruct words to identify common Greek and Latin affixes and roots as clues to the meaning of a word.
More Complex Content: Students will recall the meaning of common Greek and Latin affixes and roots and provide examples words that use them.
Simpler Content: Students will identify common Greek and Latin roots within words.
Simpler Content: Students will recall the meaning of common Greek and Latin affixes and roots.
Photo by kugel
Vocabulary
UBD FOR
In UbD, Wiggins and McTighe (1998) lay out a conceptual framework for instructional design.
The unit is organized around:
*Enduring Understandings
*Essential Questions
*Formative Assessment
*Contextual Summative Assessment
*Instructional Activities
The unit is organized around:
*Enduring Understandings
*Essential Questions
*Formative Assessment
*Contextual Summative Assessment
*Instructional Activities
Enduring Understandings
value beyond the classroom
Enduring Understandings:
*have enduring value beyond the classroom
*reside at the heart of the discipline
*required uncoverage of abstract or often misunderstood ideas
*offer potential for engaging students
The Enduring Understandings for this unit are:
* A precise understanding of words used and the context in which they are used helps readers construct, sustain, and expand meaning.
* Knowing the meaning of word roots helps readers figure out new, or unfamiliar words.
*have enduring value beyond the classroom
*reside at the heart of the discipline
*required uncoverage of abstract or often misunderstood ideas
*offer potential for engaging students
The Enduring Understandings for this unit are:
* A precise understanding of words used and the context in which they are used helps readers construct, sustain, and expand meaning.
* Knowing the meaning of word roots helps readers figure out new, or unfamiliar words.
Photo by fxp
Essential Questions
most important concepts
By answering key questions, students deepen their learning about content and experience an enduring understanding.
These questions focus on:
* To what extent does the idea, topic, or process reside at the heart of the discipline?
*What questions point toward the big ideas and understandings?
*What arguable questions deepen inquiry and discussion?
* What questions provide a broader intellectual focus, hence purpose, to the work?
The Essential Questions for this unit are:
* How can we use clues within a passage to understand unfamiliar words or phrases?
* How is knowledge of Greek and Latin roots used to determine meaning?
* How can resources like print and digital dictionaries, glossaries, and thesauruses be used to grow vocabulary and improve our reading, writing, and speaking?
These questions focus on:
* To what extent does the idea, topic, or process reside at the heart of the discipline?
*What questions point toward the big ideas and understandings?
*What arguable questions deepen inquiry and discussion?
* What questions provide a broader intellectual focus, hence purpose, to the work?
The Essential Questions for this unit are:
* How can we use clues within a passage to understand unfamiliar words or phrases?
* How is knowledge of Greek and Latin roots used to determine meaning?
* How can resources like print and digital dictionaries, glossaries, and thesauruses be used to grow vocabulary and improve our reading, writing, and speaking?
Photo by Marcus Ramberg
Facets of understanding
explain * interpret * apply * perceive * empathize * know
Utilizing the Six Facets of Understanding:
The six facets of understanding are the means for assuring that students truly understand. The six facets represent different ways of demonstrating understanding, that have evolved over time.
Explanation
In their own words, students will analyze context to determine denotation of a given word, analyze word parts to determine denotation of a given word, define Latin / Greek roots and affixes meanings and provide examples.
Interpretation
Students will infers, predict, and/or deduce using context to determine denotation of a given word, word parts to determine denotation of a given word, definitions of Latin / Greek roots and affixes to determine meanings and provide examples.
Application
Students will use information to analyze context and word parts to determine denotation of a given word, definitions of Latin / Greek roots and affixes to use words appropriately, and provide examples in their speech and writing.
Self-Knowledge
Students will track their personal progress in being able to analyze context to determine denotation of a given word, analyze word parts to determine denotation of a given word, define Latin / Greek roots and affixes meanings and provide examples.
The six facets of understanding are the means for assuring that students truly understand. The six facets represent different ways of demonstrating understanding, that have evolved over time.
Explanation
In their own words, students will analyze context to determine denotation of a given word, analyze word parts to determine denotation of a given word, define Latin / Greek roots and affixes meanings and provide examples.
Interpretation
Students will infers, predict, and/or deduce using context to determine denotation of a given word, word parts to determine denotation of a given word, definitions of Latin / Greek roots and affixes to determine meanings and provide examples.
Application
Students will use information to analyze context and word parts to determine denotation of a given word, definitions of Latin / Greek roots and affixes to use words appropriately, and provide examples in their speech and writing.
Self-Knowledge
Students will track their personal progress in being able to analyze context to determine denotation of a given word, analyze word parts to determine denotation of a given word, define Latin / Greek roots and affixes meanings and provide examples.
Photo by Robert Scales
Contextual Summative Assessment
relevant and engaging
For each weekly sets of root words students will complete a visual recognition task (pre assessment), a visual recognition web (daily exit ticket), and a weekly vocabulary knowledge scale (post test / self assessment).
Each week students will select 5 - 10 studied words and write a paragraph that incorporates them.
Authentic Assessment Description
Goals: Students will demonstrate fluency of Greek / Latin root words and how they are applied today. This will be shown through the creation of a Root Word Game to be played in class.
Roles: illustrator(s), editor(s), game host(s), game ref(s)
Audience: Peers playing the game
Situation: You have won a bid to develop a Greek and Latin root word game to be played by competitors at the Root Word Olympics.
Olympians from throughout the middle school will compete to see who will win the gold medals.
Product: Student teams will develop a root word game that uses their iPads and can be played by the entire class (ie. Bingo, Pictionary, Taboo, Jeopardy, Trivia Pursuit, Charades, or Family Feud)
Performance: Students will play the games in class to see who is the champion of the Root Word Olympics.
Standards or Criteria for Evaluation / Traits for Rubrics: Effectiveness and accuracy of definitions, illustrations, and game questions. Logic of layout. Ability to lead / host / referee and/or compete in the games.
Differentiation: Students will work in teams and use multiple intelligence strengths to contribute to the game creation and game play. Readiness level is addressed by complexity of the game design and questions.
The visual recognition task (pre assessment), visual recognition web (daily post test), and a weekly vocabulary knowledge scale (post test / self assessment) were selected to ensure that teachers are using multiple measures to capture the multidimensionality of students’ vocabulary knowledge. The paragraph writing is used to transfer knowledge of new vocabulary to the act of writing in order to provide students will a practical relevant opportunity to practice using the word. The students can revise writing to address issues involving vocabulary use as well as proficiency in the 6 traits of writing as needed.
The game design and game play assessments were selected to encourage multisensory, multiple intelligences interaction with the words and to engage the students in learning / using the words in context multiple times. The game play will help to speed recall and provide an ongoing review for the students.
Each week students will select 5 - 10 studied words and write a paragraph that incorporates them.
Authentic Assessment Description
Goals: Students will demonstrate fluency of Greek / Latin root words and how they are applied today. This will be shown through the creation of a Root Word Game to be played in class.
Roles: illustrator(s), editor(s), game host(s), game ref(s)
Audience: Peers playing the game
Situation: You have won a bid to develop a Greek and Latin root word game to be played by competitors at the Root Word Olympics.
Olympians from throughout the middle school will compete to see who will win the gold medals.
Product: Student teams will develop a root word game that uses their iPads and can be played by the entire class (ie. Bingo, Pictionary, Taboo, Jeopardy, Trivia Pursuit, Charades, or Family Feud)
Performance: Students will play the games in class to see who is the champion of the Root Word Olympics.
Standards or Criteria for Evaluation / Traits for Rubrics: Effectiveness and accuracy of definitions, illustrations, and game questions. Logic of layout. Ability to lead / host / referee and/or compete in the games.
Differentiation: Students will work in teams and use multiple intelligence strengths to contribute to the game creation and game play. Readiness level is addressed by complexity of the game design and questions.
The visual recognition task (pre assessment), visual recognition web (daily post test), and a weekly vocabulary knowledge scale (post test / self assessment) were selected to ensure that teachers are using multiple measures to capture the multidimensionality of students’ vocabulary knowledge. The paragraph writing is used to transfer knowledge of new vocabulary to the act of writing in order to provide students will a practical relevant opportunity to practice using the word. The students can revise writing to address issues involving vocabulary use as well as proficiency in the 6 traits of writing as needed.
The game design and game play assessments were selected to encourage multisensory, multiple intelligences interaction with the words and to engage the students in learning / using the words in context multiple times. The game play will help to speed recall and provide an ongoing review for the students.
Photo by litlnemo
Instructional Activities
demonstrating growth along the way
Students who demonstrate knowledge of the root words at the start of the week can move ahead to bonus words. All students will self assess using the Vocabulary Knowledge Scale to determine which words require further study and practice. The use of pre-assessments will allow the teachers to determine which words / roots are known and unknown. As a result, less instructional time can be devoted to known words while providing more intense instruction to less familiar words / roots.
MAP test scores related to reading and vocabulary will be consulted when creating multi-level groupings for the game makers and Olympic teams.
Students will research common symbols, brands, and/or names that have target root words in them and report to the class. Information found can be used in summative assessment.
Students will describe in a one page writing or illustration how Greek and Latin languages spread throughout Europe and beyond.
For each weekly sets of root words students will complete a visual recognition task (pre assessment), and a visual recognition web (daily exit ticket)
MAP test scores related to reading and vocabulary will be consulted when creating multi-level groupings for the game makers and Olympic teams.
Students will research common symbols, brands, and/or names that have target root words in them and report to the class. Information found can be used in summative assessment.
Students will describe in a one page writing or illustration how Greek and Latin languages spread throughout Europe and beyond.
For each weekly sets of root words students will complete a visual recognition task (pre assessment), and a visual recognition web (daily exit ticket)
Photo by shareski
WHERETO
instructional
strategies
Throughout the unit the students and other grade level teachers will be asked to connect the root words to the disciplines so that students can see the examples of root word use within their classes.
They will also spend time researching modern words that are inspired by the roots in order to make connections to the popular culture (Harry Potter, Lightening Thief, mythology based video games etc.).
The culminating Olympic games will be an engaging way for the students to collaborate and have fun learning the words. Many students enjoy the competition and chance to share their products.
Following the fall map tests, students set goals for the winter and spring tests. Vocabulary knowledge will help students to close gaps and increase their scores.
W: Where are we going? Why? What is expected?
• The Greek and Roman Root Word Olympics will be rolled out on the first scheduled day.
• The final assignment with rubrics, models, and essential questions will be posted on the assignment page in classroom webpage and discussed.
• Students will begin looking for evidence of the Greek and Latin root words in common symbols, brands, and/or names and report to the class.
H: How will we hook the students?
• The challenge will be to create a game to be used at the Root Word Olympics where their team will be both a game host as well as Olympic competitors.
E: How will we equip students for expected performance?
• Visual / auditory/ kinesthetic presentation of the word roots
• Think pair share to discuss
• Cornell notes that encourage multiple intelligence connections
• Pre-post assessments
• Paragraph writing that incorporates the words
• Engaging culminating project
• Game play
R: How will we rethink or revise?
• Ideas from the hook, the pre and post assessments as well as the paragraphs can be used as inspiration for the game questions after revisions are made based on feedback.
E: How will students self-evaluate and reflect their learning?
• Students will self assess word/root knowledge based on the dimensions of use (posted in classroom):
Generalization: the ability to define a word/root,
Application: Selecting an appropriate use of the word/root, Breadth: Knowledge of multiple meaning of the word/root, or Precision: able to apple the word/root correctly to all situations.
• There will be a posted rubric for the visual recognition web (daily exit ticket), and a weekly vocabulary knowledge scale (post test / self assessment), word use paragraphs and the culminating game project.
T: How will we tailor learning to varied needs, interests, and learning styles?
• The note taking and assessments are designed to draw from the multiple intelligences to encourage students to engage with the words in preferred and multiple ways (draw a picture, create a rhyme, fill in a web, share with partners, etc.)
• Groups will include diverse learners that demonstrate various levels of vocabulary use.
• There are many personal and group choices throughout the unit where individuals can show what they know in multiple ways. Many assessments can be re-done to promote and encourage students to continue the learning process at their pace.
O: How will we organize the sequence of learning?
Knowledge: Pre-assess, present words using multi-sensory approach, Cornell notes
Comprehension: Web and scale assessments
Application: Paragraph writing, game questions
Synthesis / Creation: Pulling all words/ roots together to create the game
Analyze / Evaluate: Game play
They will also spend time researching modern words that are inspired by the roots in order to make connections to the popular culture (Harry Potter, Lightening Thief, mythology based video games etc.).
The culminating Olympic games will be an engaging way for the students to collaborate and have fun learning the words. Many students enjoy the competition and chance to share their products.
Following the fall map tests, students set goals for the winter and spring tests. Vocabulary knowledge will help students to close gaps and increase their scores.
W: Where are we going? Why? What is expected?
• The Greek and Roman Root Word Olympics will be rolled out on the first scheduled day.
• The final assignment with rubrics, models, and essential questions will be posted on the assignment page in classroom webpage and discussed.
• Students will begin looking for evidence of the Greek and Latin root words in common symbols, brands, and/or names and report to the class.
H: How will we hook the students?
• The challenge will be to create a game to be used at the Root Word Olympics where their team will be both a game host as well as Olympic competitors.
E: How will we equip students for expected performance?
• Visual / auditory/ kinesthetic presentation of the word roots
• Think pair share to discuss
• Cornell notes that encourage multiple intelligence connections
• Pre-post assessments
• Paragraph writing that incorporates the words
• Engaging culminating project
• Game play
R: How will we rethink or revise?
• Ideas from the hook, the pre and post assessments as well as the paragraphs can be used as inspiration for the game questions after revisions are made based on feedback.
E: How will students self-evaluate and reflect their learning?
• Students will self assess word/root knowledge based on the dimensions of use (posted in classroom):
Generalization: the ability to define a word/root,
Application: Selecting an appropriate use of the word/root, Breadth: Knowledge of multiple meaning of the word/root, or Precision: able to apple the word/root correctly to all situations.
• There will be a posted rubric for the visual recognition web (daily exit ticket), and a weekly vocabulary knowledge scale (post test / self assessment), word use paragraphs and the culminating game project.
T: How will we tailor learning to varied needs, interests, and learning styles?
• The note taking and assessments are designed to draw from the multiple intelligences to encourage students to engage with the words in preferred and multiple ways (draw a picture, create a rhyme, fill in a web, share with partners, etc.)
• Groups will include diverse learners that demonstrate various levels of vocabulary use.
• There are many personal and group choices throughout the unit where individuals can show what they know in multiple ways. Many assessments can be re-done to promote and encourage students to continue the learning process at their pace.
O: How will we organize the sequence of learning?
Knowledge: Pre-assess, present words using multi-sensory approach, Cornell notes
Comprehension: Web and scale assessments
Application: Paragraph writing, game questions
Synthesis / Creation: Pulling all words/ roots together to create the game
Analyze / Evaluate: Game play
Photo by Mykl Roventine
Learner Analysis
every classroom is unique
General characteristics of the learners:
Age – 11-12 years old
Grade level – 6th grade
Demographics / Cultural/ Socioeconomic factors – The school has a diverse mix of students with a wide range of pre-knowledge. There are a few ESL students as well as students who have a hard time recognizing grammatically correct English. However, the majority are at or above average on their Language and other MAP scores.
Skill/motivation for this topic/unit – The students will be excited to have a break from long writing assignments and are motivated to create and play the games.
The students brainstormed things they already knew that would be helpful to them after thinking about the unit. They recognized that an understanding of the iPad, various apps, and airplay (reflecting their screen onto the classroom big screen) was going to be important. Also, they have prior knowledge of the board games that they will use to model their own games after. In regard to the actually learning of vocabulary, they cited prior vocabulary and understanding of the English language as being an important place to start from.
Age – 11-12 years old
Grade level – 6th grade
Demographics / Cultural/ Socioeconomic factors – The school has a diverse mix of students with a wide range of pre-knowledge. There are a few ESL students as well as students who have a hard time recognizing grammatically correct English. However, the majority are at or above average on their Language and other MAP scores.
Skill/motivation for this topic/unit – The students will be excited to have a break from long writing assignments and are motivated to create and play the games.
The students brainstormed things they already knew that would be helpful to them after thinking about the unit. They recognized that an understanding of the iPad, various apps, and airplay (reflecting their screen onto the classroom big screen) was going to be important. Also, they have prior knowledge of the board games that they will use to model their own games after. In regard to the actually learning of vocabulary, they cited prior vocabulary and understanding of the English language as being an important place to start from.
Photo by designrecherche
Differentiation
meet the needs of individual learners
How to the students prefer to learn? I decided to ask them. This is what they said...
The majority of students prefer visual, however kinesthetic and tactile followed closely. Their self-reporting aligns with what we see in the classroom
They want a relaxed structure, but also insist on clarity and organization.
After a brief description of the unit the students expressed being a little anxious and a little motivated. Looking at the last question, I believe that this is consistent with their interest in a fun as long as there is clarity and organization.
When asked how they would feel about ending the unit in a friendly competition the majority of students expressed being excited about that.
Consider two learners:
Student A:
How does this student prefer to learn? Auditory, visual, tactile, kinesthetic?
Student A, who tested below average in vocabulary, cited auditory and visual preferences. He is slow to get started on things and often needs me to repeat things multiple times. While he did not cite it as a preference, I would add tactile to methods. He is slow to demonstrate learning until he has had a chance to try it out or practice it tactilely – with support and then gradually on his own.
How does this student best process information? Very structured, unstructured, somewhat structured. How do you know?
Learner A cited a preference toward a somewhat structured process. He wants the freedom to revise and take things slowly. I have found that the big picture can be overwhelming for him – he prefers to only focus on one small step at a time. If we move too quickly he easily drops out of engagement and gets behind.
What motivational factors need to be considered around this unit? Level of anxiety, motivation level, competitiveness, degree of structure, etc.
Student A said he was super excited to participate in the vocabulary unit appreciating a break from writing projects. He said he was not anxious at all and feels confident about the final project and the friendly competition at the end of the unit.
Student B:
How does this student prefer to learn? Auditory, visual, tactile, kinesthetic?
Learner B, who is already proficient or nearly proficient, prefers kinesthetic and visual learning. She is athletic, but also a strong classroom learner.
Student B wants things very structured. She prefers to be in a very organized environment with clear expectations. Because she is able to work ahead on many projects it’s important to her that she understands the objectives and expectations ahead of time. She is interested in knowing the big picture, but does not always appreciate the importance of revision in her efforts to finish a task and move on.
Learner B is also super excited and not at all anxious, but cited her goal to raise her MAP score and the competition as reasons. She is also confident that she will be able to show what she knows and participate successfully in the competition.
She will also do well in collaborative teams because she is willing to support other learners in the classroom, however I would like to ensure that she has some team members that challenge her and help her to go beyond what will be easy to accomplish. I anticipate that she will learn many of the vocabulary roots from taking notes and reviewing, so I may need to challenge her to take on a greater role in the project planning and development as well as offer the addition the more root words to learn.
The majority of students prefer visual, however kinesthetic and tactile followed closely. Their self-reporting aligns with what we see in the classroom
They want a relaxed structure, but also insist on clarity and organization.
After a brief description of the unit the students expressed being a little anxious and a little motivated. Looking at the last question, I believe that this is consistent with their interest in a fun as long as there is clarity and organization.
When asked how they would feel about ending the unit in a friendly competition the majority of students expressed being excited about that.
Consider two learners:
Student A:
How does this student prefer to learn? Auditory, visual, tactile, kinesthetic?
Student A, who tested below average in vocabulary, cited auditory and visual preferences. He is slow to get started on things and often needs me to repeat things multiple times. While he did not cite it as a preference, I would add tactile to methods. He is slow to demonstrate learning until he has had a chance to try it out or practice it tactilely – with support and then gradually on his own.
How does this student best process information? Very structured, unstructured, somewhat structured. How do you know?
Learner A cited a preference toward a somewhat structured process. He wants the freedom to revise and take things slowly. I have found that the big picture can be overwhelming for him – he prefers to only focus on one small step at a time. If we move too quickly he easily drops out of engagement and gets behind.
What motivational factors need to be considered around this unit? Level of anxiety, motivation level, competitiveness, degree of structure, etc.
Student A said he was super excited to participate in the vocabulary unit appreciating a break from writing projects. He said he was not anxious at all and feels confident about the final project and the friendly competition at the end of the unit.
Student B:
How does this student prefer to learn? Auditory, visual, tactile, kinesthetic?
Learner B, who is already proficient or nearly proficient, prefers kinesthetic and visual learning. She is athletic, but also a strong classroom learner.
Student B wants things very structured. She prefers to be in a very organized environment with clear expectations. Because she is able to work ahead on many projects it’s important to her that she understands the objectives and expectations ahead of time. She is interested in knowing the big picture, but does not always appreciate the importance of revision in her efforts to finish a task and move on.
Learner B is also super excited and not at all anxious, but cited her goal to raise her MAP score and the competition as reasons. She is also confident that she will be able to show what she knows and participate successfully in the competition.
She will also do well in collaborative teams because she is willing to support other learners in the classroom, however I would like to ensure that she has some team members that challenge her and help her to go beyond what will be easy to accomplish. I anticipate that she will learn many of the vocabulary roots from taking notes and reviewing, so I may need to challenge her to take on a greater role in the project planning and development as well as offer the addition the more root words to learn.
Photo by Toca Boca
Statement of Purpose
a focus on student learning
According to education researcher Robert Marzano, “Students’ vocabulary knowledge is directly tied to their success in school (2013, p. 5). Being able to read and comprehend is vital for learning, however that need extends beyond the traditional school environment.
Our society demands literate workers and citizens, and as technology advances and the American economy becomes increasingly knowledge based, vocabulary and literacy skills will be critical in order for today’s students to succeed economically and socially.
The Common Core State Standards describe students who are college and career as being able to independently “demonstrate command of standard English and acquire and use a wide-ranging vocabulary” (2012). In order to close gaps and build independent vocabulary skills, students benefit from direct vocabulary instruction that focuses on analyzing meaningful word parts in order to gather vocabulary knowledge. To support this, the CCSS English Language Arts literacy standard 6.4b states that students should “use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word” (2012).
A Greek and Latin root word unit that jump-starts the study of vocabulary will support struggling students as well as those that have an advanced vocabulary. Students will use root words as tools for deciphering and building word knowledge. As a result they will demonstrate measurable growth in word familiarity leading to further independent acquisition. Students will work independently to define, illustrate, and use root words to grow their vocabulary. They will also work in collaborative teams to create a game that utilizes both technology and root word knowledge.
For assessment each week students will select 5 - 10 studied words and write a paragraph that incorporates them. For each weekly set of root words students will complete a visual recognition task (pre assessment), a visual recognition web (daily exit ticket), and a weekly vocabulary knowledge scale (post test / self assessment).
To build relevance throughout the unit, the students and other grade level teachers will be asked to connect the root words to the disciplines so that students can see the examples of root word use within their classes. They will also spend time researching modern words that are inspired by the roots in order to make connections to the popular culture (Harry Potter, Lightening Thief, mythology based video games etc.). The culminating Olympic games will be an engaging way for the students to collaborate and have fun learning the words. Many students enjoy the competition and chance to share their products.
Our society demands literate workers and citizens, and as technology advances and the American economy becomes increasingly knowledge based, vocabulary and literacy skills will be critical in order for today’s students to succeed economically and socially.
The Common Core State Standards describe students who are college and career as being able to independently “demonstrate command of standard English and acquire and use a wide-ranging vocabulary” (2012). In order to close gaps and build independent vocabulary skills, students benefit from direct vocabulary instruction that focuses on analyzing meaningful word parts in order to gather vocabulary knowledge. To support this, the CCSS English Language Arts literacy standard 6.4b states that students should “use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word” (2012).
A Greek and Latin root word unit that jump-starts the study of vocabulary will support struggling students as well as those that have an advanced vocabulary. Students will use root words as tools for deciphering and building word knowledge. As a result they will demonstrate measurable growth in word familiarity leading to further independent acquisition. Students will work independently to define, illustrate, and use root words to grow their vocabulary. They will also work in collaborative teams to create a game that utilizes both technology and root word knowledge.
For assessment each week students will select 5 - 10 studied words and write a paragraph that incorporates them. For each weekly set of root words students will complete a visual recognition task (pre assessment), a visual recognition web (daily exit ticket), and a weekly vocabulary knowledge scale (post test / self assessment).
To build relevance throughout the unit, the students and other grade level teachers will be asked to connect the root words to the disciplines so that students can see the examples of root word use within their classes. They will also spend time researching modern words that are inspired by the roots in order to make connections to the popular culture (Harry Potter, Lightening Thief, mythology based video games etc.). The culminating Olympic games will be an engaging way for the students to collaborate and have fun learning the words. Many students enjoy the competition and chance to share their products.
Photo by janetgalore
improving student learning
Vision to Action Plan For Leaders
As a teacher operating within my area of influence, I looked at each of the standards identified and created a plan to help all students show growth in vocabulary this year. This would improve the department goal and create an example for the SIP, which calls for all students to show growth in each curricular area by spring 2015.
However, if I take on the role of a recognized and established school leader I believe that I could extend my influence and vision to improve student learning on a larger scale. To do this I would work with my faculty to develop professional learning communities with two primary purposes: 1) to determine, in common, the essential standards they will teach in each course on a common schedule, and 2) to prepare lessons and units together, assess their impact on student learning, and refine their instruction of the basis of these assessment results.
As a leader, I believe it is important to establish norms and interdependent working relationships as a starting point for moving ahead. The hard work of building a guaranteed and viable curriculum will be more positive and successful in a collaborative environment where the teachers are working together.
The first change in practice that I would like to establish is to begin to work with the faculty to establish professional learning communities (PLCs).
Faculty will collaborate to identify and plan their classes. Teachers will then take steps to address the specific learning needs of grade level students – accelerating and re-teaching as needed.
As a school leader, I will work to support the teachers and facilitate each stage of the PLC development. However, I will need to balance close monitoring with the need for teachers to develop their own norms and working relationships with each other.
As an administrator I will need meet with teacher teams monthly or quarterly to look at evidence of curriculum coherence.
Finally, I will actively work to build trust within the school community, to honor the individual professional development needs of my faculty, and to act as a servant leader as they take on the hard work of improving student learning.
However, if I take on the role of a recognized and established school leader I believe that I could extend my influence and vision to improve student learning on a larger scale. To do this I would work with my faculty to develop professional learning communities with two primary purposes: 1) to determine, in common, the essential standards they will teach in each course on a common schedule, and 2) to prepare lessons and units together, assess their impact on student learning, and refine their instruction of the basis of these assessment results.
As a leader, I believe it is important to establish norms and interdependent working relationships as a starting point for moving ahead. The hard work of building a guaranteed and viable curriculum will be more positive and successful in a collaborative environment where the teachers are working together.
The first change in practice that I would like to establish is to begin to work with the faculty to establish professional learning communities (PLCs).
Faculty will collaborate to identify and plan their classes. Teachers will then take steps to address the specific learning needs of grade level students – accelerating and re-teaching as needed.
As a school leader, I will work to support the teachers and facilitate each stage of the PLC development. However, I will need to balance close monitoring with the need for teachers to develop their own norms and working relationships with each other.
As an administrator I will need meet with teacher teams monthly or quarterly to look at evidence of curriculum coherence.
Finally, I will actively work to build trust within the school community, to honor the individual professional development needs of my faculty, and to act as a servant leader as they take on the hard work of improving student learning.
Photo by 2002ttorry
References
Common Core State Standards Initiative. (2012). Retrieved December 1, 2013.
Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the Common Core.
Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the Common Core.
Photo by huberton
Vocabulary Curriculum Map
Middle School
