Saturday, August 20, 2016

SMART Gоаlѕ For Student Success!

Setting SMART Goals and Objectives with Students

Creating SMART goals and student action plans (SAP) to address student learning and behavior issues is the key to turning around your classroom and your school. 


Today the world is getting smarter and sharper than ever before.
Students who are goal oriented, problem-solvers, resilient, and possess a growth mindset will play a vital role in building the future of our world. So, today we need to guide parents and students to develop S.M.A.R.T. goals and objective to achieve their maximum potential. Unpacking the SMART goal-setting acronym and developing a SMART goal action plan, we have

S… Specific
M…Measurable
A…Attainable
R….Realistic
T…Timely and Tangible



[PDF]SMART Goal Setting Guide Sheet
University of California, San DiegoSMART Goal Setting ... The SMART acronym can help us remember these ... Use this worksheet to identify the specific SMART criteria you will use to write your ...

[DOC]SMART Goal Worksheet
SMART Goal Worksheet. Today's ... Verify that your goal is SMART. Specific: ... SMART GoalWorksheet * Section IV: Career Planning Skills, Lesson 5 * Page 1.

[PDF]SMART GOAL SETTING WORKSHEET
National Democratic InstituteA Brief Guide to SMART goal setting. A SMART goal is a goal that is specific, measurable, attainable, relevant and time based. In other words, a goal that is very ...

[PDF]Smart Goals Worksheet
Boston UniversitySmart Goals Worksheet. Academic Success. Today's Date: ______ Target Date: ______ Start Date: Date Achieved: Goal: Verify that your goal is SMART.

[PDF]SMART goal worksheet - Kiwanis Kids
SMART Goal Worksheet. Today's date: Target date: Start date: Date achieved: Goal: Verify that your goal is SMART (Specific, Measurable, Attainable, Realistic, ...

[PDF]SMART Goals - Get Self Help
SMART Goals. SPECIFIC. Be very clear in what you want to achieve. Consider breaking the goal down into smaller steps. MEASURABLE. How will you know ...

Specific

A lot of time is wasted or diverted in accomplishing unproductive activities usually while we look for the unnecessary explanations, extraneous details, data, and or someone to place blame. Our goals should always be about creating precise actionable solutions and there shouldn’t be any space for the vague generalities or blame. We should start with developing a SAP student action plan that charts goals and timelines, on which, we eliminate the time wasting details, obstructions or hindrances, and work and set our eye on the main goal. To achieve our target, there is a design of questions waiting to be answered,

  • Who: Document the names and job titles of people who are involved in the task with you. 
  • What: What are my targets, which I will achieve? 
  • Where: The place where the work is going to take place. Especially in what kind of learning environment will we work? 
  • When: Time limit should be set. And for some added efficiency, use GANTT and PERT charts. 
Modern Gantt charts show the dependency (i.e., goals, objectives, task, actions and performance outcomes) relationships between SMART goal activities. Gantt charts can be used to show current schedule status using percent-complete shadings and a vertical "TODAY" line as shown here.

The program (or SMART goal action plan) evaluation and review technique, commonly abbreviated PERT, is a statistical tool, used in project management, which was designed to analyze and represent the tasks involved in completing a given project and meeting goals and performance objectives. First developed by the United States Navy in the 1950s, it is commonly used in conjunction with the critical path method (CPM).

  • Which: Look out for the troubles, obstacle or hindrances in the way, which will derail you later if not addressed. And also take a look at the requirements of all parties involved. (parents and students must be involved)
  • Why: State the academic or behavioral reason, the give and take, the pros and cons of the goal. What will be its stated purpose and desired outcome and in how much time will it take before it bears its fruit. 
Example: A general goal will be to get good grades. But a more precise and accurate goal will be by studying and improving, how much good grade can I get for my mid-term or final exams.

After conquering the specific task, now we will march towards the Measurable

Measurable

The first thing in your mind should be, are your goals quantifiable or nonquantifiable (Measurable, YES or NO!). After determining a measurable outcome, work out strict criteria for measuring the progress and time frame required to achieve each goal, you must have clear benchmarks and milestones in front of you. Determine how much time, how much effort, how much energy and focus is needed, required or desired to get across the finish line. When you have completed each SMART goal, task or action on your worksheet check it of your list and celebrate the achievement! By actively monitoring weekly progress and actively charting data, this will help everyone stay the course, improve focus! Goals that are rigorous and challenging start changing habits and help keep students on the track for academic success. Reach your goals on or before the target dates and you will feel like an Gold Medal Olympian on the winners stand! Excitement, joy, happiness is a powerful motivator when student meet a goal that took real time and effort to reach! After conquering BIG goals, you are catapulted forward to set your next BIG goals, and the intrinsic satisfaction of completing your goals will break all the barriers, bad study habits, and you will truly experience something transformational and extraordinary.

To see if your goal is measurable, ask yourself some questions.
  • When will I complete my goal if I am totally dedicated? 
  • How much time will it take daily to meet my goal? 
  • How many goal coaches (family and teachers) will it take to complete the task?
Attainable

When you have concluded that which goal is or are the most important to you then it is time for you to do some sweating. Start working for them and make them a living dream. Figure out what kind of abilities, skills, attitudes and financial needs will be required to fill them with a soul. You can begin with previously unattended opportunities to make yourself visible to the target. Previously we have advised you to draw a GANT or PERT chart, now is the time to use them. If you have the will power to achieve your goal then no one can stop you. First build a concrete foundation then start building the building on it. Eventually the top of the building, once looked like an unreachable dream will now be closer to reality, you can see it and live it. It’s just that the right amount of nutrition will give you tasty, ripping, and delicious and mouth watering fruit.
Realistic


The impression of your goal must be some real and attainable thing, which can be achieved not a fairy tale. To achieve your goal you must possess the concentrated amount of willingness and the ability to do it. Your goal should look like a real thing, no matter how much difficult it look like but after that you are the one who will pave the way and be sure they all need some substantial progress. If you have an eye on the sky then you will tear yourself apart but will be there someday but if your goal is to reach the roof the house then you will not have the same amount of energy for it, because high goals give you high spirits to unlock them. Once your failed dreams are now the apple of your eye because you have given them the time and now you are proud of yourself that you did it. The reason for this is that you have believed that you can do it, and then it looked realistic to you, and gradually you have owned it. Look for some additional or similar ways which helped you to achieve you previous goals and transfer that energy in this goal now.

Timely and Tangible

Your goal should have a proper schedule and milestones to be reached within the given time, space and diligent labor. If you haven’t anchored or tied your goals to a visual time frame, your goals are just wishes, this will make you lazy and everyone involved dispassionate, and eventually your plans and goals will only be a pile of trash. If you want to achieve an A grade in a subject then you have to make a study schedule because saying I will do it or going without a time frame will not give you desired result. But if you say that I will study everyday from 7 PM to 10PM then this is what will help you in constructing an A grade. Tangible means when you can sense your goal like taste, touch, smell, sight or hearing. And when this happens there are more chances to make it specific, then measurable and finally you achieve it.

Some SMART goals Tips

Long Term goals, encourage the students to have a life plan.
  • What are your future plans for the next 5-10 years?
  • What kind of work looks interested to you?
  • What kind of goal grabs your attention?
  • Do you get quantifiable satisfaction or non-quantifiable satisfaction?
Medium Range Goal, for those who don’t have a life plan but are willing to grab something from life.
  • After spending 2-5 years, what do you want to do next
  • How many areas of interest do you have?
  • Who are your reliable teachers, coaches and companions?
Short term goals, specific goals

  • Duration of 3-6 months up to one year
  • Only one strategy to reach your goal.

A “SMART” CCSS ELA Reading GOALs

S     Specific | Scholarly | Studious 
M    Measurable | Meaningful | Mighty
A    Attainable | Adroit | Accelerated
R     Relevant | Rigorous | Robust


T     Time-bound | Tailored | Tangible

Thursday, August 18, 2016

Whole Brain Teaching Vocabulary and Reading

Whole Brain Teaching Reading and Vocabulary Classroom
Instructional Practices, Whole Brain Teaching is packed with engaging teaching strategies and brain-based learning strategies! The most powerful Whole Brain Teaching's strategies: The Scoreboard, Practice Cards, Genius Ladder, Power Pix, Brainies, and Super Improvers. Whole Brain Teaching is transformative and will be coming to a classroom near you! 


Friday, August 5, 2016

Flexible Seating and Alternative Classroom Seating

Is it time for flexible seating for your classroom? Flexible Seating and Alternative Classroom Seating on a Budget! 

Alternative or flexible seating can increase student engagement, help students focus, increase students' enjoyment of learning, and motivate your "opt-out" or "won't" students to jump into the learning with gusto. 

The problem is most teachers including me have no school budget to buy fancy ball chairs, standing desks or other fun cool furniture that would give me more flexible seating options! 

My flexible seating for under 100 dollars:
  • Turn my standard public school tables into floor seating or regency seating. Cost Free
  • Used outdoor seat cushions and pillows for floor seating cushions. Big lots 50% off Summer clearance and a 20% off Friends and Family coupon: Cost $98 
  • Donated couch. Cost Free
  • The creative interior design of my room. Cost Free 


Regency Seating with Outdoor Seat Cushions 

Standard Seating @ the Handicraft Station 
Regency Seating with Outdoor Seat Cushions 

Donated Couch 
Class Kitchen and Baking Center 


Hidden Reading Cubby and Puppet Storage 

Hidden Reading Cubby Under the Tutoring Table 

Regency Seating with Outdoor Seat Cushions 
Secret Reading Cubby 


Mini Reading Room 
Hidden Reading Cubby 


Regency Seating with Outdoor Seat Cushions 

Regency Seating with Outdoor Seat Cushions 

Monday, August 1, 2016

The Elements of Cоореrаtіvе Lеаrnіng

The Elements of Cоореrаtіvе Lеаrnіng

“I cannot teach anybody anything. I can only make them think” ― Socrates


A few years ago I was blessed with a class of 34 students

that were on average two years below grade level in reading and math. I was concerned with behaviour problems associated with a large class, and the ability to help these students make up the two years they were behind. How do you teach 34 students three years worth of curriculum in one year? It is impossible, yet it has happened year after year in my class. The one instructional strategy that has saved me and my class was and still is the use of cooperative learning structures and strategies. We will spend 95% of the instructional day in a cooperative learning structure. As Socrates put it so eloquently, I can't teach 34 students anything let alone three years of reading and math curriculum, with a standard chalk and talk lecture model. Using cooperative learning structures turns every student into a teacher and learning coach. Making two and even three years of academic growth is possible when implementing cooperative learning strategies that are fun, novel, rigorous and engaging curriculum. 90% of my students passed the End of Year high-stakes Reading Assessment!

Cоореrаtіvе lеаrnіng іnvоlvеѕ mоrе than students wоrkіng tоgеthеr оn an academic task, project or working with a partner. It requires іnѕtruсtоrѕ to create ѕtruсturеd іntеrdереndеnсе аmоng the 
соореrаtіvе groups of students. Students' success and learning outcome are dependent on peers completing their assigned tasks or part of the project. Thеѕе ѕtruсturеѕ іnvоlvе fіvе key еlеmеntѕ whісh can be implemented in a vаrіеtу оf ways to help students engage with the curriculum. 

Thеrе аrе fіvе fundamental еlеmеntѕ іnvоlvеd іn соореrаtіvе lеаrnіng. In fасt, thеѕе fіvе elements dіѕtіnguіѕh cooperative lеаrnіng frоm оthеr fоrmѕ оf group learning. These еlеmеntѕ саn be thought оf аѕ ріесеѕ іn a рuzzlе. Whеn аll of thеѕе еlеmеntѕ аrе present іn a lеаrnіng situation or academic task, thе rеѕult іѕ a соореrаtіvе lеаrnіng grоuр. The five еlеmеntѕ of соореrаtіvе lеаrnіng аrе:

  1. Pоѕіtіvе Intеrdереndеnсе. 
  2. Indіvіduаl аnd Group Aссоuntаbіlіtу. 
  3. Fасе-tо-Fасе Promotive Intеrасtіоn. 
  4. Intеrреrѕоnаl аnd Small Grоuр Skills. 
  5. Grоuр Processing.  
Positive Interdependence 
When ѕtudеntѕ in cooperative learning grоuрѕ begin to rеаlіzе that thеу "ѕіnk or swim' together, thеу ԛuісklу lеаrn thаt thеу must dереnd оn each оthеr'ѕ knоwlеdgе, skills аnd ѕuрроrt in оrdеr tо соmрlеtе their аѕѕіgnmеnt, tаѕk оr рrоjесt. Sоmе оf thе wауѕ іnѕtruсtоrѕ mау ѕtruсturе positive іntеrdереndеnсе are: 

(1) tеаm goals: students bеіng rеѕроnѕіblе for еvеrу mеmbеr of thе group lеаrnіng the mаtеrіаl or соmрlеtіng a рrоjесt, report, or murаl (2) ѕhаrеd mаtеrіаlѕ or іnfоrmаtіоn (3) аѕѕіgnеd rоlеѕ іn thе Trіbе (ѕuсh аѕ: ѕummаrіzеr, еnсоurаgеr, rесоrdеr, etc.) and (4) the dеvеlорmеnt оf a sense оf mastery аnd рrіdе wіthіn thе grоuр. 

Indіvіduаl аnd Grоuр Accountability

Cоореrаtіvе learning tеаmѕ are nоt successful unlеѕѕ every mеmbеr hаѕ participated, learned аnd understood the mаtеrіаl. It is іmроrtаnt to assess іndіvіduаl learning аnd mаkе еасh mеmbеr ассоuntаblе for hіѕ or hеr contribution. Thеrе аrе mаnу wауѕ tо ѕtruсturе іndіvіduаl ассоuntаbіlіtу: tests, color соdіng each mеmbеr'ѕ раrt, uѕіng ѕtrаtеgіеѕ like раrарhrаѕіng, Numbеrеd Hеаdѕ Tоgеthеr, Pееr Rеѕроnѕе Huddle, Talking Chips, etc.

Fасе-tо-Fасе Promotive Interaction

Thе many positive оutсоmеѕ frоm cooperative learning groups are due tо the іntеrасtіоn аnd verbal exchanges thаt hарреn fоr ѕtudеntѕ whеn wоrkіng іn саrеfullу ѕtruсturеd lеаrnіng grоuрѕ. Thеrе іѕ аbоut 15 times аѕ muсh ѕtudеnt dіѕсuѕѕіоn over ѕubjесt mаttеr іn cooperative lеаrnіng grоuрѕ соmраrеd tо thе traditional сlаѕѕrооm. In paired dіѕсuѕѕіоnѕ hаlf thе сlаѕѕ is tаlkіng and thе other hаlf іѕ also involved bесаuѕе ѕоmеоnе іѕ ѕреаkіng dіrесtlу to thеm, rаthеr thаn what hарреnѕ whеn оnе ѕtudеnt іn the trаdіtіоnаl classroom іѕ talking or answering a question thаt thе instructor has asked.

Intеrреrѕоnаl and Smаll Group Skіllѕ

Fеw students hаvе the nесеѕѕаrу interactive ѕkіllѕ thеу nееd to bе ѕuссеѕѕful іn соореrаtіvе lеаrnіng grоuрѕ. It іѕ essential that social skills аrе tаught аѕ раrt оf thе сurrісulum, аnd that students bе mоtіvаtеd tо uѕе thеѕе ѕkіllѕ so thаt their grоuрѕ (teams оr tribes) саn funсtіоn еffесtіvеlу. Some оf thе critical social ѕkіllѕ іnсludе listening, sharing, еnсоurаgіng еасh оthеr, taking turns, using I-Mеѕѕаgеѕ, nеgоtіаtіng соnflісt, and rеѕресtіng іndіvіduаl dіffеrеnсеѕ.

Group Prосеѕѕіng

Grоuрѕ need ѕресіfіс time tо discuss hоw wеll they аrе асhіеvіng their goals and mаіntаіnіng еffесtіvе working rеlаtіоnѕhірѕ among members. Inѕtruсtоrѕ ѕtruсturе grоuр рrосеѕѕіng bу assigning ѕuсh tаѕkѕ аѕ (a) lіѕt аt lеаѕt thrее member асtіоnѕ thаt hеlреd the grоuр be ѕuссеѕѕful аnd (b) lіѕt оnе асtіоn that could bе added tо mаkе thе grоuр еvеn mоrе ѕuссеѕѕful tоmоrrоw. Inѕtruсtоrѕ also mоnіtоr thе grоuрѕ and give feedback оn hоw well thе groups аrе wоrkіng tоgеthеr.

Dаvіd W. Johnson, Roger T. Jоhnѕоn, аnd Smith, K. (1998). Active Lеаrnіng: Cooperation іn thе Cоllеgе Clаѕѕrооm. Edіnа, MN: Intеrасtіоn Book Cоmраnу.

Friday, July 22, 2016

WEBB'S DOK Question Stems

WEBB'S DOK Question Stems | Student-Friendly Reading Comprehension Question Stems | Higher Order Thinking Reading Comprehension Sample Test Question Stems

Reading Comprehension Connections: Students need to go beyond
the text and find the deeper meaning and understanding of complex concepts. Teacher need to use HOT (Higher Order Thinking) question stems while reading to develop students reasoning skills, connecting prior knowledge with new information. Questions Stems help Students Apply New Thinking Comprehension Strategies, Building Background Knowledge, Develop Effective Questioning Skills, Reflective Thinking Skills, and Making Connections with Complex Texts.  Reading Comprehension Questions: Text to Self, Text to Text, Text to World.


Knowing questions focus on making clear, recalling, naming and listing
  1. Which resources would give more information about ...? 
  2. Organizing questions focus on arranging information, comparing similarities/differences, classifying, and order 
  3. Which experience is most similar to ...'s experience in the story? 
  4. In what way are these stories the same? 
  5. Which experience is most similar to the author's? 
  6. What modern symbol can be used to compare... to...? 
  7. How are... and... similar? 
  8. Applying questions focus on prior knowledge to solve a problem 
  9. A theme of both selections might be... 
  10. What other things cause...? 

Analyzing questions focus on examining parts, qualities/ relationships/ patterns, and main idea
  1. Which experience most likely helped the author write this...? 
  2. How do you think... felt after...? 
  3. What are some effects that people experience because of this...? 
  4. People who ... would most likely have which characteristics? 
  5. Who would most likely need...? 
  6. Generating questions focus on producing new information, inferring, predicting, and adding more details 
  7. How would this experience help... the next time he...? 
  8. How do you think this experience will change in the future? 
  9. Which is an example of an activity that would result in...? 
  10. Which would most people who share this author's opinion believe? 
  11. What are some other ways... could have...? 
Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information 
  1. Which relationship is most similar to the relationship below? X:Y (based on personal knowledge, initial relationships from text, others from outside experience) ...'s relationship to... is most like... 
Evaluation of the Author's Skills: Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
  1. What is the most likely reason... instead of... ? 
  2. What part of this story could happen in real life? (Or not happen in real life?) 
  3. Critical Stance: Evaluate the author's craft. Analyze by determining the impact of literary elements/word choice/purpose/decision, comparing and contrasting, and evaluating the accuracy of information and ideas. 
  4. Knowing questions focus on clarifying, recalling, naming, and listing 
  5. Which words aroused emotion? Which emotion? 
Organizing questions focus on arranging information, comparing similarities /differences, classifying, and putting in order

  1. How is... different from...? 
  2. What do... and ... have in common? 
  3. Which word would have been a better word to use in this sentence? 
  4. Applying questions focus on prior knowledge to solve a problem 
  5. What are some specific elements of this author's style? 
  6. What technique does the author use to create an effect? (a dramatic beginning, short quick sentences, long sentences, repetition) 
  7. This is an example of...? (technical language, slang, informal speech, formal speech) 
  8. What supporting evidence does... give for her argument? 
  9. What is the impact of the organization of the selection? 
  10. Why does the author use flashbacks? 
  11. What generalization does the author probably want you to make about... ? 
  12. In the statement..., why is the word... in (quotations marks, italics, bold, etc.)? 
  13. Why is ... in italics? (or underlined?) 
Analyzing questions focus on examining parts, identifying qualities /relationships /patterns, and main idea

  1. How does... change from the beginning to the end of the story? (Also considered an interpretation) 
  2. What is the effect of beginning the selection with a... (simile/metaphor)? 
  3. Based on the information in the selection, which relationship is most similar to the relationship below? X:Y (based on the selection and all relationships found in the text) 
  4. What technique does the author use to make his selection colorful? (precise details, short sentences, slang, figurative language) 
  5. How does the author make the story colorful? 
  6. The author alludes to... ... is a symbol of what? 
  7. What is the message of this ironic selection? 
  8. What is ...'s attitude to...? 
  9. What is the most likely reason the... is included in the selection? 
  10. What is the impact of the author's word choice? 
  11. What words are clue to the author's feelings? 
  12. What is the impact of the use of a propaganda technique? 
  13. Which statement is the main idea of paragraph...? 
  14. What evidence reflects the author's biases? 
  15. Why does the author compare... to...? 
  16. Why did the author choose this title? 
  17. Why does the author use... to stand for...? 
  18. What could the author have added that would made his position stronger? 
  19. How is the selection organized? 
  20. Why did the author choose to use dialect/slang/regional speech in this selection? 
  21. What effect does... have on the selection? 
  22. What is the purpose of comparing... to...? 
  23. In what way does the author of this selection best help the reader to understand...? 

Generating questions focus on producing new information, inferring, predicting, and elaborating with details
  1. How does... justify her position? 
  2. What impact does the author's use of foreshadowing have on the selection? 
  3. In what way could the author make... more believable? 
  4. Why does the author most likely (include...?)(begin/end the selection by saying...?)(mention...?) 
Integrating questions focus on connecting/ combining/ summarizing information, and restructuring existing information to incorporate new information
  1. How are...'s and...'s feelings at the end of this selection similar? 
  2. What are some things the author does to make sure this selection... (entertains, informs, persuades, etc.)? 
  3. Which details offer support of the author's suggested solution? 
  4. What are some details the author uses to help you visualize the images in the selection? 
  5. What details help you to visualize the story? 
Evaluating questions focus on reasonableness and quality of ideas, standards for making judgments, and confirming accuracy of claims
  1. Which... does the author believe is the most important reason for...? 
  2. What is the author's most important reason for ...? 
  3. Which details are most relevant to the author's point of view? 
  4. What could the author have added to make his opinion more valid? 
  5. Which detail is irrelevant to the author's judgment? 
  6. With which statement would the author most likely agree? 
Cognition: Develop an initial understanding. Identify purpose, main ideas, supporting details, vocabulary in context, parts of books.

Knowing questions focus on clarifying, recalling, naming and listing

1. Based on the context of paragraph..., what does... mean? (vocabulary in context)
2. Which best describes...? (clearly stated in the selection)
3. What metaphor does the author use to compare... to...?
4. Which word would best be substituted for the word... in paragraph/line...?
5. When and where did this story occur?
6. What is the selection supposed to help you do?
7. What does the word... mean in paragraph...?
8. Which clue helped you determine the meaning of the word... as it is used in this selection?
9. What is the purpose of guide words?
10. How is the text organized?
11. When the author used the word..., which meaning does she want you to associate with it?
12. What is the plot of the story?
13. Based on this story, how would you describe...?
14. What is another meaning for the word...?
15. What is the purpose of the stage directions?
16. What kind of source would you use to find information about...?
17. What is the rhyme scheme?
18. Who is the speaker in this selection?
19. What can you tell from the conversation about ... ?

Organizing question focus on arranging information, comparing similarities/ differences, classifying, and putting in order

  1. Which detail best completes the graphic organizer? 
  2. The author compares... to...? 
  3. What are some words the author uses that are clues to her feelings? 
  4. What is the difference between a primary source and a secondary source? 
  5. What are the characteristics of this specific genre that make it different from others? 
  6. Applying questions focus on prior knowledge to solve a problem 
  7. What is the purpose of the... subheading in the selection? 
  8. Which details support his opinion? 
  9. What is the extended metaphor the author uses? 
  10. What did the author want you to consider as you read this selection?
Analyzing questions focus on examining parts, identifying attributes/ relationships/ patterns, and main idea
  1. Why does the selection include illustrations/a list of materials, etc.? 
  2. What is the main idea of the selection? (purpose, summary) 
  3. What piece of information is missing from the selection? 
  4. What is the author's purpose? 
  5. Which is the most important reason for... ? 
  6. What is the author's message? 
  7. Which is the best statement of the theme of this selection? 
  8. What significance does the title have? 
  9. What is the main problem or conflict in the selection? 
  10. What does... symbolize in this selection? 
  11. If this skit was performed, what costumes would the characters wear? 
Generating questions focus on producing new information, inferring, predicting, and elaborating with details
  1. What can you tell from the dialogue/conversation about...? 
  2. Why did the author write this selection? 
Integrating questions focus on connecting/ combining/ summarizing information, and restructuring existing information to incorporate new information
  1. Why did the author write this selection? 
  2. Based on the information in the selection, how would you describe...? 
  3. Which is the best summary for this selection? 
  4. What is the author's general attitude about...? 
  5. What are the multiple effects of...? 
  6. What does the author think about this topic? 

Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
  1. Which is the most important reason for...? 
Interpretation: Dig deeper. Clarify, explain by making inferences, drawing conclusions, making generalizations and predictions, determining the meaning of figurative language.
  1. Knowing questions focus on clarifying, recalling, naming, and listing 
  2. During the selection, the mood changes from... to... 
  3. Which word means the same as...? 
  4. Based on the selection, which is the best definition of...? 
  5. Which words can the author use that have a more positive connotation? 
  6. How did the plot develop, from the beginning to the end? 
  7. What does... think about...? 
  8. What is... (part of the selection) supposed to help you do? 
  9. How did... feel at the end of this selection? 
  10. Why did...? 
  11. Which is an example of figurative speech? 
Organizing questions focus on arranging information, comparing similarities/differences, classifying, and putting in order 

  1. How is... different from...? 
  2. Which detail belongs in the empty circle? 
  3. People who... are most likely to have which characteristics? 
  4. How are... (e.g., a modern fable) and... (e.g., an ancient fable) different? 
  5. Applying questions focus on prior knowledge to solve a problem 
  6. What is the tone/mood of this selection? 
  7. How did... solve the problem? 
  8. What will be the result of this step in the directions? 
  9. In what ways are these ideas important to the topic/theme? 
  10. How does the setting impact the mood or tone? 
  11. Why does the author compare this problem to...? 
  12. How does the author's use of... (irony, humor, personification) contribute to...? 
  13. Which... is an example of...? 
  14. How is informational text organized differently from a narrative text? 
  15. What are strategies for reading...? 
  16. What is the result of...? 
  17. In which part of the selection does the author give information about what happened before the story began? 
Analyzing questions focus on examining parts, identifying attributes/relationships/patterns, and main idea
  1. What is the significance of...'s decision to...? 
  2. What was the significance of...? 
  3. Which statement about... is supported by the selection? 
  4. Which best describes...?(not clearly stated in the selection) 
  5. Which quotation from the selection tells the most about...? 
  6. This character could be described as...? 
  7. What is the main problem? 
  8. What caused this event/problem? 
  9. Which detail explains the significance of...? 
  10. What is the significance of the author's statement that...? 
  11. Which particular group is the author targeting? 
  12. What caused... to...? Use information from the selection to support your answer. 
  13. Which... does the author offer as evidence of the effect of...? 
  14. What has been the effect of...'s decision, actions, etc. 
  15. What mood does the author create? How? 
  16. What is most likely true about...? 
  17. In which situation would you use this...? 
  18. What is most likely the reason... ? 
  19. Which is the most important information about... given in the selection? 
  20. What lesson should... have learned about...? 
  21. What is the lesson that the reader can learn from this selection? 
  22. According to the selection, how does... affect...? 
  23. What is the main message of this selection? 
  24. What is the main reason...? 
  25. Which characteristics are given to...? 
  26. Why was... important to...? 

Generating questions focus on producing new information, inferring, predicting, and elaborating with details
  1. What conclusion about... can be made from...? 
  2. What might be inferred from the fact that...? 
  3. Where might the author have gotten the idea for this selection? 
  4. What is another possible solution to this problem? 
  5. What might be another cause that is suggested but not clearly stated? 
  6. What will most likely happen? ...next? If...? 
  7. What could you infer about the author from this information? 
  8. With which opinion would the author probably agree? 
  9. If..., what else would be true? 
  10. What was most likely the situation at the beginning of the selection? 
  11. What is the story meant to explain? 
  12. What does the final paragraph/stanza suggest about...? 
  13. Which... best expresses...'s attitude toward ... as shown in the beginning of the selection? 
Integrating questions focus on connecting/ combining/ summarizing information, and restructuring existing information to incorporate new information
  1. How would the mood change if the setting were...? 
  2. How would ...'s actions be different if the setting were...? 
  3. Which group of people might this problem impact most? 
  4. Why is this information significant to this topic? 
  5. What can a reader tell about... from...? 
  6. Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims 
  7. What could the author add to this selection to help you understand it better? 
  8. Which theme best fits the story? 
  9. Which facts and details that support the author's view are important? 
  10. Which statement is true? Which... is most important in this story?

Reading Comprehension
  1. What resources would give more information about ...?
  2. How are ... and ... similar?
  3. What other things cause .... ?
  4. Who would most likely need ... ?
  5. What are some other ways ... could have ... ?
  6. .......'s relationship to .... is most like ....
  7. What part of the story could happen in real life? (Or not happen in real life?)
  8. How do you think .... felt after ....?

Evaluation of the Author's Skills

  1. Which words aroused emotion? (Which emotion?)
  2. Which word would have been a better word to use in this sentence?
  3. Why is ..... in italics? (or underlined?)
  4. Why did the author choose this title?
  5. What details help you to visualize the story?
  6. What is the author's most important reason for ..... ?
  7. How does the author make the story colorful? (imagery)
  8. Which statement is the main idea of paragraph .......?

Initial Understanding
  1. What is the plot of the story?
  2. What words are clues to the author's feelings?
  3. Which is an example of figurative speech?
  4. What is the main problem or conflict in the story?
  5. What can you tell from the conversation about ...?
  6. Based on this story, how would you describe ........ ?
  7. Which is the most important reason for .... ?
  8. When and where did this story occur?
  9. How would you describe ... ?
  10. Who is the speaker in ..... ?
Interpretation
  1. How did the plot develop, from the beginning to the end ?
  2. How is ..... different from ..... ?
  3. How did ..... solve the problem?
  4. Why was ..... important?
  5. What is another possible solution to this problem?
  6. What can a reader tell about ... from .... ?
  7. Which .... is most important in this story?
  8. What does .... think about ... ?
  9. In what part of the story does the author give information about what happened before the story began?

  10. What lesson should .... have learned about ....?
  11. Why was .... important to ....?
  12. If ..... , what else would be true?
  13. What is the story meant to explain?



Wednesday, July 20, 2016

"Withitness" with-it-ness | Classroom Management



"Withitness" with-it-ness | Classroom Management 

"Withitness" with-it-ness is a pedagogical term created by Jacob Kounin to describe a teacher's situational awareness (Classroom Management Acumen). The teacher is constantly monitoring or sector scanning the classroom at all times, looking to reward and commend responsible behavior and extinguishing, preempting, or inhibiting poor behavior. The teacher makes eye contact, walks around the room, pauses and interacts with students and leans in and gives an ear; the classroom management tactics are used to ensure all students are on task and engaged 100% of the time.

Teachers will have very little academic success if students are not motivated and have a passion for learning. Even if the teachers are "with it"! Teachers that are not in tune with their student's passions, interest, strengths, weaknesses, or what really inspires them will fail to lead their students. 
Teachers need to know how to motivate their student on a personal level, help students develop their voice and ignite their passion for learning. (students' need to feel safe, valued, intelligent, loved, gifted, respected, appreciated, cherished, challenged, etc). Teacher NEED to praise and reward students openly when they demonstrate sustained effort, not just big academic achievement. Teachers that use continues non-verbal classroom management techniques that encourage students engagement and show students they are valued will have a miraculous academic year ( thumbs up, big smiles, lean in and listen, show real interest, pat on the shoulder, etc.). Students will go above and beyond when teachers demonstrate through actions that students are cared for and valued. When students understand classroom management and classroom rules are all about the well-being of all students and, we use manners because we cherish our students, they will buy in. The teacher needs to present well-thought-out logical suggestions to enlighten the student that their behavior is unacceptable and there are always at least two choices in life.

POSITIVE AFFIRMATION: 

There are two ways of living: a person may be careless and simply exist, or usefully and deliberately try to do so. The productive idea implies a usefulness not only about one's own life, but about that of the world, and the future possibilities of mankind.

Teachers need to communicate to all students the purpose of high expectations and make clear the SUPERLATIVE reason we expect exemplary manners, and a dogged work ethic from our students is we care about our students' success! Model what a with-it student looks like, behaves like, communicates like, and thinks like, you can have "I Can Statements" displayed so every student can be "with-it".

TEACHERS NEED TO BE MOTIVATED BY COLLEAGUES WHEN THE SCHOOL ADMINISTRATION IS TO BUSY LOOKING AT DATA!

Tuesday, July 19, 2016

Teaching Hungry Children! The Real Cost of Hate!

How do you teach children when they have no food to eat and go hungry?

I used to teach Saturday Kindergart­en to NES (None English
By DC Central Kitchen - Lunch at DC Public Schools 
Speaking) and ELL students, teaching 12-14 little darlings with big smiles and even bigger hearts was a treat.

I was very excited to get back to working with the little ones on Saturday when the new school year started. The first day of Saturday school the kinders came in with their little backpacks and nervous apprehensi­on about a new teacher and class. We did our normal introductions and told parents we would see them after lunch.

We got right into singing my favorite Spanish-English song that is usually a great ice breaker that gets kids smiling. "Amigos, Amigos, uno, dos, tres! "Todos mis amigos estan aqui! Tu eres mis amigos, Maria, es mi amiga, Jesus, es mi amigo, Franky, es mi amigo, Amigos, Amigos, uno ..." "Con permiso?" "Con permiso?" This precious tiny girl was desperately trying to get my attention, she looked up at me with these big sad eyes, with tears rolling down her check, as she tried to ask me a question in English. I asked her in my broken Spanish what was wrong sweetie, thinking maybe she missed her mom and wanted to go home. She looked up at me with these sad eyes and said, "A qué hora desayunar", "A qué hora desayunar, Por favor" What time is breakfast. please? My heart sank, I was brought immediately to a sad realization, my mind was on teaching my Saturday English class, learning a new song and having fun, and her mind was on her real hunger and her need for someone to feed her breakfast. I was gutted, we stopped immediately and prepared breakfast for all the kids. Her world had light, joy, and color, all brought back with a simple breakfasts. She had gone from a hurting darkness with no chance of learning anything to a world of light and joy with a renewed passion for learning. Our student's world will never be full of magic, love, sunshine, unicorns, and rainbows when they have had nothing to eat, sometimes for dinner and breakfast.

Working at a Title I school I see kids daily that get 90% of their nutritional needs met at school because they have no food or not enough food at home. Many parents of 
undocument­ed students are now afraid to seek federally subsidized free school lunch because the political climate "hatred" against Hispanics.  

Starting out my career as a self-contained special education teacher I got in the habit of eating lunch daily with my students. I continue that practice even today, sharing a daily meal with my students is a blessing. 

I am shocked and dismayed at lunch sometimes when my students bring a tiny bag of Cheerios or a few chips to eat at lunch. You can see their shame and embarrassment about not having a "school lunch", they will try to hide their sadness and disappointment to no avail. They will stare at what other students are eating and try to disappear or hide their emotions. It is always heart-breaking to see children suffer, and it makes me see politics through very different lenses. 

16 years as a teacher, I stock my class with nutritious goodies for breakfast and lunch. Days when I cannot get the lunch ladies to provide a free ­lunch for my students, I will always buy them lunch because they need nourishment to learn. My heart breaks when I see kids not getting what they need to thrive, the racism and hatred in our country is suffered on a daily basis by our kids. 

Monday, July 18, 2016

My First "Special Education" Reading Teacher!

My First Reading Teacher, My Amazing 2nd Grader Yvette!

Yvette was an absolute darling who could melt your heart with her infectious smile. She was so excited the first day of school, she had only one thing on her mind, she was going to learn how to read Clifford the Big Red Dog to her mom. Yvette had a new, stuffed Clifford held tightly under one arm and a tattered Clifford book under the other and of course her adorable smile. She adored Clifford and wanted to share his adventures with her mom. Yvette said her mom couldn't read to her so she wanted to learn how to read to her mom. This little girl had a mighty passion that would not be tamed or extinguished. Her giant smile was my introduction to teaching a Special Education Cross Categorical Classroom! Yevette had the heart, desire, curiosity, passion, resilience and a love of learning that was contagious, she changed my life as a teacher.  

She was so eager to learn how to read and couldn't wait to start that she was expecting me to start teaching her that moment, I was taken aback at her persistence. She spent the year with this giant smile and her giggly, infectious enthusiasm. She was excited every moment of every day, sounding out words, reading sight words, and listening intently to all read-aloud stories with her giant smile, four-plus hours a day of reading instruction, never complaining or getting tired. The school used two 90 minute reading blocks for all students not at grade level including my self-contained classroom. The only thing that would make her pause was the need for an impromptu hug or when she learned something new, hugs were in order. She amazed and taught me more in that year than I ever taught her.

Yvette’s Marvelous Method

Yvette never caught on to Phonics, the 44 phonemic sounds and or any phonemic rules. With her "learning disability" and the complexity of learning English she was lost for most instructional practices. I was a bit lost being a first-year teacher teaching in a cross-category, self-contained special-education class. I didn’t know how to teach reading let alone how to help a student, who was classified mentally retarded. I wanted to help her meet her goal that she shared with me the first day of school, so we tried what worked with me when phonics failed. We treated every word as a sight word and just practiced and practiced. We worked on the Dolch sight word list first and made over seven hundred flashcards that year for all the words and phrases in her favorite Clifford books, great fairy tales, songs, and nursery rhymes. She loved her flashcards with all the smiley faces and stickers for learning the word or phrase. She seemed to associate reading success with how many flashcards we made. We read stories sang songs, drilled the sight words and Fry Instant Phrases over and over with hugs and stickers celebrating ever success. We spent three and even four hours a day reading words, writing words aloud in the air, and reading Clifford stories "over and over" to meet her Clifford reading goal. When you spend that much time on one goal there is no option but a reading miracle.

She was the teacher who taught me to think outside the box, and to teach students using any method that works. Always following the school or the district curriculum can lead to failure for many students. At the end of the year her mom came in and Yvette was so proud to sit and read Clifford to her, mom. Yvette’s mom was in tears as she listened to her daughter read. It was a miracle!

Yvette was diagnosed MIMR (mildly mentally retarded) and according to her IEP (Individual Education Program) would have never learned to read. Yvette’s IEP goals and objectives were disheartening. Her only goal for the year was to learn thirteen letters of the alphabet -- nothing else. It was her great desire and trying something different that made all the difference. It can’t be done, she can’t do it, it’s impossible, she’s retarded, they will never read, the books to hard, or all the other nonsense that I have heard the last ten years that prevent teachers from believing. Yvette’s courage has kept me from ever saying they can’t or they won’t. A second grade mentally retarded student that learns to read in one year will set your attitude and expectations as a teacher. We spent the year laughing, smiling, hugging, and learning to read and reading to learn. Yvette taught me what believing in high expectations really means for student outcomes.

Pretending to Read and Write! Dyslexia?

Pretending to Read and Write! Sean Taylor the Dyslexic Reading Teacher. 

My first memories of school are feelings of inadequacy and shame,
not memories of joy and curiosity. One of my earliest memories is trying and trying to learn how to write my own four letter name, I remember everyone else in the class seemed to learn the task but I was stuck. I was lost from the start, learning the letter sound and even worse trying to print letters that were dancing all over the page. It was almost impossible for me to write or copy letters because they were reversed, upside down, transposed and illegible by the time my mind tried to decipher them. Most students learned to write their names in kindergarten. In first grade and beyond, I was not able to write my name unless I had an example to copy from, even in second grade and beyond I would focus and concentrate so hard on the shape and the direction the letters were facing, yet I would still transpose or reverse the letters. This constant failure just made me hate school and despise writing. Every time I tried to print, it was a like writing upside down and backwards while looking in a mirror, holding my paper and pencil using my big toes. The big change in my writing came in third grade with the introduction of cursive. Cursive was easier to learn and made more sense in part because it connected all the letters and it used muscle memory.

Worse than learning to print words was the entire reading process and the methods teachers tried to use to fix my illiteracy. I was suffering in silence, spending what seemed like all my time in school focused on reading tasks that made me feel stupid, and was a small death every day.  Letter recognition and phonemic awareness seemed alien and incomprehensible. To me 'p,' 'b,' 'q,' and 'd' were all the same letter. I would focus and concentrate on a letters orientation trying to figures out first what the letter was and then try to make some kind of connection. I resorted to using my auditory memory saying the alphabet in my head until I got the letter I was trying to sound out. The amount of energy and concentration, plus all the extra tricks my brain was trying to use to figure out letters and words made comprehension mute. How do you learn to read using phonics based reading systems or letter recognition if the letters are always changing? You might as well have asked me to sound out Chinese calligraphy.  I just resorted to fake reading, guessing or pretending to sound things out to make my teachers happy. The only respite was SSR because I did not have to pretend to read for awhile. I did learn to listen very carefully so I could memorize some books to pass as if I could actually read, but that only works so long. My writing never advanced passed perfunctory imitation. Even with the examples in front of me, my version was a transposed mess.

If it were admitted that the great object is to
read and enjoy a language, and the stress of
the teaching were placed on the few things
absolutely essential to this result, all might
in their own way arrive there, and rejoice in
its flowers.
Harriet Beecher Stowe

The horror of ability groups and reading circles.

When I was placed into reading groups, I was always in the lowest quartile ability group, or as I joke today, the "milkweed group," or the " vultures" -- never the "roses,” or the "eagles." Inevitably, I was stuck reading with the boy who never bathed and acted like he was operating on two pots of coffee. I would select a chapter book that looked interesting and the teacher would say “That is too difficult for you Sean”. What I heard was, “You’re too stupid to read it, Sean”. I spent most of my reading time looking at picture books or daydreaming-- never reading. By second grade I was feeling even more depressed and worthless. I was eventually diagnosed with a learning disability when I failed to learn to read by the end of third grade. The term dyslexia was used for the acrobatics that the letters were doing on the page that I was instructed to decipher.


Teaching me phonemic awareness and letter recognition was like trying to drive a car from the trunk. Three years of phonics and even more phonics didn't get me very far. Trepidation wasn’t the word I was feeling when initially evaluated for a learning disability but more a sense of relief that my charade was over. Finally, I was going to learn how to read. My happiness died quickly when the reality of more phonics was the prescription. I realized very quickly I was alone in my journey to learn how to read. I just could not make the connections between the sounds and the letters. None of the experts had a clue what to do except more of the same.

BRAIN BREAK SONGS READING BOOT CAMP 2016


Friday, July 15, 2016

EBSR Evidence‐Based Selected Response (EBSR) Multi‐Select

Reading Comprehension Test Questions | Evidence-Based Selected Response (EBSR)

Evidence-Based Selected Response (EBSR) are two-part reading
comprehension test items. Students read a paired text or a single passage and choose the best answer from the answer choices. The first part of the questions are usually a tier 3 literary concepts and a clarifying cognitive concept. Students will then be asked to support their answer or extended response with text evidence. Some questions require students to make multiple selections to support their initial answer with text evidence.  The supporting text evidence may require students place statements, events, opinions in chronological or correct sequence. If students answer the first section incorrectly it is difficult to get the second part of the question correct. In order to receive full credit for correct answers, students must answer both sections of the item correctly. New reading assessments are up to 50% Evidence-Based Selected Response (EBSR) test items. 


[PDF]ELA Sample Items - TN Core
Grade 9-11 Reading Language and Listening Training Test #1 – Multiple Choice. 28 ... and Listening Training Test #2 – Evidence Based Selected Response.

[PDF]ELA Type Questions Multiple Choice Multi-Select Evidence-Based ...
ELA Type Questions. Multiple Choice. Multi-Select. Evidence-Based. Selected-Response. Open Response. Only 1 correct answer. More than 1 correct answer.

[PDF]December 31, 2015 (.pdf) - AzMERIT Portal
Keyboard Commands for Test Selection Screens and Messages ................................................... .... version of the Computer-Based AzMERIT tests, including sample item formats. • Section IX. .... For multiple-choice questions, you can "eliminate” an option and focus on the options .... Evidence-Based Selected Response. Items.

[PDF]Grade 3 PARCC Sample Questions and Task Models
Questions identified as EBSR are EVIDENCE BASED SELECTED RESPONSE. ITEMS--items that include multiple choice options in the following sequence:.

[PDF]Gr. 6-8 English/Lang Arts PARCC Test Design:
PARCC: Partnership for Assessment of Readiness for College and Careers. ... EBSR: Evidence-Based Selected Response questions are two-part items (where ...

[PDF]PARCC Practice Test Guidance: Grades 3-5 ELA
Jan 27, 2015 - Include tasks with both multiple-choice questions and a ... Practice all item types: prose constructed response (PCR), evidence-based selected ...

Listening Comprehension vs. Reading Comprehension

Measuring a student's listening comprehension, fluency rate, word
analysis, and reading comprehension ability gives teachers a complete picture of a student's ability and potential success. The student that has a high proficiency in all of these domains has the ability to exceed in all academic activities. Learning language and reading is a function of auditory learning (listening), students learn 6 times faster when listening, reading orally, and speaking with peers making connections with new information. Language, reading, words and vocabulary concepts are mastered with repeated listening and modeling. Teachers need to focus on reading comprehension skills and go deeper into listening comprehension instruction to maximize their students potential.  

SAMPLE LISTENING COMPREHENSION TEST 
ENGLISH (Listening Comprehension) TEST 
ENGLISH LANGUAGE PRACTICE PROFICIENCY EXAM
Listening Comprehension Section TEST TOEFL

When a reading teacher relies too heavily on silent reading and silent writing activities, the speed of auditory learning is lost.

Rethinking Ability Grouping and Differentiation Using Listening Comprehension!

Teachers are trained to use reading assessment data to differentiate and ability group students based on reading comprehension scores, yet many teachers never ability group based on the students listening levels. Many teachers never test the students listening comprehensions ability. Why? Basing reading instruction and lessons on grade level reading scores alone is a mistake, student’s grade level listening comprehension levels are a clue to your students’ potential ability. The students listening level can be a measure of the upper limits for growth in a classroom. A teacher that relies on a basal reading program alone is not exposing students their upper listing comprehension levels. The classroom that uses sophisticated literature, Socratic seminars, and adroit thinks-alouds will have students grow above and beyond the upper limits. The teacher that is frontloading complex literary concepts using think-alouds will blow past the students base reading levels and the upper limits of their listening levels. My students make double and even triple expected growth using students listening levels as my guide to teaching complex literary concepts. I teach reading and language art using literature that is usually two years above grade level. The teachable moments that are created while reading books like Howl's Moving Castle are the perfect connection to the adroit think alouds.

My Experience with Low Reading Comprehension Scores and High Listening Comprehension!

Special educations students like me, that could barely decode at a first grade level in 5th grade, yet I could have easily understood literary concepts many years higher than my grade level. I never had a chance to test my ability and tackle complex literary concepts because I was always in a special education ability grouped reading class (differentiated) my whole public school career! My education choices were accommodated, modified and differentiated to the point of being mute; I was warehoused in a public school daycare.

Thursday, July 14, 2016

Twenty Questions Vocabulary Game | Test Vocabulary Games

Twenty Questions Academic Vocabulary Games: This vocabulary game encourages Creativity, Curiosity, Deductive Reasoning, Making Inferences and Drawing Conclusions. 

Teaching students Socratic questioning or purposeful Higher
Order Thinking methods that involve uncovering ideas and facts and making connections to prior knowledge is the key to academic success. The Socratic questioning methods is an effective stress-free way for students to learn disciplined questioning practices. The disciplined questioning that must be used to find the mystery word and distinguish what we know from what we don't know, to follow up with new questions based on logical inferential thought and solve the mystery in 20 questions is a powerful learning protocol.

The Academic Vocabulary Game can be used to pursue many ideas in a systematic hierarchy and for many academic purposes, including: to explore complex vocabulary and text ideas, to get to the new facts, to explore new information and seek clarification, to uncover and make connections, and to analyze concepts.  The key to distinguishing Socratic questioning from everyday formative teacher questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or designed to solve problems.


The Twenty Questions Vocabulary Game is played with one player or cooperative group that is chosen to be the answerer. That person or cooperative group chooses an academic subject and a tier 3 word associated with that subject but does not reveal this to the other students. All other students are questioners. The students each take turns asking a question which can be answered with a simple "Yes" or "No." 
Sample questions could be: 

  • FIRST QUESTION, Is the concept related to Reading, Writing and or Arithmetic?
  • Can you read/write/talk about it?
  • Is the concept taught in the primary/intermediated/middle school/high school?
  • Is the vocabulary word related to a math operation? 
  • Is the word related grammar/text features/poetry?
  • Does it require learned knowledge to use it?
  • Is the vocabulary word a noun/verb?
  • Is it an abstract or figurative language concept?
  • Are there different types?
  • Is it used to calculate?

Deceiving is never allowed during the game. If a student guesses the correct answer, that student wins and becomes the answerer for the next game round. If 20 questions are asked without a correct guess, then the answerer has stumped the questioners and gets to be the answerer for another round.

The game can be played with cooperative partners, and the teacher can give test prep tier 3 academic vocabulary to review.

Careful selection of questions can greatly improve the odds of the questioner winning the game. For example, a question such as "Does the word involve written communications, reading and writing?", "Does the word involve a short amount of time to complete? can allow the questioners to cover a broad range of areas using a single question that can be answered with a simple "yes" or "no". If the answerer responds with "yes," the questioner can use the next question to narrow down the answer; if the answerer responds with "no," the questioner has successfully eliminated a number of possibilities for the answer.



Variants: Twenty Questions Vocabulary Game

One lifeline question allowed, "Can you give me an antonym/synonym or word in the same family?" 


3Rs "Reading, Writing and Arithmetic"  This version starts with the answerer telling the questioners whether the academic subject belongs to Reading, Writing and or Arithmetic.
 

YES, NO, or MAYBE! Yes, No, Maybe, Always, Sometimes, Unknown, Irrelevant, Probably, Mostly, Depends, Rarely, Partly

Links to PDF Academic Word List The Tennessee Academic Vocabulary Project
NWEA MAP Test VOCABULARY for the Web-based MAP® system
Oklahoma Academic Vocabulary Suggested Words and Terms Marzano based list
The Tennessee Academic Vocabulary Project Prepared for the State of Tennessee Department of Education by Marzano & Associates


NWEA Academic Vocabularyhttp://www.hasd.org/cms_files/resources/MAPs%20Vocabulary.pdf
NWEA Academic Vocabulary
NWEA Reading Test Questions
CST and CAHSEE Academic Vocabulary
Academic Vocabulary At a Glance – New Vocabulary Words by RIT Bands for Reading
ISAT Reading Vocabulary List (Word) doc

ISAT Language Usage Vocabulary List (Word)
ISAT Math Vocabulary List (Word)


Tier 3 Academic Math Vocabulary from Granite Schools Utah
Math Vocabulary Cards


Kindergarten CCSS Vocabulary Word List
Vocabulary Cards Kindergarten
1st Grade

1st Grade CCSS Vocabulary Word List
Vocabulary Cards 1st Grade A-L
Vocabulary Cards 1st Grade M-Z
2nd Grade

2nd Grade CCSS Vocabulary Word List
Vocabulary Cards 2nd Grade A-L
Vocabulary Cards 2nd Grade M-Z
3rd Grade

3rd Grade CCSS Vocabulary Word List
Vocabulary Cards 3rd Grade A-L
Vocabulary Cards 3rd Grade M-Z
4th Grade

4th Grade CCSS Vocabulary Word List
Vocabulary Cards 4th Grade A-L
Vocabulary Cards 4th Grade M-Z
5th Grade

5th Grade CCSS Vocabulary Word List
Vocabulary Cards 5th Grade A-L
Vocabulary Cards 5th Grade M-Z

6th Grade

6th Grade CCSS Vocabulary Word List
Vocabulary Cards 6th Grade A-L
Vocabulary Cards 6th Grade M-Z
7th Grade

7th Grade CCSS Vocabulary Word List
Vocabulary Cards 7th Grade A thru M
Vocabulary Cards 7th Grade N thru Z
8th Grade

8th Grade CCSS Vocabulary Word List
Vocabulary Cards 8th Grade A thru L
Vocabulary Cards 8th Grade M thru Z
Secondary 1 Math

Secondary 1 CCSS Vocabulary Word List
Vocabulary Cards Secondary 1 A thru L
Vocabulary Cards Secondary 1 M thru Z
Secondary 1 Student Glossary
Math Vocabulary Word List

K-6 CCSS Vocabulary Word List
K-8 CCSS Vocabulary Word List
Sec 1 – Sec 3 CCSS Vocabulary Word List
Secondary 1 Math

Secondary 1 CCSS Vocabulary Word List
Vocabulary Cards Secondary 1 A thru L
Vocabulary Cards Secondary 1 M thru Z
Secondary 1 Student Glossary
Math Vocabulary Word List

K-6 CCSS Vocabulary Word List
K-8 CCSS Vocabulary Word List
Sec 1 – Sec 3 CCSS Vocabulary Word List


Tier 2 Vocabulary list
Grades K-12 Tier II Vocabulary Lists
Kindergarten Tier II Vocabulary Word List
Kindergarten - NEW 100 Vocabulary Words - 2014-2015
Grade 1 Tier II Vocabulary Word List
Grade 1 - NEW 100 Vocabulary Words - 2014-2015
Grade 2 Tier II Vocabulary Word List
Grade 3 Tier II Vocabulary Word List
Grade 4 Tier II Vocabulary Word List
Grade 5 Tier II Vocabulary Word List
Grade 6 Tier II Vocabulary List
Grade 7 Tier II Vocabulary List
Grade 8 Tier II Vocabulary List
Grade 9 Tier II Vocabulary List
Grade 10 Tier II Vocabulary List
Grade 11 Tier II Vocabulary List
Grade 12 Tier II Vocabulary List