CCSS TIER 3 WORDS

TEACHING ELA TIER 3 WORDS

What tier 3 words should teachers teach in Grades 1, 2, 3, 4, 5, and 6? | Why are TIER 3 Reading Vocabulary so important for High test scores? Teaching Tier 3 Words Using Game Cards!

    Tier 3 Academic Words are low-frequency content specific

words.  Tier 3 words are specific to fields of study like Math, Science, Social Studies, Reading, and Writing. Tier 3 words are central to building BACKGROUND knowledge and conceptual understanding within the various academic domains and should be integral to any instruction to develop adroit READING comprehension skills. Metaphor, simile, personification are all terms relating to tier 3 Academic Reading Vocabulary.

Tier 2 and tier 3 Academic words are broken down by RIT level and are used by Pearson, PARCC, Smarter Balanced and 99% of all published test to assess students standardized reading scores. 

    

     One of my amazing turnaround stories is about a passionate ESL student that grew over 4 years on the NEWA MAP reading test in 20 days. The student moved into our district from a turnaround school that had received an F-rating (NCLB). Her mother was afraid she was getting so far behind she would fail the 4th grade if she stayed at her school.

    My students receive a teacher made "4th-grade speller" that contains the complete list of Tier 1 words for the 3rd, 4th, and 5th-grade plus the complete list of K-8 Tier 2 and Tier 3 academic vocabulary words. The speller is a collection of vocabulary and glossaries students use during my Reading Boot Camp and during the year for most word work. My new student took it upon herself to use the speller to make her own flash cards for any unknown tier 3 words she did not know. She made about 6-12 game flashcards in class as part of our daily Reading Boot Camp word work lessons and she made 10 every night. This student was not your average students, she arrived with a real passion and a drive to learn.

     My objective is to make learning activities fun, I try to turn everything into an engaging activity or game, so that same principal holds true for our tier 3 word work. My amazing student created and studied 140 flashcards (Game Cards) that contained 1st-grade Tier3 words through 8th-grade Tier 3 words. This was all done during the first 20 days of school, her reading rit scores grew from 193 to 237(NWEA MAP Reading Test)! 
    The flashcards students create are used for all tradition board games, the vocabulary study cards are used In lieu of dice. If a student answers correctly they get to move forward!  
     
     Writing down your thoughts, ideas, research, and even a terms

denotation using multiple modalities is always best instructional reading practice. When you use your hands to take notes, that makes you stop and think, you must process using your eyes and hands two very powerful brain modalities. Then you review and reread and study what you have created, you are reading with your eyes, ears and voice. Using your hands, eyes, ears and voice strengthen learning and retention. Thinking with your hands or what I call the wisdom of your hands is especially important for ESL students and LD students. Connecting your learning and processing with your hand's powers up your memory and the retention of content. Self-quizzing (Self-Testing): is one of the most powerful brain-based learning tools to make learning permanent. 

READING BOOT CAMP TIER 3 WORD-WORK GAME CARDS:

Vocabulary Game Cards 1st
Vocabulary Game Cards 1st B
Vocabulary Game Cards 2nd
Vocabulary Game Cards 3rd B
Vocabulary Game Cards 3rd
Vocabulary Game Cards 4th
Vocabulary Game Cards 4th B
Vocabulary Game Cards 5th
Vocabulary Game Cards 5th B
Vocabulary Game Cards 5th 6th

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 Vocabulary

http://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

Using LOTUS DIAGRAM's for Note Taking

LOTUS GRAPHIC ORGANIZERS | Using LOTUS DIAGRAM's for close reading | LOTUS READING NOTES: Lotus Diagrams or Lotus graphic organizers are a brilliant way to organize and take notes during close reading activities. Lotus graphic organizers help students break down complex concepts and show relationships between ideas.

This investigative close reading tool is used for

SUPER LOTUS DIAGRAM

organization ideas, asking questions, annotating keywords, defining terms, logging new knowledge, marking connections (cause and effect) and or brainstorming notes for Socratic discussions. The Lotus Diagram is a useful tool for pre-writing, comparing and contrasting ideas, ranking and organizing notes, and supports the summarizing of main ideas or the important facts of a text.  Using Lotus Reading notes along with Text Coding helps students break down and logically order topics of information, which can then be ranked for relevance for further re-reading and research. This organizational procedure is also an excellent cooperative learning jigsaw activity that facilitates discussion while a group uncovers key concepts while reading. This graphic organizer is the next emanation of the popular and overused web graphic organizer. This is an analytical, organizational tool for breaking broad topics into smaller thematic components. This investigative close reading tool helps students plan, think, write and process a text at a deeper level; they develop ideas or clarify questions on a defined topic.

Procedures

1. The teacher prepares a completed exemplar of a Lotus Notes Diagram and shares a copy with the class. The teacher models the procedures for completing the diagram and the strategies for taking notes. Modeling text coding while reading and researching to complete a Lotus Notes Diagram can be explained, and is an excellent way to start out if you are already using text coding.  Hint, I use the hundreds of free models on the internet. The major topic or open-ended question is in the center of the lotus diagram. Starting at the top right of the diagram number each box clockwise around the center from 1 to 8

7	8	1
6	major topic or open-ended question “Determine the topics to be studied!”	2
5	4	3

[PDF]Graphic Organizers for Reading Comprehension
Graphic Organizers for Reading Comprehension. Make a connection. Make a ... Setting (Where?) First. Problem. Solution. Summary: Plot Summary Graphic ...

[PDF]Graphic Organizer Library
Using the Graphic Organizers in the Classroom . . . . . . . . . . . .3. Using Graphic Organizers ... Print thegraphic organizer PDF files. These are ... take notes and organize information when preparing oral reports and research projects. ◇ Before ...

[PDF]lotus map graphic organizer
Pdf file is about lotus map graphic organizer is available in several types of edition. ... upgrading applications for the latest lotus notes domino platform, graphic ...

[DOC]Graphic Organiser - Lotus Diagram
Graphic Organiser – Lotus Diagram. Graphic Organiser Template – © VCAA 2008.

[PDF]Graphic Organizers - Richmond Public Schools
Monthly Graphic Organizers. Problem solving map. Lotus square. Two column notes. Fishbone. Graphic. Organizers. Venn Diagram.

[PDF]lotus notes 5 - childrensarkacademy.
Pdf file is about lotus notes 5 is available in several types of edition. ... graphic organizer called lotusdiagram, lotus illustrated dictionary of import export 1st ...

SUPER LOTUS “NOTES” DIAGRAM: This investigative close reading and research tool is for ongoing long-term study and reading. This is usually written on a large piece of chart paper and used as an ongoing Jigsaws activity. This takes your subtopics or clarifying questions and goes deeper into eight new sub-subtopics, by parsing the major topic into 64 related questions or topics lets you examine or analyze minutely each one of these new ideas. Parsing the eight subtopics entirely into new topics is an ongoing brainstorming process done in steps over time. At the end of the process, you will have 64 new pieces of knowledge, related-connected ideas, ideas compared and contrasted, the deepest questions, modified-reimagined ideas all from the first initial topic of study. This investigative close reading strategy is an amazing way to visualize and order their thinking process. Students become adroit cogent thinkers that have real tools to examine and analyze a text (close reading).

7	8	1	7	8	1	7	8	1
6	major topic or open-ended question	2	6	major topic or open-ended question	2	6	major topic or open-ended question	2
5	4	3	5	4	3	5	4	3
7	8	1	7	8	1	7	8	1
6	major topic or open-ended question	2	6	major topic or open-ended question	2	6	major topic or open-ended question	2
5	4	3	5	4	3	5	4	3
7	8	1	7	8	1	7	8	1
6	major topic or open-ended question	2	6	major topic or open-ended question	2	6	major topic or open-ended question	2
5	4	3	5	4	3	5	4	3

2. The teacher or students determine the major topic or minor subtopics to be researched. Jigsaw: Doing the activity as a jigsaw the teacher can divide groups into teams that can brainstorm their own ideas into on major topic.

3. Use a teacher made Lotus Reading Notes template with the main topic is the center and the questions or research subtopics are completed when introducing the activity for the first time.

4. Students write that major topic or open-ended question in the center of the Lotus Diagram.

5.  Students develop and generate eight sub-topics or relevant questions that expand upon the central major topic.

6. Place the eight sub-topics or relevant questions around the center box starting at the 1 and going clockwise.

7. Students can draw pictures, use text codes, page numbers, quotes, or symbols instead of writing responses for all subtopics.

CORNELL LOTUS NOTES

Extensions:

Students that are learning to read can illustrate eight pictures using the organizers arranged order, First-Finally, Beginning-Middle-End, (1-8) the sequencing teaches students chronological order.

Preschool students can use this organizer for phonics instruction or alphabetics by using auditory discrimination or the 44 sounds (phonemes) of English.  The center rectangle can have one of the 44 phonemes like the “sh” phoneme and word exemplars, ”SHIP, MISSION, CHEF” listed,  the students listen to a read aloud or look through a list of words and students write the words with the same phoneme sound.

Marking the Text, Text Code Close Reading, Annotation Text Codes, Close Reading Text Code

Marking and Annotating Text, Reading Text Code, Annotating Texts, Close Reading via Text Annotation, and Marking Literary Text Treasures: Using text codes is a fast, fun, focused way of engaging with a text, and or a systematic targeted analysis of a piece of text, that is one of many powerful close reading strategies. This close reading strategy is engaging and teaches students explicitly what to look for when reading. Students that need to develop reading comprehension strategies will benefit from having the support of a text code key when taking notes or using notes. When students actively stop and text code they are actively thinking and engaging with the text at a deeper level.

[PDF]Text Codes - Heinemann
Text Codes. 3. When you read something that makes you say, “Yeah, I knew that” or “I predicted that” or “I saw that coming.” X. When you run across something ...

[PDF]Strategies for Teaching With Non-Fiction Informational Texts.pdf Students read a true balance of informational and literary texts. .... text. 3. Text Coding: Have students use one, some, or all of the text codes listed below when ... Visualizing Vocabulary: While reading the text, have students identify vocabulary.

"The hand is the cutting edge of the mind."

Jacob Bronowski

     Writing down your thoughts using letters or symbols also engages your hands (muscle memory) with your thinking, or what I call the wisdom of your hands. Connecting your learning and processing with your hands, powers up your memory and the retention of content, when students close read and annotate a passage. Text codes are a simplified highlighted annotated text, using a letter or symbol that is associated with a targeted reading concept. Students can highlight new information, quotes, relevant statements, questions about the text that are confusing and or need clarification, visually tracks thinking, connections to the text, cause and effect, and details that support a conclusion. Text codes can be targeted to a specific learning target or to a certain close reading strategy. Students are curious by nature and love to share what they found fascinating and surprising. Students can read independently and text code a passage and then come together to share their text treasures of the text they marked. When the teacher or students use picture books or chapter books student can use small strips of post-it notes or post-it notes arrow flags "sign here". 
   Text coding requires a "Text Code Key" that is explicit and limited to your close reading goals. Start with just a few text codes at the beginning and model how to use them with a read aloud. Text codes can be used for pictures and graphs. 
   Text codes can be used to help students uncover information, used as an integral part of a mini-Socratic seminar. Before reading anything in class start with an open-ended question, and share the text code key and learning objectives. Explain the text treasures they are seeking, and model, model, and model before reading and using the text codes. The students have the questions in their minds ready to explore and uncover new information (N) while reading , complex or confusing ideas (C), to get to the facts/truth (F), to open up issues conflict and problems (P), to uncover assumptions (A), to analyze concepts, to distinguish what we know (K/!) from what we don't know (D K/???), to follow out logical implications of thought Causes and Effect (CK />>) or to control the discussion.

[PDF]Annotating a Text
Annotating a Text. 1. Pick up a pencil, a pen, or a post-it. 2. Read everything at least twice. The first time, read quickly to get a sense of what the text is about.

[PDF]Study Strategies: A Simple Guide to Text Annotation
Study Strategies: A Simple Guide to Text Annotation. Textbook annotation is part of a system of textbook marking that involves the reader (the student...you!) in:.

[PDF]Annotating Text - Louisiana Believes
WHOLE-CLASS INSTRUCTIONAL STRATEGY. Title: Annotating Text. The Basics. What? Marking a textfor main ideas, key details, meaning, and questions.

[PDF]Annotating a Text: Annotation is a key component of close reading ...
Annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system that works for you (within the following ...

[PDF]Annotation Guide
AP Language. An Annotation Guide. Note-Taking vs. Annotation. Most serious readers take notes of some kind when they are carefully considering a text, but.

[PDF]HOW TO ANNOTATE A TEXT (Half of the test grade will be based on ...
Highlight and mark for yourself any symbolism and note your ideas in the text as to ... Since we willannotate texts all year, you need to develop a system that ...

[PDF]Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve ...
Before teaching annotating, we ask that students ex- ... Annotating a text can be a powerful strategy to comprehend difficult material and ...

[PDF]Marking the Text
https://www.sps186.org/downloads/blurbs/23663/Marking%20The%20Text.pdf
Marking the text is an active reading strategy that asks students to identify information in the text that is relevant to the reading purpose.

[PDF]Marking the Text - AVID Weekly
A claim is the author's statement or argument that has evidence to back it up. Relevant information can be data, descriptions, explanations, evidence, or examples. Marking the text is a fundamental strategy that should be used whenever students are asked to read academic texts.

[PDF]My Marking the Text Strategy Description - TAHQUITZ HIGH SCHOOL
“Marking the Text” is an active reading strategy that asks students to think ... Marking the Text can be used with textbook readings, articles, primary source.

[PDF]Text Marking Strategy
TEXT MARKING STRATEGY: Fiction and Non-Fiction, Social Studies and Science. Number, Circle, Underline. FICTION and NON-FICTION. (1) Number the ...

[PDF]Marking the Text - Lake County Schools
"Marking the Text" is an active reading strategy that asks students to think critically about their reading.1 ·while reading the text, students analyze ideas, evaluate ...

[PDF]Marking the Text: Social Science - 4J Blog Server
1. Marking the Text: Social Science. This Strategy has three distinct marks: 1. Number the paragraphs. 1 Before you read, take a moment ...

[PDF]Marking a Text Strategy Guide
When reading a text that cannot be marked like a textbook or novel, create a. T-Chart in your notes or use the “Marking a Text Table” to keep track of the ...

[PDF]Marking the Text:Fiction
Strategy 5: Marking the Text. QUICk REfEREnCE 5.4. Marking the Text:Fiction. This Strategy has three distinct marks: 1. Number the paragraphs. 1 Before you ...

[PDF]marking the text - Ms. Navarro's Yellow Jackets
MARKING THE TEXT: NON-FICTION. (Informational/Argument). This annotation strategy uses four main marks: 2. Draw a box around the words or topics that ...
[PDF]Marking the Text.pdf
“Marking the Text” is an active reading strategy that asks students to think critically about their ... beginning, they will need to be shown how to mark the text. As.

[PDF]My Marking the Text Strategy Description
“Marking the Text” is an active reading strategy that asks students to think ... Marking the Text can be used with textbook readings, articles, primary source.

[PDF]Marking the Text: Non- fiction (Argument)
AVID Critical Reading. Quick Reference 5.5. Marking the Text: Non- fiction (Argument). This Strategy has three distinct marks: 1. Number the paragraphs.

[PDF]Marking the Text: Social Science
Marking the Text: Social Science. This Strategy has three distinct marks: 1. Number the paragraphs. 1 Before you read, take a moment ...

[PDF]Marking the Text:Fiction
Strategy 5: Marking the Text. QUICk REfEREnCE 5.4. Marking the Text:Fiction. This Strategy has three distinct marks: 1. Number the paragraphs. 1 Before you ...

[PDF]AVID Critical Reading
Prereading: Working Outside of a Text. Strategy 3: Learning and Retaining Academic Vocabulary. Strategy 4: Rereading the Text. Strategy 5: Marking the Text.

[PDF]Text Marking for Reading Comprehension
Objectives. Students will use text marking to recognize when an idea ... Step 2 “Model” for the students how to mark text by marking a simple reading. (This easy ...

Text Code ELA Learning Targets: 

• Non-Fiction/Informational Text | Text Codes 
• Dramatic Elements | Text Codes 
• Poetic Devices | Text Codes
• Figurative Language | Text Codes
• Literary Elements | Text Codes
• Nonfiction Text Features  | Text Codes
• Literary Devices Imagery and Symbolism | Text Codes

Homer Simpson Text Codes: 

1. D'oh!!!
2. Woo Hoo!
3. Why you little!
4. Mmm... 
5. Aaargh!
6. Boring!
7. Mmm Donuts!

Advanced College Level Analytical Reading and Text Coding! 

Socratic Seminar Using Text Codes! 


READ RSVP: Read, Summarize, Verify, Prediction | Compare and

Contrast: This engagement READING protocol is used to build and refine compare and contrast thinking skills. Students need to make new connections when they compare and evaluate new information. Students discover and describe the difference(s) between what was inferred and the newly revealed information. This reading strategy promotes active close reading, Socratic thinking, text ranking and text coding, making an inference and comparing and contrasting skill. That means students are really thinking about what they are reading.

PROCEDURES

1. The teacher selects a one-page reading passage that is challenging.

2. The teacher ranks and annotates the passage for key words, phrases, statements or questions. The teacher compiles the best clues and creates a clue sheet for students.

3. Give mini-lecture on inferring, comparing and contrasting:

4. Give each student group or pair the clue sheet with a list of 5-10 keywords, 3-5 statements or phrases, and one open-ended questions. The list of keywords and text clues are placed in the order in which they appear in the text.

5. Students work with partners or a group of four to analyze the clues. Students think about the limited text clues and compare them to their prior knowledge.

6. Students share connections they are making with their partners. They record their predictions and conclusions using Cornell notes or flash cards.

Extensions: List multiple conclusions, and orally share a potential summary or write a feasible summary.

Extensions: The students are given just a keyword outline of the reading passage and the must use all the keywords in a summary. Students’ use the keywords in the exact order in which they appear in the teacher provided keyword outline. The Keywords that are challenging can be placed in a Cornell notes format with contextual exemplars not related to the original text and the terms denotations.

7. Students buddy read the one-page passage and compare and contrast it to their conclusions and summaries. Students reread do a text ranking of their favorite statements or passages, and they text code the passage.  Students participate in a Mini-Socratic-Seminar to discuss and share their conclusions and predicted summaries.

8. Students verify their predictions and conclusions with their reading partner.

9. Students come together and have a group discussion about anything they had to modify, confirm, verify and or correct from their initial inferences, conclusions, and predictions.

Extensions: Write a new summary using what you learned.

Extensions: Split the class in half, have each group make a clue-sheet for the other half of the class. The students prepare a reading passage using a Cornell notes organizer. Student text rank, text code, and analyzes the text for themes and main ideas. This extended reading protocol helps students deeply understand the close reading strategy and gives them a hands-on inferencing, comparing and contrasting reading activity.  

CLOCK PARTNERS: Socratic Seminar

What are Clock Buddies and why should you start using them?Clock Buddies are a fast way to create cooperative pairs for reviewing and discussing of new learning.  Clock buddies are a dynamic version of Turn and Talk or Buddy Buzzing.

CLOCK PARTNERS: Clock "buddies" Friends is a fast way to

create cooperative discussion pairs for quick shared learning activities. Students need to learn the skills of active listening, generating HOT questions, asking effective questions, engaging in academic dialogue and collaboration. One simple way to get students up and moving and encourage active engagement in discussions for all students is to use Clock Partners.

Procedures
1. Partners are chosen by giving each student a clock handout with a blank line next to each hour. After passing out the clock handout, ask students to write their name in the center of the clock.

2. Each student mingles with classmates finding 4-8-12 discussion buddies or collaboration partners. Have each student find a buddy and ask them to write their names on the hours of the clock. Students should have a mixed group of buddies, boys discussing with girls and vice versa. The total amount of time slots depends on the class size or follow-up groups, the teacher determines how many time slots are used. My rules: Students cannot use the same buddy twice, select a buddy that gets them into trouble, and all hours must be filled in.

The Clocks Partner sheets can be placed in the students Socratic Seminar Binders and, or placed in their Response to Literature Journals. This is used anytime the teacher wants students engaged in a quick Socratic discussion.

When the teacher calls “5 o'clock buddy” students needs to quickly find their discussion partner. Students look at their clock partner sheet, find the 5 o’clock name and quickly join their partners in 10-20 seconds or less. This only works when students practice and model the transition, turning it into a game of speed. The procedures and Socratic discussion strategies are set up with modeled repeated practice. The Students or Teacher asks a HOT question stem, students have 2-3 minutes to discuss the ideas.

1. What is the author’s purpose of this text …?
2. What is a fascinating fact you discovered in this passage…..and share an opinion?
3. What conclusions can your draw from your reading…?
4. What statement did you rank as most relevant?
5. What affect or motive are there in the characters actions?
6. What details or statements helped you infer the main idea or theme of the passage?
7. What is the narrator/author/character opinion….?
8. Why does the narrator/author/character believe….?

The Clocks Partner sheets can be placed in the students Socratic Seminar Binders, or placed in their Response to Literature Journals. The Teacher asks a HOT question stem, students have 2-3 minutes to discuss.

3. The teacher calls “5 o'clock buddy” students needs to quickly find their new discussion partner within 10 seconds.

What appears to be the theme of this passage…?
What is likely the reason for…..?
Which relevant statements support the ideas/opinions…?
What pathetic fallacies come out in the passage?
What consistencies and inconsistencies appear in the passage?

“Pathetic fallacy: is a tier 3 academic word found in Reading Assessments” The phrase pathetic fallacy is a literary term for the attributing of human emotion and conduct to all aspects within nature. It is a kind of personification that is found in poetic writing when, for example, clouds seem sullen, when leaves dance, or when rocks seem indifferent.

Extensions:

Socratic Seminar Basics 1. Speak Clearly and Discuss Questions and Ideas: Use Socratic Seminar Sentence Frames to get the discussion started

2. Attentively Listen and Recap or Ask Further Questions

3. Stay on Topic and Ask for clarification when puzzled

4. Acknowledge and praise your partner

[PDF]How to Use the “Time Clock” Strategy For Scheduling Partners 1) Give ...“We are going to use these sheets to schedule partners for the various activities that we do in class. When I say, “Go,” Take a pencil and the clock sheet, and find ...

[PDF]What Are Clock BuddiesClock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the. SAME partners.

[PDF]ST2.Appt Clocks - Conscious TeachingMake a copy of the clock or diagram for each student (see next pages for samples). Have students stand up and find a partner. If you have an odd number of ...

[PDF]Clock Buddies Chart - Reading QuestReadingQuest.org. Permission Granted for Classroom Use / All Others Inquire at rjones@readingquest.org.CLOCK BUDDIES. 9. 11. 10. 7. 5. 4. 2. 1. 12. 8. 6. 3.

[PDF]Clock Partners - Shaker.orgPage 1. Clock Partners.
[PDF]What Are Clock Buddies
Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the. SAME partners.

[PDF]How to Use the “Time Clock” Strategy For Scheduling Partners 1) Give ...
“We are going to use these sheets to schedule partners for the various activities that we do in class. When I say, “Go,” Take a pencil and the clock sheet, and find ...

[PDF]Clock Partners (1).pdf - PowerSchool Learning
Page 1. Clock Partners.

[PDF]Clock Partners - Murfreesboro City Schools
Page 1. 12. 6. 3. 9. Clock. Partners. Name:______.

[PDF]Appointment Clock Buddies - Team Straus
Duplicate one copy of the Appointment Clock printable for each student and distribute prior to the activity. 2. To begin, ask students to write their own names and ...

[PDF]Socratic Seminar Sentence Starters
Directions: During any Socratic seminar or discussion that we have in class, you are ... Please utilize the following sentence frames while you speak in order to ...

[PDF]Socratic Seminar
Date of Socratic Seminar: ______. Instructions: When preparing for a Socratic Seminar, write questions using these sentence frames to stimulate your thinking ...

[PDF]Socratic Seminar
The goal of a Socratic seminar is for students to help one ... A Socratic seminar is not used for the purpose of ... Sentence Frames for Affirming an Idea and.

[PDF]Socratic Seminar Academic Language Support - The Syracuse City ...
Socratic Seminar. Academic Language Support. Expressing an Opinion. • I think … because in the text… • It seems to me that … because in the text…

[PDF]AVID Socratic Seminar
Socratic Seminar De. 2. Socratic Reflective Writing (10 pts). 1. (10 pts). (10 pts). Underlined papers must be stapled and turned in (in the order above). (100 pts ...

[PDF]3-Socratic Seminar Sentence Starters - Teachinghistory.org
Socratic Seminar: Strategies for Active Classroom Participation. Ways to make comments on the central question. • I believe that ...

[PDF]Sentence Frames for Socratic Seminar Discussions - ISB Blogs
Sentence Frames for Socratic Seminar Discussions: Function. Useful Words/Phrases. Tips. Introducing a new topic. I'd like to talk about. So what do you all think ...

[PDF]Socratic Seminar - nwabr
using seminars in classrooms, defines a Socratic seminar as a 'collaborative, .... for a Socratic Seminar, write questions using these sentence frames to stimulate ...

5 SECRETS TO HIGH READING TEST SCORES!

5 BRAIN-BASED instructional reading strategies to help students succeed! THE SECRETS TO HIGH READING TEST SCORES!

1. Spiraled-practice (DISTRIBUTED PRACTICE): Read with

your student's three or four times a day. Read rich literature that has dense complex ideas, the literature should spark Socratic inquiry and discussions. Practice using and discussing grade level or above tier 1, 2, and 3 Academic Vocabulary words and language concepts in context. I read Harry Potter because it exposes my students to the great language and rich erudite vocabulary.  Reading and practicing new words and concepts in a multimodal way, with your eyes, your ears, your voice and your hands (pantomime, ESL word gestures that trigger muscle memory, finger spelling, or making and signing mnemonic symbols). 
    Tier 2 and 3 Academic words are broken down by RIT level and are used by Pearson, PARCC, and Smarter Balanced, 99% of published test use advanced vocabulary to assess a student's standardized reading scores. Students need to work with cooperative partners several times daily reviewing new vocabulary using the 3-6-9 mastery review model. Use the concept a minimum of 3 times in context, ask at least 6 probing questions about the concept (attributes, comparative exemplars, and misconceptions), and retests your understanding of the concept a minimum of 9 times using games! Critical tier 2 and 3 academic vocabulary words need to be studied, rehearsed, and recalled for a minimum of 4 weeks to prepare for any standardized reading test. Students should review at home what was practiced in the class. Working individually doing word work "worksheet drills" without a teacher or peer assistance is not effective.

"I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times." Bruce Lee 

2. Self-quizzing (Self-Testing): Read literature with dense complex vocabulary and have students quiz themselves with question stems.  Students must read rich literature with student-directed, detected, and selected self-testing strategies. Reading and that requires self-study and reflection is a habit that needs to be practiced and modeled. Good old-fashioned flashcards with question stems is a daily part of our reading activities, Cornell notes, self-testing the old school way with folded paper covering the questions/terms and the denotations/answers for review. My students actively seek out unknown Tier 2 and 3 vocabulary from the rich literature we read and they make their own flashcards and self-quizzes. My students grow 2-3 years as measured by the NWEA MAP reading assessment yearly. 

"The unprepared mind cannot see the outstretched hand of opportunity." Alexander Fleming

3. Socratic Seminars (Critical and Flexible Thinking): Reading with a question in your mind and discussing the deeper meaning of complex text using the Socratic questioning techniques. Socratic questioning is disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don't know, to follow out logical implications of thought or to control the discussion. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.

"The weakest ink is better than the best memory. Study with pen in hand Picture" Adrian Rogers 

4. Response to Literature/Learning (SELF-EXPLANATION): "Why is this passage important? "What did I learn by reading this passage?" "What did I Learn?" "How did I learn that" “What new information does the passage present?"  “How does the passage relate to what I already know?” Response to Literature or Reflective Journaling, is the most effective way of understanding a work of literature, evaluate what you have learned, gain new knowledge,  and strengthening understanding of the writing process at the same time. With journaling you integrate reading and writing instruction, students will relate to the story/text more completely, they will deepen their knowledge of the ideas, themes, opinions, conflicts, settings, images, conversations, characters, and interesting facts.

  “Thoughts become things. If you see it in your mind, you will hold it in your hand.” Bob Proctor

5. ELA Reading Games (INTERLEAVED PRACTICE): Mixed up ELA games that incorporate mixed levels (Begining, Intermediate, and Advanced) and mixed content. The novelty of games is always engaging and fun plus the ELA mixed content practice boost memory and retention. Games should always incorporate mixed levels to expose all students to advanced concepts. They can be a mixture of 2-5 different ELA domains. Reading teachers can mix spelling, vocabulary knowledge, word analysis, reading fluency, reading comprehension, Dolch sight word recognition, or any area that students need to remember and retrieve using memory.  

At-Risk Readers, Emergent Readers, and Beginning Readers: Reading Fluency and sight word automaticity are critical to reading comprehension. Students that use all their energy word calling and decoding will have no cognitive ability to comprehend the text. Students need to practice reading with real emotion, expression, intonation, and build endurance. Students that are required to take (EOG) End of Grade standardized reading test may have to focus and read 50-60 test questions and passages that can take up to 2 to 3 hours, with test session done over multiple days. Practicing reading fluency and endurance is a winner to help kids when they are doing their marathon testing sessions.