SECONDARY VOCABULARY

&
WRITING SUPPORTS +1

2017 Pac Rim Conference on Diversity & Disability

Julie Rich & Anne Ren Elsbree
California State University San Marcos

1
 PREVIEW +2= 3

1. SURVEY STUDENTS
2. VOCABULARY ACTIVITIES
3. WRITING GRAPHIC ORGANIZERS
4. RUBRICS

2
 STUDENTS FIRST +2 = 5
Student profiles inform instructional decisions
To get to know our students we use surveys:
Multiple Intelligence, Edutopia
https://www.edutopia.org/multiple-intelligences-
assessment
True Colors,
http://www.quibblo.com/quiz/edQd8L1/True-
Colors-Test-What-is-your-TRUE-personality
Self-Created Google Form Survey
Info used to design student centered activities.

3
 VOCABULARY ACTIVITIES +3=8
Key is to provide Active Processing
1. Highlighting Key Words in Definition
2. 4 Square - Frayer Model Graphic Organizer
3. Tea Party

4
5
 Tea Party +8=16
1. Read your 4 square organizer
2. Prepare to teach the vocabulary activity
3. Find a partner with a different vocabulary
activity
4. Share your activity and learn theirs
5. Move to a new partner (2 total)

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 VOCAB ACTIVITY #1:
4 Square Vocabulary Graphic Organization +1=17

WORD & DEFINITION PICTURES

1. Read your vocab word
2. Highlight or circle key
words
3. Share your key words w/
peer.

NON-EXAMPLE EXAMPLES
Interactive Reading

X Collaboration
Jigsaw Activity
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 VOCAB ACTIVITY #2:
4 Square Vocabulary Graphic Organization +1=18

WORD & DEFINITION PICTURE

4 Square Graphic Organizer
1. Make 4 squares
2. 1st top left square word & definition
3. 2nd right top square picture
4. 3rd bottom left non examples
5. 4th example or use in sentence
NON-EXAMPLE EXAMPLES
Frayer Model

X Foldable
Hands On Activity

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 VOCAB ACTIVITY #3:
4 Square Vocabulary Graphic Organization +1=19

WORD & DEFINITION PICTURE

Tea Party
1. Distribute vocabulary words and
definitions.
2. Share vocabulary word and definition
with others at the party.
3. Repeat until you have learned all words.

NON-EXAMPLE EXAMPLES
Meet & Greet

X Speed Dating
Exchanging Ideas

9
 VOCAB ACTIVITY #2:
4 Square Vocabulary Graphic Organization +1=20

WORD & DEFINITION PICTURE

NON-EXAMPLE EXAMPLE LIST

X
10
WRITING GRAPHIC ORGANIZERS +1=21
Examples
1. RAFT Role Audience Format Topic
2. Sentence Starters for Creative Writing

Academic Language Function Toolkit

Writing Graphic Organizer Examples
file:///Users/aelsbree/Downloads/Academic%20L
anguage%20Function%20Toolkit%20(1)%20(1).pdf

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 RAFT
Writing

Role
Audience
Format
Topic

Taking a
different
perspective
becomes the
focus +1=22
12
 RAFT acronym +1=24
Role of the Writer - Who are you as the writer? Are you Jay Gatsby? A
warrior? A homeless person? An auto mechanic? The endangered
brown bat?
Audience - To whom are you writing? Is your audience the
government? Another character in a novel? A friend? Your teacher?
Readers of a newspaper? A local bank?
Format - What form will the writing take? Is it a letter? A classified
ad? A speech? A poem? An email?
Topic + strong Verb - What's the subject or the point of this piece? Is
it to persuade a goddess to spare your life? To plead for a re-test? To
call for stricter regulations on logging?

an engaging, high level strategy that encourages writing across the

curriculum.

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 RAFT in Writing
PUNCTUATION MATTERS! +1=25
Lets eat Grandma.
Lets eat, Grandma.
R - Editor
A Author
F Email
T Why punctuation matters

14
 RAFTs can +1=26
Be differentiated in a variety of ways:
readiness level, learning profile, and/or
student interest
Be created by students
Be used as introductory hooks into a unit of
study

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 Possible RAFT Formats
to Differentiate by Learning Modality +2 = 28
Written Visual Oral Kinesthetic
Diary entry Cartoon/Comic Song Model
Bulleted list Crossword Monologue Cheer
Obituary puzzle Radiocast Mime
Invitation Map Museum Demonstration
Game rules Graphic guide Sales pitch
Recipe organizer Commercial with demos
Movie critic Print ad Interview Sew, cook,
FAQs Photograph Puppet show build
Editorial Fashion design Political Wax museum
Gossip column speech Game
Story teller

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 Differentiating a RAFT by Readiness
Teacher assigns RAFT or choices of RAFTs
based on students reading, writing or performance levels +1 = 29

Roles/Audience
Well-known people or charters to lesser known
Basic essential items (vocabulary, inventions,
elements, etc.) to more esoteric items
Easier to understand point-of-view to more
intangible perspective
Formats (while offering choices to students)
Shorter to longer (in prep, process or presentation)
More familiar to more unfamiliar formats
Single step to multiple steps
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 Differentiating a RAFT by Readiness
(continued +1=30)

Topics
Easier to interpret to more sophisticated
Concrete & literal to more abstract response
More structured to more open-ended
Small leap in insight & application to larger
leap

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 Now you try itif we have time
+1=31

R Cinderella R Prince
A Step Sisters & A Best Friend
Wicked Step Mother F Script with dialogue
F Facebook Post T Did I make the right
T Look at me now! decision?

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 SENTENCE STARTERS
Abuelito Who, poem by Sandra Cisneros Julie+2=33
Abuelito who throws coins like rain and asks who
loves him
who is dough and feathers who is ______ (noun and noun, metaphor)
who is a watch and a glass of water who is ____ (noun and noun, metaphor))
whose hair is made of fur whose _____ (noun)
is too sad to come downstairs today is _____(adjective-adj phrase)
who tells me in Spanish you are my diamond who tells me in _____(noun phrase)
who tells me in English you are my sky who tells me in _____
whose little eyes are string whose _____ (adjective, noun,noun-metaphor)
can't come out to play can't _____(verb phrase)
sleeps in his room all night and day sleeps in _____
who used to laugh like the letter k who used to ____
is sick is ____
is a doorknob tied to a sour stick is a ____
is tired shut the door is ___
doesn't live here anymore doesn't ____

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 DIFFERENTIATED ASSESSMENT
Anne Ren +1=34

1. Product Choice - Variety of Assessments

2. Performance Based Assessment - Multisensory
3. Rubrics - Grading Criteria Modification based on
student readiness level

21
 Using CA ELD Standards in Assessment Plan
Anne Ren +3 = 37
Each ELD Standard represents a language skill that ELs need
in order to become proficient in English
SDAIE lesson = Content AND English language development
A SDAIE lesson has 1 assessment plan that includes:

Assessment of language Assessment of content

development

Language objective Content objective(s)

ELD Standard Content standard(s) 22

 Using the California ELD Standards
in your Assessment Plan Anne Ren +3=40
What proficiency level of the ELD Standard
do you choose for your SDAIE lesson?
o i + 1 or one level above the current proficiency level
of your English learner(s)

Use the wording of each level of the ELD Standard

(Emerging, Expanding and Bridging) to create a
rubric to assess language development
o Aligned to your language development objective
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 Creating Rubrics Using the
California ELD Standards Anne Ren +4= 44
English learners in the class: 20 LTEL students

Language Development Objective (Bridging):

After a close reading, students will be able to write a clear and coherent
summary of (name of text) using complete and concise sentences and key
words (vocabulary).
ELD Standard: Writing (b). Summaries (Grades 9-10)
Emerging Expanding Bridging
10. Writing 10. Writing 10. Writing
b) Write brief summaries of b) Write increasingly b) Write clear and coherent
texts and experiences using concise summaries of texts summaries of texts and
complete sentences and key and experiences using experiences using complete
words (e.g., from notes or complete sentences and and concise sentences and
graphic organizers). key words (e.g., from notes key words (e.g., from notes
or graphic organizers). or graphic organizers).
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 Thank You!
Julie Rich
Anne Ren Elsbree +1= 45 min
California State University San Marcos

PPT and more information @

www.csusmsinglesubjectprogram.weebly.com/
oela-grant.html/

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