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Main Idea - Deeper learning and comprehension to grow life long learners and critical thinkers

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Everyday basic words learned through spoken language and social interaction

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General academic words learned through book interactions and need to be explicitly taught (not discipline specific).

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Rare, domain-specific words learned through frontloading and the reinforce acquisition through the lesson.

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“Teach vocabulary that will result in content knowledge, in quality academic discourse, in transfer to other subjects and contexts, and develop a classroom environment that is rich in discipline-specific vocabulary, in language, in classroom talk, and one that promotes an appreciation for words and further learning.”

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Three steps to introduce and develop vocabulary. Three steps to shape and sharpen students' understanding.

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Instruction should include strategies that promote student independence in knowledge acquisition and ways to analyze context clues.

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Main Idea - Vocabulary is core to knowledge

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Involves: the reader asking questions, reading text critically, and making connections with context

Regulated by: cognitive, emotional and social experiences.

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development of knowledge

analyzing text

thinking about text

supporting thinking with textual evidence

considering others' interpretations

reflecting and monitoring own understanding

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Main Idea - The use of Restorative Discipline for classroom management and conflict resolution

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"A disposition, a mindset, and an approach to discipline that builds upon the foundational idea that schools are places where students are expected to make errors and learn from them."

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1. Build positive relationships

2. Reduce and prevent harmful behavior

3. Resolve conflict and hold people accountable

4. Repair harm

5. Address and discuss the needs of the school community

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3 Methods to Support Restorative Discipline

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3 Methods to Support Restorative Discipline

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1. Affective Language - expresses feelings or emotions to reinforce positive behavior

2. Circle Processes - space for restorative dialogue, which can be used proactively and reactively

3. Conference - like victim-offender conferences used to facilitate a pathway for students to rejoin school community

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1. A building-level approach (whole school community)

2. Buy-in from the entire staff (all staff trained)

3. A clear implementation plan

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Students can be frustrated when opposing parties are not authentic or genuine

It doesn't offer traditional procedural protection during school hearings

There is a heavy focus on shaming misbehavior, which may be harmful

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Read like a scientist

Scientific problem organizer

Problem-solution organizer

Claim-evidence reasoning

Engaging in argument from evidence

Summarization

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Mastery of core content

Thinking critically and solving complex problems

Collaborative work

Communicating effectively

Learning how to learn

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Make connections between new and prior knowledge

Engage in active learning

Examine misconceptions

Encourage and reinforce risk-taking

Use materials, assessments, and tasks that require reflection and critical thinking

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Start with an informal assessment (like a survey) - know your students to determine what kind

Create lessons that use graphic organizers, scaffold teaching/learning, guided questions, think-alouds, and culturally relevant examples/analogies/reading material

Demonstrate effective summarization through journals, note-taking and diverse models to help ELLs and other students with comprehension