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In PD, note about "I Do," "We Do," "You Do" - emphasize

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In PD, note about "I Do," "We Do," "You Do" - emphasize

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1 vocab routine per 1 required text per units 1 and 2 (2 routines minimum TOTAL; meaning, 1 routine minimum per unit)

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We need some non-examples for writing sentences to help clarify the why and how of writing a clear, always "yes" or "no" sentence for the examples & thumbs up/down

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Anchor chart: How to determine the meaning of an unknown word

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Include some information regarding how this fits within a unit; something to ensure it's not taught in isolation or day 1 of a unit or week

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Include some information regarding how this fits within a unit; something to ensure it's not taught in isolation or day 1 of a unit or week

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In step 1 it states to have students make an inference. However, if there is no morpheme to make an inference with, then they can't. This is the case in our exemplar. This either needs to be clarified or removed from our steps.

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Develop 1 routine for 1 word in units 1 and 2 (not the words already selected by coaches)

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Consider Before/During/After readings labels in the margins

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A vocabulary routine for each required text.

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A vocabulary routine for each required text.

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"In elementary school you learned..." - that caused a lot of confusion with the coaches. This needs to be clarified.

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Participants will be able to plan, construct, and practice the secondary vocabulary routine to strengthen students' language comprehension.

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Participants will be able to plan, construct, and practice the secondary vocabulary routine to strengthen students' language comprehension.

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able to identify the different types of vocabulary instruction

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able to identify the different types of vocabulary instruction

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Include the steps for creating the routine and the  feedback/self-evaluation to the resource.

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Include the steps for creating the routine and the  feedback/self-evaluation to the resource.

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implement vocabulary routine with students (so need to practice/rehearse in the section)

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implement vocabulary routine with students (so need to practice/rehearse in the section)

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Sample routine integration into lesson or calendar. 

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Sample routine integration into lesson or calendar. 

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Provide steps/guidance for creating explicit vocab instruction

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Provide steps/guidance for creating explicit vocab instruction

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morpheme routine OR support for the morphemes in the required text OR the ones on the assessment

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Provide guidance from Aspire on how to select vocabulary for instruction.

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Provide guidance from Aspire on how to select vocabulary for instruction.

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Develop a bank of continuous application activities/tools.

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Develop a bank of continuous application activities/tools.

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understand  the "why" of the vocab routine

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understand  the "why" of the vocab routine

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Define how the routine will connect to the new reading program

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Define how the routine will connect to the new reading program

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Create/compile the supplemental resources for Step 5 in the routine

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Define the connection to BDA and vocab instruction

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Define the connection to BDA and vocab instruction

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understand how to select target words to teach explicitly

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understand how to select target words to teach explicitly

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understand how to choose the best vocabulary words for the routine