Sept. 28-Oct. 2

Week A

End of First Six Weeks- Grading Window Oct 1-Oct 7

Put intervention letter in report cards for all students in intervention (Intervention progress reports if letter has already been sent home or parents have been notified.

Student Achievement Goals are due in TalentEd by Oct 9

Whole Brain Teaching: MIND SOCCER

Whole Brain Teaching: Mind Soccer

Vocabulary Instruction

Students have to learn words at more than one level.

Not all word knowledge is equal . Beck, McKeown, and Kucan (2002,10) also talk about different levels of knowing words. A continuum of word knowledge would look like this:

  • No knowledge (I've never heard or seen the word)
  • General sense of the work (I've seen or heard the word before.)
  • Narrow, context-bound knowledge. (Although a word may have several meanings, I only know one meaning in one situation)
  • Having knowledge of a word, but not being able to apply it readily enough to use in appropriate situations. (I may know the word has several meanings, but because I'm not sure which one to use, I sometimes use the work the wrong way)
  • Rich, decontexualized knowledge of a word's meaning, its relationship to other words, and its extension to metaphorical uses. (I know multiple meanings of the word, and I can use the word appropriately in different situations)

Students need to learn words deeply to get to the most sophisticated level of vocabulary knowledge. When students are first introduced to a word, they can quickly get a sense of the word's meaning. Carey (1978) called this "fast mapping" and explained that while fast mapping begins the process of learning a word, it is not enough to help students develop full meaning and use. "Extended-mapping," where students get to the richer, deeper level of word use, takes more meaningful instruction.