Maryann Cucchiara macucchiara@gmail

1. Maryann Cucchiara macucchiara@gmail.com Bringing It All Together: The Text, The Talk, The Task: Access, Attention and Engagement with Academic Language

2. Stairway of Complexity

3. Academic Language in Math • The diagram below shows the plans for a cell phone tower. A guy wire attached to the top of the tower makes an angle of 65 degrees with the ground. From a point on the ground 100 feet from the end of the guy wire, the angle of elevation to the top of the tower is 32 degrees. Find the height of the tower, to the nearest foot.

4. Juicy Math Language • The diagram below shows the plans for a cell phone tower. A guy wire attached to the top of the tower makes an angle of 65 degrees with the ground. From a point on the ground 100 feet from the end of the guy wire, the angle of elevation to the top of the tower is 32 degrees. Find the height of the tower, to the nearest foot.

5. Deconstruct/Reconstruct/MAP • When the enemy was about to attack, the guards in the towers would light fires to send messages to other guards. • In ancient times, the south of China had developed advanced agriculture, whereas the north was still comparatively backward.

6. Common Core Standards: Text Exemplars/Appendix B From the meanderings of a pond’s edge to the branching of trees and the intricate forms of snowflakes, shapes in nature are often more complicated than geometrical shapes such as circles, spheres, angles, cones, rectangles, and cubes. Benoit Mandelbrot, a mathematics professor at Yale University and an IBM fellow, was the first person to recognize how amazingly common this type of structure is in nature. In 1975, he coined the term fractal for shapes that repeat themselves within an object. The word fractal comes from the Latin term for “broken.”

7. Language that Frames the Big Ideas Lurking inside this Complex Texts 5 Nested Components of Academic Language: Phonological: intricate Lexical: difficult, complicated, complex, intricate, elaborate Grammatical: Language Functions: Describing range and scope: From the … to the intricate forms of snowflakes Sociolinguistic: Explanatory Writing Discourse: Math and Science Scarcella, Academic English, A Conceptual Framework

8. RSVP Text Complexity • ▼Relationships (interactions among ideas or characters) • ▼Richness (amount and sophistication of information conveyed through data or literary devices) • ▼Structure (how the text is organized and how it progresses) • ▼Style (author’s tone and use of language) • ▼Vocabulary (author’s word choice) • ▼Purpose (author’s intent in writing the text)

9. Three Buckets/Levels of Complexity

10. How do we re-vision, “upgrade” curriculum to ensure routine access, attention and Engagement “For a sense of the evolving nature of the Constitution, we need look no further than the first three words of the document’s preamble: ‘We the People.’ When the Founding Fathers used this phrase in 1787, they did not have in mind the majority of America’s citizens . . . The men who gathered in Philadelphia in 1787 could not have imagined, nor would they have accepted, that the document they were drafting would one day be construed by a Supreme court to which had been appointed a woman and the descendant of an African slave.”

11. And Expected to do _____by grade____ • Students analyze the governmental structure of the United States and support their analysis by citing specific textual evidence from primary sources such as the Preamble and First Amendment of the U.S. Constitution as well as secondary sources such as Linda R. Monk’s Words We Live By: Your Annotated Guide to the Constitution. [RH.6–8.1]

12. PUTTING IT ALL TOGETHER HOW DO PLANTS GROW AND THRIVE?

13. What is it JUICY? Criteria • Carries the weight/big idea/s, concepts to be uncovered • Engaging Material • Heavy CALP Vocabulary: Tier 2 and 3 • Phrasal Frames tied to Language Functions in the particular content area • Dense Texts: Jammed Packed with key information

14. Designing Rigorous Performance Tasks • Writing to Demonstrate Understanding of EQs of Unit • Writing to Convey Information like an Expert: •  Writing to Argue: “marshaling an argument” • Writing To Sources: Citing Evidence

15. An Immigrant’s Tale Dear Mrs. Robbin I really not need humanity 20 writing class because since time I come to United State all my friend speak english. Until now everyone understand me and I don’t need study english. I have no communication problem with my friend in dorm. My english teacher in high school key person to teach me. My teacher explain to me that how important the book was for the student and persuaded me read many book. I get A in English through out high school and I never take ESL. I gree that some student need class but you have not made a correct decision put me in english class. Please do not make me lose the face. I have confident in english. Letter to Robin Scarcella from Van Requesting an Exemption from UCI’s ESL Requirement

16. They Say, I Say….Engaging the Voice of Others • “Partly because teachers feel insecure about their own knowledge of grammar, and partly because teachers of writing are sometimes reluctant to correct students’ writing, students may not get the kind of informative feedback they must have in order to become more effective writers. The problem is particularly acute for learners of English as a second language.” • What Teachers Need to Know about Language: Fillmore/Snow 2000

17. Academic Argumentative Templates • Dr. Fillmore argues……….., and I agree because……. • She claims that……………, and I have mixed feelings about it. On the one hand, I agree that………. On the other hand, I still insist….. • My own view is that………………. Though I concede that…………., I still maintatin that….

18. Academic Writing: Gateway to Success “Academic writing instruction begins with students discovering (with instructional support) how a particular genre works––its purposes, how information is organized and presented, the appropriate tone or register and the best choice of language structures and forms to convey the content appropriately and effectively.” Dr. Lily Wong Fillmore

19. Kaplan’s Thought Patterns

20. Common Core Expectations in Writing • Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

21. Distinguishing between Argumentative and Explanatory Writing • Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or be- havior.Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification.

22. Genre Expectation and Text Comprehension • What are your expectations of a recipe? • What is the author’s purpose? • How is it organized? • What kind of language is used? • For what purpose?

23. Highlighting How and Why Language Works Genre teaching involves being explicit about how texts are grammatically patterned, but grammar is integrated into the exploration of texts and contexts rather than taught as a discrete component. This helps learners not only to see how grammar and vocabulary choices create meanings, but to understand how language itself works, acquiring a way to talk about language and its role in texts.

24. Genre Instruction: A Means to “understand, deconstruct, and challenge texts” This involves studying a representative sample of texts to identify the series of moves, or communicative stages, which make up the genre.

26. DBQ: The Industrial Revolution • The first phase of the industrial revolution made traditional society obsolete [no longer useful] because it was incompatible with the basic requirements of an industrial economy. Among these requirements was the commercialization of agriculture. Land had to be treated as a commodity that could be bought and sold in order to produce enough food to feed a growing urban population and to make some rural labor redundant [excessive] so that people would move to the cities to work in the new factories. Traditional societies varied widely across the globe but everywhere they were based on the land and nowhere was land simply a commodity. It was, instead, the basis of a complicated network of obligations and privileges, a social structure binding owner to field worker, lord to peasant. It was these traditional institutions, these social worlds, that the industrial revolution threatened and that it ultimately swept away. . . .

27. Careful Scrutiny of Texts: Organization and Language Features Explanation • Purpose of such writing is to explain how or why something occurs or works, or to report on research or observations with the aim of explaining the phenomenon. • Structure: begins with identification of topic or phenomenon to be explained; explanation sequence, might end with a summary. • Explanations especially are concerned with causes, contexts, consequences, behavior, and change, so language includes cause and effect sequences, relational terms, descriptive, timeless present, passives and passivized verb forms.

28. Argumentative Writing and Reading • Placing the writer of a text on a “mental map” • Reader coming to the text knowing fairly quickly where the author stands

29. Argumentative Writing • Agreeing—I agree • Disagreeing – I disagree • Some combination of both—I am of two minds

30. Academic Language Functions: • Showing Cause and Effect • Making Comparisons • Contrasting • Concluding • Adding Details • Elaborating • Arguing • Giving Examples/Supporting Opinions • Conceding, while standing your ground

31. Elaborating Persuasively • In Support of the ban: • The flag is not only the physical symbol of our nation, our pride and our history, but also of our values: freedom, justice, independence, equality and, ultimately, we the people. Protecting the flag won’t stop Americans from exercising their First Amendment right to free speech."

32. Deconstruct/Reconstruct/Map • This is about the US Flag • It says that the flag is the physical symbol of our nation, our pride and our history. • But this is not the only thing. • It is also the physical symbol of our values as Americans. • Those American values are freedom, justice, independence and equality. • And in the end, the flag is the physical symbol of “we the People”

33. Opposing/Taking a Stance • John Glenn, former Senator (D-OH) and astronaut • "The amendment under consideration today goes directly to the issue of freedom of speech. We are talking here about freedom of expression...Anybody burning a flag in protest is clearly saying something. They are making a statement by their body language, and their action makes a statement that may speak far, far louder than any words they may be willing to utter on such an occasion. They convey a message, just the same way that people who picket, or march in protest, or use other forms of symbolic speech express themselves. Indeed, if we did not view flag burning as something we find offensive and repugnant, we surely would not be debating the right of individuals to take such action...

34. Noticing While Reading: Moves that Matter in Academic Writing • "I believe that the Constitution should allow states and the federal government to protect our flag... In my view, desecrating the flag is not speech, but an act of physical assault... Whether inside or outside our borders, burning the American flag is intended to intimidate, not to engage in constructive speech...The flag is not only the physical symbol of our nation, our pride and our history, but also of our values: freedom, justice, independence, equality and, ultimately, we the people. Protecting the flag won’t stop Americans from exercising their First Amendment right to free speech." • Bill Frist, MD, (R-TN), US Senate Majority Leader

35. Linguistic Formulas/Templates When Marshaling an Argument • This amendment should be defeated. The dangers from it far outweigh any threat to the flag. I simply do not believe that flag desecration is a major problem for this country that requires an amendment to the Constitution of the United States of America."

36. How to Start Argumentative Thinking/Talking/Writing • Templates • Talk: Does the author have a point? Is this really true? What evidence does the author present? Where is the author’s point of view? • Task: Based on your readings, which frog is the most lethal, the cane toad or the poison dart frog. • Based on your readings, who had the most impact?

37. Response to biased articleTemplates for Writing- Jeff Zwiers I recently read the article _________________________________ by ______________ in ___________________________________. I became deeply concerned about the way in which _____________________________ _________________________________. I believe that it is a very biased view, and I plan to set the record straight. First, rather than simply ________________________________________________ __________________________________, I plan to ________________ _______________________________________________________. This will ensure that ___________________________________________________. Then I plan to _______________________________________________ because there will be a need to _____________________________________. Finally, I think that I will ________________ ____________________________. By taking these steps, we all might begin to get to the truth.

38. What Can Stand in the Readers Way? • Recognizing signals/clues/markers in texts • “Voice Markers”….Attending to language used –phrases, conjunctions, grammatical structures to determine whose view is it. • Is it the voice of others or the voice of the author?

39. Distinguishing the “They Say” from the “I Say” • “The longer answer is that researchers are developing theories that, should they withstand critical scrutiny, may tie at least some of the erratic weather to global warming.” • “But, while the link between heat waves and global warming may be clear, the evidence is much thinner regarding some types of weather extremes.” “Weather Runs Hot and Cold, So Scientists Look to the Ice” By Justin Gillis and Joanna Foster, NY Times March 28, 2012

40. “Discarding the 5 Paragraph Straitjacket” • “When student writers display the backbone of a solid argument, it is often supported in the form of a five paragraph essay. This formulaic template offers younger students a predictable skeleton for writing, but it can wrench the purpose of the composition, confine proofs to the prescribed three, and fail to engage the reader. Writers learn best from reading. The shift toward reading great nonfiction, in addition to imaginative texts, will assist student writing.” K-12 Center Organization

41. Paying Attention to the Voice Markers: • Scientists studying tornadoes are plagued by poor statistics that could be hiding significant trends, but so far, they are not seeing any long-term increase in the most damaging twisters. And researchers studying specific events, like the Russian heat wave of 2010, have often come to conflicting conclusions about whether to blame climate change.

42. How to Start Argumentative Thinking/Talking/Writing • Templates • Talk: Does the author have a point? Is this really true? What evidence does the author present? Where is the author’s point of view? • Task: Based on your readings, which frog is the most lethal, the cane toad or the poison dart frog? • Based on your readings, who had the most impact?

43. What do you think???