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Application of Academic Language for CCSS and SMARTER Balanced

Application of Academic Language for CCSS and SMARTER Balanced. Department Chair and Teacher Leader. Presenters: Kim Kumar and Dawn Abrams. Academic Discourse: The kinds of language used in academic settings. District Wide Focus Academic Language Strategies:. Academic Register

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Application of Academic Language for CCSS and SMARTER Balanced

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  1. Application of Academic Language for CCSS and SMARTER Balanced Department Chair and Teacher Leader Presenters: Kim Kumar and Dawn Abrams

  2. Academic Discourse:The kinds of language used in academic settings

  3. District Wide FocusAcademic Language Strategies: • Academic Register • Effective Collaboration (Productive Partners) • Academic Vocabulary • Sentence Frames

  4. Language-Laden CCSS Emphases • Reading: Narrative and Informational Text Analysis, Synthesis, Text-Dependent Questions • Vocabulary: Domain-Specific and High-Use Vocabulary for Academic Literacy/Communication(Details to follow) • Writing: Informational Text Summary, Evidence-Based Response to Text, Argumentation • Language: Academic Discourse/Formal Register(Details to follow) • Collaboration: Partner/Group/Class Interaction (Details to follow)

  5. Let’s try a sample performance task! • Highlight or circle the domain specific academic vocabulary in this task. • Think about the level of academic language needed to respond to this task and be ready to share with your elbow partner.

  6. Academic Register “We tend to write the way we speak.”

  7. Academic Register • The type of language used in a given situation • For example: • Writing a text message to invite a friend to a party • Writing an email message to a teacher requesting an extension on a research report • Asking a coach for permission to miss practice • Asking a manager at an internship to clarify expectations for a task • Writing an essay • Writing a letter to a Board • Writing letter of intent to a college

  8. Academic Register What challenges do recent immigrants face when first arriving in a new country?

  9. CollaborationProductive PartneringAcademic DiscussionsPair-Share

  10. Collaboration Options for Academic Interaction Identifying Partners • Elbow Partners/Adjacent • Eyeball/Mirror Image Naming Partners • Partner A and Partner B • Partner 1 and Partner 2

  11. Speak 2 x slower than you normally speak. Emphasize key words. Pause at the end of phrases. In my opinion, a productive partner demonstrates interest in my ideas when she makes eye contact with me. Lower Your Voice = Use a Private, Scholarly Voice

  12. Everyday Huh? What? What do you mean? I don’t get it. Academic English Will you please repeat that? Will you please restate your idea? Can you explain what you mean by ___? I don’t quite understand your __ example, reason, question decision, perspective, concern Language to Listen Attentively

  13. Academic Discussion: Steps • Decide on the partnering configuration • Give prompt regarding what will be discussed • Give time frame for sharing • Go

  14. Academic Discussion: Steps • Decide on the partnering configuration • Eyeball/Mirror Partners and 1s and 2s • Look at your mirror partner • Decide who is a 1 and who is a 2 • 1s raise your hand, 2s raise your hand • Give prompt regarding what will be discussed • Discuss with your partner: • How will common core impact your classroom instruction? • Give time frame for sharing • You will have 30 seconds each to share • Go • 2s you have 30 seconds to answer the prompt • Then 1s you have 30 seconds to answer the prompt

  15. Academic Vocabulary

  16. Academic Vocabulary

  17. Tier 2: Academic Vocabulary • Used across a variety of environments. Words for which students understand the general concept, but need greater precision and specificity in describing a concept or a person, such as: sets, tables, power, round and route, (for math or science, or for a table of contents • Words that are important and useful for comprehension of the text, such as: character, setting, plot, caption

  18. Tier 2: Academic Vocabulary • Some Criteria for Identifying Tier Two Words • Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains. • Instructional potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts. • Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept.

  19. Tier 3 Vocabulary Grade: 6-8 • Topic: Algebraic Equations • Domain Specific Vocabulary: inequality, linear equation, non-linear equation, simplify, expression, input, output • Grade: 9-12 • Topic: Informed decisions (College & career) • Domain Specific Vocabulary: university, residential life, scholarships and financial aide, majors, campus, career descriptions • Grade: 9-12 • Topic: Chemical reactions • Domain Specific Vocabulary: endothermic, exothermic, nomenclature, oxidation, radiation, catalyst

  20. Generalizations from Research • Students must encounter words in context more than once in order to learn them. • Instruction of new words in context enhances learning those words. • One of the best ways to learn a new word is to associate an image with it. • Direct instruction works. • Direct instruction on words that are critical to new content produces the most powerful learning. • -Marzano

  21. High-Utility Word Instruction

  22. High-Utility Word Instruction certain don’t have the opportunity to get fresh air. usual way irritable tendencies (plural)

  23. Academic Vocabulary Template

  24. Coxhead’s Academic Word List (570 High-Utility Academic Word Families) Group 1/10 (Highest Incidence): analyze assumebenefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure. . . word family: assume, v. assumed, adj. assumption, n. Source: (AverilCoxhead, 2000)

  25. Webb’s DOKQuestion Stems as Starters for Sentence Frames

  26. A Sentence Starter Does Not Ensure Competent Language Production Everytime • Sentence Starter: I could lead a healthier lifestyle by • Predictable Informal Responses • Um…I won’t eat junk food. • Uh…exercise. • Sleep better. • Well, no more Cheetos and sodas. • Eating more healthy stuff.

  27. Sentence Starter vs. Sentence Frame • Sentence Starters require students to already know how to accurately complete the sentence • Sentence Framesadd essential grammatical support so students can produce a competent response in the appropriate register.

  28. A Sentence Frame to Promote Use of Academic Register • What challenges do you face when wanting to lead a healthier lifestyle? • One challenge that I face is ____ (verb + ing) adjusting my schedule to incorporate `exercise. • Verb Bank: Everyday Precise • finding ________ • knowing ________ • dealing with adjusting to • making earning

  29. Sentence Frames • Sentence frames help students use and understand vocabulary and better understand correct sentence structures. • Remember to always model the expected outcomes of the lesson. • For example, if the intent is to use correct grammar, develop sentence frames that address the vocabulary + verb tense that students are working on and have them write sentence frames too.

  30. Sentence Frames • The sentence structure needs to take into account the functions you want the student to understand. • When developing academic vocabulary words, make certain that students understand the meaning of the word and provide sufficient examples and modeling. • Establish a purpose for the sentence frame. • The purpose of the sentence frame is to support the use of specific types of words: conjunctions, transitions, articles, adjectives, comparative, verb tense, subject-verb agreement, as well as the structures for compound/complex sentences.

  31. CollaborationWith A Flair

  32. Academic Discourse is Characterized by Use of… • complete, complex, more lengthy sentences with embedded clauses • precise and technical vocabulary • Domain Specific Words (publisher’s vocabulary) • High-Utility Words (language of the test or prompt)

  33. Academic Discussion Routine Elements • a written, visibly-displayed prompt • adequate think time and brainstorming • sentence frame(s) to model and guide use of academic register • structured partner rehearsal/interaction • active listening tasks • contributions from a range of students • conscientious monitoring

  34. Transition to Academic Discourse Sentence Frame: • The more rigorous expectations of Common Core impacts my classroom instruction by _______________________. I will need to integrate ______ because it ________________. Example: • The more rigorous expectations of Common Core impacts my classroom instruction by enhancing my lessons to meet student academic needs. I will need to integrate new strategiesbecause itwillprovide students with a greater access to the content being taught.

  35. Partner Discussion Directions • Partner 1: Discuss your response with your partner twice • First time: State your response in a complete sentence using the response frame • Second time: Make eye contact and say it with expression • Partner 2: Listen attentively and restate the response • Switch roles • B: discuss, A: listen and restate • Remember the 4Ls. • So, you find it successful to … • Yes! That’s accurate… • Actually, I plan to ….

  36. Productive Partners: Discuss The more rigorous expectations of Common Core impacts my classroom instruction by ____________________. I will need to integrate __________ because it ________________. • So, you find it successful to … • Yes! That’s accurate… • Actually, I plan to ….

  37. Inclusive Participation“Student Accountability”

  38. Structuring Inclusive Participation Options • Preselect 1-2 students to initiate class discussion • Invite a reticent participant with a strong response to contribute when you ask for volunteers • Encourage partner nominations • Invite all partner 1s/2s to stand and report • Randomly select 1-2 students • Allow a reporter to select the next • Ask for volunteers from sections of the classroom

  39. Academic English I select… I choose… I nominate… I’d like to hear from… I’d appreciate a contribution from… Um…(name) I pick… I want… Let’s hear from… How about…? Language to Select Reporters Everyday English

  40. Use Your Public VoiceWhen Reporting During Class Discussion A Public, Scholarly Voice: • Sit up straight. • Move hands away from face. • Project your voice: 3x louder than your private voice. • Speak to the classmate furthest away from you. • Pause appropriately. • Emphasize key words.

  41. What? Huh? Come again? What did you say? I didn’t get that. Speak up. We can’t hear you. Academic English Please repeat that using your public voice. Please say that again audibly so __ can hear. Thank you. This time, sit up and project your voice. Three times louder, using professional voice. Requests for Audible Contributions Everyday English

  42. What can I implement tomorrow, next month, next year? • The strategies for academic language you will look at today can be implemented beginning TOMORROW • NEXT MONTH you will have some examples ready to collaborate with others • By NEXT YEAR the process will be seamless - in time for SBAC testing

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