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Designing Academic Response Frames

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24 diapositives · 377 Views · Jul 19, 2014

This guide focuses on creating academic response frames that enhance student communication skills and support language acquisition. By integrating structured response frames, teachers can assist students in using appropriate academic vocabulary and grammar in both speaking and writing tasks. The guide outlines a step-by-step approach to design effective response frames, craft clear communication objectives, and develop vocabulary word banks. It aims to foster an environment of excellence, equipping students with the skills needed to thrive in a competitive global economy.

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  1. Designing Academic Response Frames Supporting Language Acquisition and Global Competencies

  2. OUSD Mission Statement “The Orange Unified School District, being committed to planning for continual improvement, will offer a learning environment of excellence, with high expectations, to provide each student with the opportunity to be able to compete in the global economy.”

  3. Academic Response Frames Defined An academicresponse frame assists students in communicating the communication objective. An academic response frame: • Requires students to perform a communication task. • Supports students in using academic vocabulary when speaking or writing. • Supports students in using correct grammar/usage when speaking or writing. • Provides a structure for academic discourse.

  4. Designing Academic Response Frames Graphic Organizer

  5. Designing Academic Response Frames • Begin with a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way. • Identify what you want the students to say. • Design academic response frame(s) for student use. • Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses.

  6. Academic Response Frame Example 1: Content Objective: Students will measure the length of an object. Communication Objective: Students will describethe length of different classroom objects using numbers and academic vocabulary.

  7. Academic Response Frame Sample 1: Communication Objective: Students will describethe length of different classroom objects using numbers and academic vocabulary. Basic Response Frame: The length of the table is _________. Advanced Response Frame:   The ________ of the table is _________.

  8. Academic Response Frame Sample 1: Communication Objective: Students will describethe length of different classroom objects using numbers and academic vocabulary. Basic Response Frame: The length of the table is 46 inches. Advanced Response Frame:   The width of the table is 55 centimeters. “Some differences I observe between the basic response frame and the advanced response frame are __________________. ” structurecognitive demands content vocabulary

  9. Tiered Vocabulary Instruction

  10. Academic Response Frame Vocabulary 1: Word Bank: Basic Response Frame: The length of the table is _________. Advanced Response Frame:   The ________ of the table is _________.

  11. Academic Response Frame Example 2: Content Objective: Students will recount Lon Po Po using key details from the text. CommunicationObjective: Using sequencing words and past tense verbs, students will summarizeLon Po Po.

  12. Academic Response Frame Sample 2: Communication Objective: Using sequencing words and past tense verbs, students will summarizeLon Po Po. Basic Response Frame: First, the mother _______________________. Advanced Response Frame: _______, the wolf _____________________.

  13. Academic Response Frame Sample 2: Communication Objective: Using sequencing words and past tense verbs, students will summarizeLon Po Po.. Basic Response Frame: First, the mother visited the grandmother. Advanced Response Frame: Afterword, the wolf plummeted from the rope.

  14. Academic Response Frame Vocabulary 2: Word Bank: First, the mother _______________________. _______, the wolf _____________________.

  15. Response Frame Activities • Activity: Picture Frames • Overview: The teacher provides the class with a picture about the content. The teacher will provide the students with a communication objective and a response frame. Students will use these tools to craft a statement about the picture. • Example: • Communication Objective: Students will provide evidence of their thinking using sequential transition words such as: first, then, next, etc.. • Academic Response Frames: I believe this book will be about ___________________________. My evidence _____________________________________________.

  16. Picture Frames Sample I believe this book will be about ___________________________. My evidence _____________________________________________.

  17. Designing Academic Response Frames Graphic Organizer

  18. Designing Academic Response Frames: • Begin with a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way. • Identify what you want the students to say. • Design academic response frame(s) for student use. • Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses.

  19. Creating Communication Objectives 2nd Grade Standard: RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Content Objective: Students will identify the main topic of a multi-paragraph text. 3rd Grade Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Content Objective: Students will describe how a character’s actions contribute to the sequence of events. 3rd Grade Standard: 3.G.2. Partition shapes into equal areas. Express the area of each part as a unit fraction of the whole. Content Objective: Students will divide a circle into equal areas each expressed as a unit fraction of the whole. • Choose one of the communication objectives you wrote • earlier today and write an academic response frame.

  20. Communication Objectives Tuning Protocol • Individuals or partners present Communication Objectives. • Audience asks “Clarifying Questions.” • Audience provides “Warm Feedback.” • During this time, the person presenting does not interact with the person giving feedback, they simply listen. • Audience provides “Cool Feedback.” • During this time, the person presenting does not interact with the person giving feedback, they simply listen. • Audience suggests “Next Steps.” • Individual or partners reflect on feedback. • Repeat process until all individuals or partners have shared.

  21. Tuning Protocol Response Frames Clarifying “A clarifying question I have is _________.” “I am not clear about _________.” Warm “I liked the way _________.” “One aspect I liked _________.” Cool “You might consider_________.” “Have you thought about _________.” “ I am wondering if _________.”

  22. Response Frame Activities • Activity: Speak Like a Scholar • Overview: The teacher provides the class with a very basic response frame. The students will strive to turn the basic response frame into a more advanced response frame. • Example: • Teacher gives this to students: • I solve problems involving speed by first ____________________. • Sample Student Response • When calculating problems involving speed one must first ____________________ .

  23. Speak Like a Scholar Sample A square is like a rectangle because _______________________. Do not fill in the frame. Rewrite the frame using Tier Two words and a different grammatical structure. Note: For students who are struggling a word bank can be incorporated into this activity. “The word bank should include ____________________.”

  24. Session Outcomes