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Building Academic Language

Building Academic Language. An Introduction to Tiered Vocabulary. Goals. Define Academic Language Practice student talk strategies Identify and “Pull Out” Tiered Vocabulary from text. Academic Language. What the research says.

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Building Academic Language

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  1. Building Academic Language An Introduction to Tiered Vocabulary

  2. Goals • Define Academic Language • Practice student talk strategies • Identify and “Pull Out” Tiered Vocabulary from text

  3. Academic Language What the research says...

  4. Students’ development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school.Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)

  5. Academic Language

  6. Research shows that average students learn approximately 7 words per day (Miller, 1978). • At-risk students are learning less than 1-2 words per day or none at all. • But there are too many words in the English language to teach! • Not all words call for attention. (Beck, 2001)

  7. Academic Language

  8. Vocabulary & Discourse Old School… Drill & Kill List of words & a dictionary Quiz at end of week

  9. Vocabulary & Discourse New School… Tiered vocabulary Connections to mentor texts (& CCSS) Interactive practice Language awareness

  10. Identifying Words:Tier 1 • Tier 1 words are words most children know in their primary language • Frequently used in oral discourse • Consist of basic words, connectors, and/or compounds • Often demonstrated easily through visuals, motions, or gestures baby, clock, happy, walk, jump, hop, slide, girl, boy, dog, long Beck, I. et al, 2002; Calderon, M. 2011

  11. Identifying Words: Tier 2 • Complex words and longer phrases ~ bookishness, “all of a sudden” • Polysemous words (multiple meaning words) ~ plot, table, • Idioms ~ “kicked the bucket” • Noun Phrases ~ “long time,” “Great Depression” • Phrasal Verbs ~break up, break down, break into • Prepositional phrases ~ “on the verge” Source: Calderon, M. 2011

  12. Identifying Words: Tier 2 • Connectors and transition words ~ as a result • Specific and sophisticated words that cross multiple content areas ~ analysis • Previous conceptual understanding builds word knowledge ~ may not know the words “sophisticated” or “elegant” but knows the concept and word “pretty” Source: Calderon, M. 2011

  13. Identifying Words:Tier 3 • Low frequency of use • Often limited to specific domains • Words used infrequently or jargon • Often defined in footnote or glossary • Best learned when a specific need arises • Very important to understanding academic content but generally confined to one subject area ~ isotope, lathe, peninsula, refinery (Beck,I. et al, 2002; Calderon, M. 2011)

  14. Examples of the 3 Tiers

  15. Let’s Practice Sorting Tiered Vocabulary • Choose an example as a group • Read the text at your table • Find five examples in each tier and fill in the chart • Compare your words and discuss your reasoning. Use the Academic Conversation Moves chart as support.

  16. Did you have general consensus on most words? • What was challenging? Pulling out Tiered Vocabulary Words • How might you teach a Tier 2 word you identified? • Were any words both Tier 2 and Tier 3?

  17. Academic Talk Strategies/Toolbox • Answer Cards • Table Talk/Partner Work • Academic Conversation Moves Chart • Pulling out Tiered Vocabulary • Whole Group Debrief: Cold Call, Restate, Synthesize • Whole Group “Dipstick” with Answer Cards/Standing

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