Designing Academic Response Frames

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 response.

6. Academic Response Frame Example 1: Content Objective:Students will compare and contrast the presentation of an event from two different texts in order to speak about the given subject. Communication Objective: Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California.

7. Academic Response Frame Sample 1: Communication Objective: Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California . Basic Frame: ______ pieces of text mention that _______.One _______ is______________________. Advanced Response Frame: ______________the first text, states that ____________, ______________, the second text states that________________.

8. Academic Response Frame Sample 1: Communication Objective: Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California . Basic Frame: Bothpieces of text mention that people of Japanese ancestry were excluded from the entire Pacific coast. One difference is Earl Warren’s efforts to persuade the federal government. Advanced Response Frame: Even though the first text, states that all Japanese Americans were interned throughout the United States by comparison, the second text states that only a small number of Japanese citizens living in Hawaii were interned. “Some differences I observe between the basic response frame and the advanced response frame are __________________. ” structure content vocabulary

9. Tiered Vocabulary Instruction

10. Academic Response Frame Vocabulary 1: Word Bank: Specific Skill Vocabulary Basic Frame: ______ pieces of text mention that _______.One _______ is______________________. Advanced Response Frame: ______________the first text, states that ____________, ______________, the second text states that________________.

11. Academic Response Frame Example 2: Content Objective: Students will be able to classify triangles based on their angles. Communication Objective: Students will be able to describethe difference between triangle types using complete sentences with words like, acute angle, obtuse angle, right angle, congruent, right triangle, scalene triangle, isosceles triangle, and equilateral triangle.

12. Academic Response Frame Sample 2: Communication Objective: Students will be able to describethe difference between triangle types using complete sentences with words like, acute angle, obtuse angle, right angle, congruent, right triangle, scalene triangle, isosceles triangle, and equilateral triangle. Discussion Task: Describe the angles in each triangle. Identify the types of triangles you see based on the angles identified. Basic Response Frames: This triangle has ____ (quantity) ___________(acute, obtuse, right) angles. This triangle is ______________ (right, equilateral, scalene, isosceles) because it has _________ (quantity) __________(acute, obtuse, right) __________ angles. Advanced Response Frame: Since this triangle has _________(quantity) ________(right, obtuse, acute) angle(s) and __________(quantity) ________(right, obtuse, acute) ______ angles, it is classified as a(n) ____________(equilateral, scalene, right, isosceles) triangle.

13. Academic Response Frame Sample 2: Communication Objective: Students will be able to describethe difference between triangle types using complete sentences with words like, acute angle, obtuse angle, right angle, congruent, right triangle, scalene triangle, isosceles triangle, and equilateral triangle. Discussion Task: Describe the angles in each triangle. Identify the types of triangles you see based on the angles identified. Basic Response Frames: This trianglehas one right angle. This triangleis equilateralbecause it has three acute angles. Advanced Response Frame: Since this trianglehas 1 right angle and 2 acute angles, it is classified as aright triangle.

14. Academic Response Frame Vocabulary 2: Word Bank: Basic Response Frames: This triangle has ____ (quantity) ___________(acute, obtuse, right) angles. Advanced Response Frame: Since this triangle has _________(quantity) ________(right, obtuse, acute) angle(s) and __________(quantity) ________(right, obtuse, acute) ______ angles, it is classified as a(n) ____________(equilateral, scalene, right, isosceles) triangle.

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 Academic Response Frames English Language Arts Standards » Reading: literature» Grade 5 Key Ideas and Details RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Content Objective: Students will compare and contrast two or more characters using specific details in the text. Mathematics » Grade 4 » Number & Operations- Fractions 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100. Content Objective: Students will be able to identify decimals equivalent to fractions with denominators of 10 and 100. • 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