Application of Academic

Language for CCSS and SMARTER

BalancedDepartment Chair and Teacher Leader

Presenters:Kim Kumar and Dawn Abrams

Academic Discourse:

The kinds of language used in academic settings

District Wide FocusAcademic Language

Strategies:oAcademic Register

oEffective Collaboration (Productive Partners)

oAcademic Vocabulary

oSentence Frames

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)

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.

Academic Register

“We tend to write the way we speak.”

Academic Register• The type of language used in a given situation

oFor 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

Academic Register

Informal Verbal Response

Formal Constructed Verbal Response

Formal, Brief Written Response

Jobs

The language

Learning English

One challenge that recent immigrants face is learning an entirely new language.

One challenge faced by recent immigrants is learning an entirely new language. English communication and literacy skills are critical for adult immigrants if they want to have jobs that pay well or attend college.

What challenges do recent immigrants face when first arriving in a new country?

CollaborationProductive PartneringAcademic Discussions

Pair-Share

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

Lower Your Voice = Use a Private, Scholarly Voice • 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.

Language to Listen Attentively

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

Academic Discussion: Steps

1. Decide on the partnering configuration

2. Give prompt regarding what will be discussed

3. Give time frame for sharing

4. Go

Academic Discussion: Steps1. Decide on the partnering configuration

oEyeball/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

2. Give prompt regarding what will be discussedoDiscuss with your partner:

• How will common core impact your classroom instruction?3. Give time frame for sharing

oYou will have 30 seconds each to share 4. Go

o2s you have 30 seconds to answer the promptoThen 1s you have 30 seconds to answer the prompt

Academic Vocabulary

Academic VocabularyTier 1Basic

Tier 2High frequency/

Academic Vocabulary

Tier 3Low frequency/Content-Specific

Consists of the most basic words, rarely requires instructional attention to their meanings in school

Frequency is high and is used across a variety of domains. Contains multiple meanings. Promotes cognitive function

Frequency of use is low and limited to specific domains, best learned when a specific need arises

Walk, cup, want, clock, baby, happy

analyze, approach, benefit, estimate, evaluate, method,

Isotope, lathe, peninsula, refinery

● 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

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.

Tier 2: Academic Vocabulary

Tier 3 VocabularyGrade: 6-8● Topic: Algebraic Equations● Domain Specific Vocabulary: inequality, linear equation, non-

linear equation, simplify, expression, input, outputGrade: 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

• 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

Generalizations from Research

High-Utility Word Instruction

Word Meaning Meaningful Sentence

Images

tend totend toverb

to usually do a _____________ thing

Students tend to get restless at school on rainy days because they _______________

tendencyten•den•cynoun

a ____________ of doing something

After several rainy school days, teachers have a tendency to become _______________________

High-Utility Word InstructionWord Meaning Examples Images

tend totend toverb

to usually do a ________thing

Students tend to get restless at school on rainy days because they ______________________________

tendencyten•den•cynoun

a ____________ of doing something

After several rainy school days, school teachers have a tendency to become _______.

certain

don’t have the opportunity to get fresh air.

usual way

irritable

tendencies (plural)

Academic Vocabulary Template

Coxhead’s Academic Word List (570 High-Utility Academic Word Families)Group 1/10 (Highest Incidence):

analyze assume benefit 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: (Averil Coxhead, 2000)

Webb’s DOKQuestion Stems as

Starters for Sentence Frames

A Sentence Starter Does Not Ensure Competent Language

Production Everytime• Sentence Starter: I could lead a healthier

lifestyle by • Predictable Informal Responses

oUm…I won’t eat junk food.oUh…exercise.oSleep better.oWell, no more Cheetos and sodas.oEating more healthy stuff.

Sentence Starter vs. Sentence Frame

• Sentence Starters require students to already know how to accurately complete the sentence

• Sentence Frames add essential grammatical support so students can produce a competent response in the appropriate register.

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 Precisefinding ________knowing ________dealing with adjusting tomaking earning

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.

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.

CollaborationWith A Flair

Academic Discourse is Characterized by Use of…• complete, complex, more lengthy sentences

with embedded clauses• precise and technical vocabulary

oDomain Specific Words (publisher’s vocabulary)oHigh-Utility Words (language of the test or prompt)

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

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 strategies because it will provide students with a greater access to the content being taught.

Partner Discussion Directions

• Partner 1: Discuss your response with your partner twiceoFirst time: State your response in a complete sentence

using the response frameoSecond time: Make eye contact and say it with

expression• Partner 2: Listen attentively and restate the response• Switch roles

oB: discuss, A: listen and restate• Remember the 4Ls. So, you find it successful to …

•Yes! That’s accurate…•Actually, I plan to ….

Productive Partners: DiscussThe 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 ….

Inclusive Participation

“Student Accountability”

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

Language to Select Reporters

Everyday English 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…?

Use Your Public Voice When 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.

Requests for Audible Contributions

Everyday EnglishWhat?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.

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