The Use of Academic Language

Ellen Duffy & Janet Bryson

Agenda1. Research says…

2. Experience Effective Strategies

3. Organizers and Foldables

It has been said that all students are Second

Language Learners in regard to Academic Content

Language.

The limits of my language mean the limits of my world.

-Gloria Steinem

• First-grade children from higher-SES groups know about twice as many words as lower SES children.

(Graves, Brunetti, Slater, 1982;Graves & Slater, 1987)

• High School seniors near the top of their class knew about four times as many words as their lower-performing classmates. (Smith, 1941)

• High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders.

(Smith, 1941)

VocabularyThe Scope of the Problem

Factors in Language Recognition

Students learn what they practice.

Generally speaking, more exposures are needed for:Younger learners

More abstract words Words easily confused with already known words

(nouns and verbs are learned faster than function words)Gates, 1931;McCormack, l999: Montgomery,2000

How much practice is needed before a word is recognized automatically?

Factors in Language Recognition

Cognitive Level IQ Range Exposures

Significantly Above Average 120-129 20Above Average 110-119 30Average 90-109 35Slow Learner 80-89 40Mild Disability 70-79 45Moderate Disability 60-69 55

Gates, 1931;McCormack, l999: Montgomery,2000

• Engage in Wide Reading

• Foster Word Consciousness

• Teach Word learning Strategies

• Teach Individual Words

Four Components of a Comprehensive Vocabulary Program

• Levels of Word Knowledge Activity

• Frayer Model & Individual Vocabulary Log

• Problem Organizer

• Compare & Contrast

• Content Conversation

• Word Wizard

• Graphic Organizers

• Foldables

Effective Vocabulary Strategies

Levels of Word Knowledge

Unknown Meaning is completely unfamiliar

Acquainted Basic meaning is recognized, after (Somewhat) some thought

Established Meaning is easily, rapidly, and (Got It) automatically recognized

• Before beginning a unit, take a survey of the vocabulary to see where your students are.

• Give students the list and have them rate the words as unknown, acquainted (Somewhat), established (Got It).

• Collect to get a sense where students are.

Levels of Word Knowledge Activity

You try it!

1. Present students with a brief explanation or description of the new term or phrase

2. Present students with a nonlinguistic representation of the new term or phrase.

3. Ask students to generate their own explanations or descriptions of the term or phrase

4. Ask students to create their own nonlinguistic representation of the term or phrase.

5. Comparing and contrasting

Five Step Process for Teaching Vocabulary

(Robert Marzano)

Includes the word:The definitionAn exampleNon-exampleReminder:

an illustrationnon-linguistic representation

Or Facts/Characteristics

Frayer Model

Frayer Model: Proportion

Definition

Ratio = ratio

Important Features•Cancel horizontally; Cancel vertically

•NEVER cancel diagonally across an =

•Cross multiply and solve the equation

•Ratio Word Problem: write word rate first

•Direct variation problems may be solved with a proportion

Examples Non-Examples

2

3 5

x

2 4

5 5 1

x y x

z x

3

14x x

124

3 5

x

Analysis of: Vocabulary

What is given?What you are trying to find?

An IllustrationThe solution

Problem Organizer

A signal flare is fired upward with an initial speed 245 m/s. A stationary balloonist at a height of 1960 m sees the flare pass on the way up. How long after this will the flare pass the balloonist again on the way down?

Problem Organizer Example

This is a Pair Activity where students try to use new vocabulary in context. For every correct use of a word, the students scores a

point.

Content Conversation

Watch the Demo

Word Wizard

Beck, McKeown, Kucan, 2002

Students are challenged to look and listen for targeted words outside of their classroom.

One point is earned by reporting where a word was seen or heard

and how it was used.

Graphic Organizers

• Venn Diagram

• Double Bubble

• Math Graffiti

Venn Diagram

Different Alike Different

__________________________________________ __________________________________________

You try the Slope Double

Bubble!

Foldables

• Flip Chart

• Secret Book

Big Book of Math for Middle School and High School by Dinah Zike’s

What 2 or 3 strategies will you incorporate into your

current lesson plans?

PLAN NOW.

Record your plan on the back of your handout.