Apps and Academic Language in PE
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Transcript of Apps and Academic Language in PE
Apps and Academic Language in PE
Phoebe Constantinou, Ed. D Anya Eckhardt, MS Ithaca College
Department Of Health Promotion & Physical Education CSZ Mini
Conference- January 30th , 2015 Todaysmeet.com/ALPE Go to the above
site and give yourself a name to join our room discussion
Todaysmeet App Academic Language Demands
Vocabulary, Signs, Symbols, Key Phrases Language Function Syntax
Discourse Vocabulary Language Function LitLinks App LitLinks App
Syntax & Discourse Academic Language Objectives Academic
Language Objectives
Student will be able to: What do we want students to be able to do?
In what kind of situation? How well we want them to be able to
perform the task? What do we want students to be able to do?
Know the word of the day(Vocabulary) Describe the word of the day
(Language Function) Verbally say the word of the day or write it in
complete sentence (Discourse & Syntax) In what kind a
situation?
Peer feedback or interaction Discussing in complete sentences Word
Quilt Venn Diagram Word Wall Reciting teaching cues How well do we
want them to be able to perform the task?
Types of Assessment Tools: Exit Slip (labeling, writing, drawing)
Venn Diagram Peer or Self Checklist Worksheets Elementary Level
Objectives & Assessments Vocabulary Objective Objective:
Students will be able to name the motor skill(s) of the (e.g.,
underhand throw) of the day by correctly completing the exit slip.
Teacher Provides: Word Quilt: - the words of the day Read out loud
to studentswhile demonstrating the motor skill (e.g., underhand
throw) Students Do: Say the word out loud with the teacher together
as a class during demonstration Requesting their partner to throw
the ball using the appropriate vocabulary (e.g., throw me an
underhand pass) Assessment Tool: Vocabulary Socrative Socrative
Other Functions Language Function Objective
Objective:Students will be able to name the skill and sequence the
teaching cues (e.g., underhand and overhand) using pictures,
orally, or in writing. Teacher Provides: Names and demonstrates the
skill following with the teaching cues Sequencepictures of the
skill on the wall Call out the skill and then students perform each
teaching cue at the teachers command Opportunities for students to
work with a partner Students Do: Repeat the name of the skill
(vocabulary) Perform the teaching cue as called by the teacher Work
with partners- one student calls out the name of the skill and
(vocabulary)follows with the teaching cues one step at a time. The
other student performs each cue. Rotating roles Assessment Tool:
Language Function LitLinks App Language Function Objective
Objective: Students will be able to verbally compare and contrast
the throw of a light object and a heavy object during a class
discussion using grammatically correct sentences. Teacher Provides:
Provide light and heavy objects and discuss the similarities and
differences Partner students up to explore and experience what kind
of skills they can do with the light and heavy objects. Have them
discuss it with their partners in full sentences. Allow students to
use the Communication Station for support Put up the Venn Diagram
Students Do: Explore andexperience using heavy and light objects
Work with partners- discuss what they find similar or different
using a light or heave object. Expect them to use correct grammar
and full sentences. Are allowed to use Communication Center for
support Assessment Tool: Language Function Slow Motion Video Player
Secondary Level Objectives & Assessments Vocabulary Objective
Objective: Students will be able to write the name of the skill and
list all the teaching cues associated with the motor skill of the
day by using complete sentences on an exit slip. Teacher Provides:
Wall Skill Poster a poster with the skill name and the teaching
cues Check list with the name of the skill (vocabulary) and the
teaching cues (e.g., jump shot) Students Do: Can check the name of
the skill and teaching cues on the wall poster Using the Check List
(e.g., jump shot,defense positioning ) students give feedback to
their partners and mark down which teaching cues are met, need
improvement or not met Assessment Tool- Vocabulary
Discourse: Writing Word of the Day: Jump shot & Zone defense
Name: _______________________ Please correctly label the skill that
the cues are describing. Example One: Three steps approaching the
target Plant opposite foot of the throwing arm and drive the knee
up to a jump Bring shooting arm up and back Rotate shoulders Whip
throwing arm forward toward the goal (elbow, shoulder, forearm,
wrist)) Follow through: throwing arm continues across the body Land
on takeoff foot These cues explain a __________ (jump shot) Example
Two: Understands each zone area and its responsibility Stays in
zone and plays the area not, the player Keeps body between offender
and the goal Can play multiply zone areas These cues explain a
_____________(Zone defense). Quizlet Language Function
Objective
Objective # 2f: Students will be able to interpret the results of
the defensive or offensive strategy used during game play by
responding on the question on the iPad. Teacher Provides: Explains
how effective offensive and defensive strategies would impact the
score results of a game. Puts students into groups. Students Do:
Take time to interpret the score results in relation to the
offensive and defensive strategies used in the game. Take time out
of the game to discuss/interpret their scores and how they can
improve them. Assessment Tool: Function
Assessment # 4v- Sample Playbook: Discourse: Writing Words of the
day: Offensive and defensive strategies Group Members Names:
______________________________ Offensive Play Name:
__________________________ Using the complete sentences and correct
vocabulary describe the offensive play.
_____________________________________________________________________________________________
In the box below, draw a diagram of the offensive play. Defensive
Play Name: __________________________ Using the complete sentences
and correct vocabulary describe the defensive play.
___________________________________________________________________________________________
In the box below, draw a diagram of the defensive play. CoachNote
CoachNote CoachNote CoachNote Write Your Own Vocabulary Objective-
Word of the Way
Students will be able to ___________ (how the student will perform,
what we want them to do) the _____________ (vocabulary of the day,
in what kind of situation) by completing the _____________
(assessment tool). Vocabulary: Motor skill, Strategies, Benefits,
Movements, Signals, Forces, Levels, Teaching Cues Assessment Tools:
Exit Slip, Peer Checklist, Worksheet, Prompt Sheet, Journal
Response, Playbook Write Your Own Language Function Objective
Students will be able to ___________ (how the student will perform,
what we want them to do) the _____________ (language function of
the day, in what kind of situation) by completing the _____________
(assessment tool). Words Language Function: Compare & Contrast,
Interpret, Describe, Sequence, Recognize, Name, Recall, Analyze,
Define Assessment Tools: Exit Slip, Sequencing Sheet, Performance
Analysis Report, Peer Checklist, Worksheet, Venn Diagram, Prompt
Sheet, Journal Response, Playbook Academic Language in PE App
(Elementary & Secondary) Strategies for Promoting Academic
Language (Discourse & Syntax)
Expectstudents to use correct grammar and syntax while practicing
academic language demands. Communication Center Wall quilt (read)
Word wall (read & write) Graphic Organizers (read, write) Note
Cards (listen, read, verbally ) Check Lists (verbally, read)
(Greek) Pass perasma Word Wall Communication Center Word
Quilt
To move the ball/object from one person to another Petros passed me
the ball and I was able to score. Word Quilt Technology To Use for
Academic Language
Doodle Buddy Coach Eye References Bowers, E. & Keisler,
L.(2010). Building academic language through content-area text.
Strategies to support English language learners. Huntington Beach,
CA. Shell Education. Constantinou, P., & Wuest, D. A. (2013).
Academic language toolkit.Retrieved from Hundley, M.(2012).
Academic Language, edTPA TM [PowerPoint slides]. Retrieved from
Kinsella, K. (2012). Disrupting Classroom Discourse: Preparing
English Language Learners for Common Core Academic Language
[PowerPoint slides]. Retrieved from Lippincott, A. &
Hill-Bonnet, L. (2008). Academic Language. What is it? How do I
know if I see it?[PowerPoint slides]. Retrieved from Short, D.
(2002). Language learning in sheltered social studies classes.
TESOL Journal, 11(1), Sweetwater District-Wide Academic Support
Teams, (2010). The Academic Language Function Toolkit [PDF
document]. Retrieved from Wasik, B. A. (2006). Building vocabulary
one word at a time. Young Children, 61, Socrative Quizlet Quizlet
Quizlet Quizlet Quizlet Technology Quizlet Create or have students
create flashcards to review terms in a unit Spelling and
pronunciation