Building Academic Discourse Angel J. Barrett, Ed.D. Facilitating Academic Discourse Presentation...

Building Academic DiscourseAngel J. Barrett, Ed.D.

Facilitating Academic Discourse

Presentation focuses on on academic vocabulary and student-led discussion techniques for rigorous instruction. How can administrators lead their staff in

building academic discourse and what should leaders be seeing in the classroom? In addition to examples of what students are expected to learn in

English language arts, the presentation will also look at constructing viable arguments and critiquing the reasoning of others in mathematics.

Learning Objectives

At the end of this presentation, participants will•Have a repertoire of instructional models to build academic discourse.•Refresh/recycle best practices into building academic discourse.•Have additional resources for professional development that builds academic discourse.

Academic Discourse is the result of…

• Experience• Familiarity• Playing with language.

5th Grade StandardsListening and Speaking English Language Arts Math Practice Standard #3Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Construct viable arguments and critique the reasoning of others

Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

RL 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Preparation and Planning Academic Discourse

In 5th grade, what will students need to do?

• Draw Conclusions/Use Details (Gr. 5 Quote from text)• Example: What does Naomi learn about Grandma Ruth? Use

details from the text to support your answer.

• Multi-Step ResponsesExample: Five swimmers compete in the 50-meter race. The finish

time for each swimmer is shown in the video.Swimmer 1: 23.42Swimmer 2: 23.35Swimmer 3: 23.24Swimmer 4: 23.21Swimmer 5: 23.18Explain how the results of the race would change if the race used a

clock that rounded to the nearest tenth.

Planning Academic Discourse

Mechanical Check

• Can students decode the information?• Are there specific sounds that they do not know?• Are they struggling with multisyllabic words?• Do you need to pre-teach/re-teach some of the words?• Can they read with fluency?• Are students chunking the text or reading word by

word?• Do they stop at the end of a sentence?• Do they pause with commas?

Source: https://www.nprinc.com/rti-and-socio-economically-disadvantaged-students

Levels of Understanding

Read, Read, Read

Source: http://chartchums.wordpress.com

Simple Strategies• Read at least three times.• Look for key search words. (Reference search

engines on the internet.)• Look for patterns.• Restate the question in their own words.• Divide the question into parts. Number each part

so they can see how many things that they have to do.

• Allow students to play with language by talking and writing first.

Look for…..

• Evidence of long-term planning

• Mini-lessons for skills

• Flexible Grouping

• Small group instruction

• Artifacts from all levels of instruction

• Pre-teaching struggling readers.

Listen for…..

• Text presented in multiple ways: read aloud, small group and independent

• Modeling (think alouds) and Guided Practice

• Multiple Reads

• Fluency including Chunking

• Explicit teaching of strategies

Language of Argumentation

• the vocabulary needed to articulate either orally or through writing the process of reasoning and drawing conclusions and applying them to the case in discussion

• Included in Isabel Beck’s Tier 2 “must-know words”

• Targeted words that are key to expressing content mastery or comprehension

Tiered Vocabulary Pyramid

Source: http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary

Kimberly Tyson: No Tears for Tiers: Common Core Tiered Vocabulary Made Simple

May 26, 2013 By Kimberly

2. Focus for Instruction

http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

ELA BookmarksTulare County Office of Education

TCOE ELA Bookmarks

Screenshot from www.tcoe.org

Talk to a colleague about it….

Which of the following vocabulary words would be Tier 2 words and why? Tier 3 words and why?

question, answer, folktales, fables, demonstrate, key details, resolution, point of view, plot, digital text

Marzano’s 6-Step Process(example of explicit vocabulary instruction)

Six-Step Vocabulary Process

http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Language of the Discipline

• Vocabulary specific to an academic domain

• Isabel Beck’s Tier 3 words

• Low-frequency words taught in specific content areas

Word Wall Samples

Think Like a DisciplinarianDr. Sandra Kaplan, USC

Screenshot from http://www-bcf.usc.edu/~skaplan

Think Like a Zoologist

Source: http://www.occgate.org/conf/2010/mgriffith_tlad1.pdf

Think Like a Paleontologist


Think like a Journalist


Think Like a Historian

Originator: Stanford History Education Group https://sheg.stanford.edu/home_page

CommunicatorCalifornia Association for the Gifted, Winter 1996

Victoria Steinitz and Sandra Kaplan

Simple to Complex

My birthday is today. I got a bicycle.•Active and passive sentences.

– Today is my birthday. I was given a bicycle.– Because today is my birthday, I was given a bicycle.

•Compound sentences.– My birthday is today, and I got a bicycle.

•Colons and semi-colons.– My birthday is today; I got a bicycle.

•Adding clauses.– Because today is my birthday, I got a bicycle.

“Sunlight from the late morning sun filtered in through the leaves of the dogwood tree outside the open window.”

From Grandmother Ruth

Sunlight from the late morning sun filtered in through the leaves of the dogwood tree outside the open window.The author has taken the sentence Sunlight filtered in. and added four prepositional phrases to create a picture.

I was throwing it. Bowie was bringing it back.

“By the end of our session, I was throwing it straight as an arrow and Bowie was bring it back as fast as he could.” from Grandma Ruth

Sunlight filtered in. Sunlight from the late morning sun filtered in.Sunlight from the late morning sun filtered in through the leaves.Sunlight from the late morning sun filtered in through the leaves of the dogwood tree.

Dogwood Tree

Drawing ActivityThe Beach House

I love my grandparent’s beach house. There are waves and sand. There are crabs under rocks. We dig for clams.

Example from 4th grade writing (48)

Drawing ActivityThe Beach House

I will always love my grandparent’s beach house. The way the waves roll over the gooey sand, and the way the sand weaves in between your toes. The way we pick up barnacle-covered rocks and watch the sand crabs scurry away, and how we dig for clams and end up knee deep in the never ending sand.

Excerpt from http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdf

The Beach HouseSenses Example Feeling/Emotion

Touch gooey

Hear waves roll over the sand

Vision waves roll over the sand

Vision barnacle covered rocks

Academic Vocabulary: explicit, inference, textual evidence, conclude, author’s purpose, quote


Why did the author write this text?

The author wrote this text because…..

The author’s purpose in writing this text was _______.

Based on the textual evidence from page __, I can conclude (or infer) that the author wrote this text because.

Because the text explicitly states ________, I can conclude that the author’s purpose is writing this text was ________?

Play with words…

Using the same vocabulary words, see how many different frames you can create for this question prompt:What can you conclude from this text?


(Note: You may use other vocabulary. These are examples from the ELA bookmark that are associated with this anchor standard.)

Math Practice Standard #3construct viable arguments and critique the reasoning of others.

Learn Zillion.com

SBAC release item: Swimmers

Five swimmers compete in the 50-meter race. The finish time for each swimmer is shown in the video.

Swimmer 1: 23.42Swimmer 2: 23.35Swimmer 3: 23.24Swimmer 4: 23.21Swimmer 5: 23.18Explain how the results of the race would change if the race used a

clock that rounded to the nearest tenth.

(author’s chair)

Think like a Mathematician

meter 50-meter race

changeresults would change

tenthrounded to the nearest tenth

Conclude, inference, quote, summarize, solution, example, compare/contrast, influence, develop

Enrique: After changing each swimmer’s time to the nearest tenth, I found that three of the swimmers finished at 23.2 seconds and two swimmers finished at 23.4 seconds. Therefore, swimmers 3, 4, and 5 are now tied for first place. Swimmers 1 and 2 are now tied for second place.

Critique: Enrique did not compare and contrast the races. He only told the results of the race with the time rounded to the nearest tenth. In summary, he did not explicitly state how the results would change as the questions asks.

SBAC release item: Swimmers

Five swimmers compete in the 50-meter race. The finish time for each swimmer is shown in the video.

Swimmer 1: 23.42Swimmer 2: 23.35Swimmer 3: 23.24Swimmer 4: 23.21Swimmer 5: 23.18Explain how the results of the race would change if the race

used a clock that rounded to the nearest tenth.

Teaching Kids about Revisinghttps://www.youtube.com/watch?v=RBKqgOvmJ8w

Look for…..

• Explicit vocabulary instruction

• Word walls

• Opportunities for students to play with words

• Real-world applications

• Sentence lifting

• Sentence deconstructing and construction

Listen for…..

• Vocabulary instruction

• Tier 2 words

• Tier 3 words

• Revision

• Playing with language

• Multiple opportunities to express the same idea

New e-edition: Principals’ Handbook

Learning Objectives

At the end of this presentation, participants willhave a repertoire of instructional models to build academic discourse.Pre-teach, highlighting model to chunk, read aloud, choral read, partner read, observation look for/listen for, playing with language to create sentence frames, charting author’s description, reflection on learning

Learning Objectives

At the end of this presentation, participants willrefresh/recycle best practices into building academic discourse: read 3 times, re-read, simple strategies, color-coding, tiered vocabulary, sentence strips to jigsaw, word walls, sentence lifting, visualize/draw, sentence frame, personal dictionary

Learning Objectives

At the end of this presentation, participants willhave additional resources for professional development that builds academic discourse: SBAC release questions, Sandra Kaplan, Isabel Beck, Kimberly Tyson: No Tears for Tiers, Tulare County Office of Education, Robert Marzano, Stanford University: Think Like a Historian, Student Writing Prompts website, Learn Zillion.com, Teaching Kids about Revison (YouTube)

Building Academic Discourse Angel J. Barrett, Ed.D. Facilitating Academic Discourse Presentation...

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