BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing.

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BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing

Transcript of BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing.

Page 1: BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing.

BUILDING ACADEMIC LANGUAGE

October, 2013

ListeningSpeakingReadingWriting

Page 2: BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing.

BUILDING ACADEMIC LANGUAGE

ScienceMathSocial StudiesLanguage Arts

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Second Level – Under the Ocean

Academic Language

• Fundamental to success in school

• Academic vocabulary

• Complex language• Abstract thinking• Requires 5 – 7

years

The Second Level• Less visible• Deeper level

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So how do teachers help build ACADEMIC LANGUAGE????

ACADEMIC LANGUAGEUnderstanding Words and Expressing those words in

complete thoughts.

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AN ANALOGY to remember:

VOCABULARY = THE BRICKS

THE WAY WE EXPRESS THE VOCABULARY

= THE MORTAR

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Why should we explicitly teach Vocabulary?

We can communicate by using words that are not placed in the proper order, words that are not

pronounced perfectly, or words that don’t contain the proper grammar, but communication often

breaks down if we do not know the correct word.

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• The new Common Core standards emphasize vocabulary development.

• Research consistently shows vocabulary to be an important factor in reading comprehension and academic achievement.

• A strong grasp of vocabulary is needed if students are to read and write well in disciplines such as math, science and history.

(from “Literacy Implementation Guidance for the ELA Common Core State Standards”, from the International Reading Association).

Why Should we teach Vocabulary?

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Different parts of memory are stored in various places of the brain.

Understanding of a concept re-assembles when the memory is recalled.

The primary key to recalling stored data is vocabulary.

from Vocabulary at the Center, by Amy Benjamin and John Crow

Why Should we teach Vocabulary?

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WORD WORK

VocabularyPhonicsSpelling

READINGWRITING

MATH SOCIAL STUDIES SCIENCE

WHEN DO TEACHERS TEACH ACADEMIC LANGUAGE???

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Some Sample lessons you might see at Blue Heron

• 3rd Grade Math Academic Language• Kindergarten Math Sentence Frames• 2nd Grade Science, Cause and Effect

language• 1st Grade Complete Sentences• 6th Grade Reading Groups Word Talks

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UNKNOWN, KNOWN, OWN

Teacher introduces a bank of words related to a content unit prior to the unit being taught..

With support, students chart the words in the categories below:

UNKNOWN (words they have never heard before or don’t remember)

KNOWN (words they are familiar with, but don’t use on a regular basis)

OWN (words they use regularly and comfortably in both their speech and their writing

3rd Grade Math Academic Language

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UNKNOWN KNOWN OWNNumerator Unit Fractions

Denominator Object Shapes

Fair Shares Number line Shaded

Equal Shares Quarters Label

Line Plot Halves Inches

Portion Fourths

Segment Mark

Equivalent Measure

Whole Number Model

Represent

Improper Fraction

Example from a 3rd grade Math unit prior to unit

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Meaning Picture

Number Sentence or math problem using the word / phrase

Write a Math Question using the word / phrase

Math Word / phrase

Example Non- Example

Equal Shares

Equal shares means that each part of the whole shape is the same size

When Ms. Nardi cut the pan of brownies for our class each piece was the exact same size

If you had 9 3rd graders and only three candy bars, how would you split up the candy bars so each student had an equal share?

Does this shape show equal shares?

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FRAYER MODEL

Word:

Definition (in your own words) Picture

Example Non-Example

The elements of something are the parts that make up something bigger.

In the Michele Kwan story, one element of her skating program was that she had to do a jump.

The way she styled her hair for her skating program wasn’t really an element of the skating program.

ELEMENTS

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When I think about the word ____________________, I realize that _________________________________________________.

If I were to explain the word ______________________, I would say ________________________________________________.

SENTENCE FRAMES TO EXPLAIN

I would connect _________________ with __________________ because _________________________________________________________________________________________________.

SENTENCE FRAMES TO CONNECT WORDS

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To solve the problem, I ____________________. Our solutions are different because I _________________ and she _______________________________________. Our solutions are similar because we both _____________________________________________.

SENTENCE FRAME TO COMPARE SOLUTIONS

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Name:____________________________________________ 1. Ms. Nardi drew the model below on the board and asked her students to label it with the fractions represented by the shaded parts. Preet labeled it with the fraction 2/6, but Lucie labeled it with the fraction 1/3

Which student is correct? Or, are BOTH correct. Explain your answer.____________________________________________________________________________________________________________________________________________________________________________________________________________________.

PRACTICE THE LANGUAGE OF TESTS

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UNKNOWN KNOWN OWNImproper Fraction Represent Fractions

Object Shape

Portion Shaded

Segment Label / mark

Equivalent Inches

Unit Numerator/denominator

Line Plot Quarters/halves/fourths

Equal shares/fair shares

Number line

Whole Number

Measure

Example from 3rd grade math unit at end of unit.

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BRIDGE MAP Name________________

Choose two characters from two different short fiction stories (maybe one of the stories is one you wrote yourself, and the other story is one your teacher read to you in class). Complete the Bridge Map below to compare one character to the other. For this activity, the “relating factor” is why that character is important to the story. (character)_____________________ ___________________ (character)

as(1st story) (2nd story)

Relating factor: Why they are important to the story. Now, write a sentence comparing your two characters. In the story, _____________________, the character ____________________ is an important person because _________________________________________; whereas, in the story ___________________________, the character ______________________ is important because _______________________________________________.

Academic Language with Thinking Maps

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ACADEMIC LANGUAGE IS PRACTICED with ORAL conversation

and in WRITTEN expression.