BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing.
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Transcript of BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing.
BUILDING ACADEMIC LANGUAGE
October, 2013
ListeningSpeakingReadingWriting
BUILDING ACADEMIC LANGUAGE
ScienceMathSocial StudiesLanguage Arts
2 levels of language proficiency…
Language is like an iceberg.
The tip of the iceberg(basic social language orplayground talk) And
The ice under the ocean(academic language).
First Level – the Tip
The Tip of the Iceberg
• Most visible• Surface
Conversational Language
• Social, playground language
• Develops fast – 2 years
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
So how do teachers help build ACADEMIC LANGUAGE????
ACADEMIC LANGUAGEUnderstanding Words and Expressing those words in
complete thoughts.
AN ANALOGY to remember:
VOCABULARY = THE BRICKS
THE WAY WE EXPRESS THE VOCABULARY
= THE MORTAR
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.
• 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?
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?
WORD WORK
VocabularyPhonicsSpelling
READINGWRITING
MATH SOCIAL STUDIES SCIENCE
WHEN DO TEACHERS TEACH ACADEMIC LANGUAGE???
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
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
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
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?
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
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
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
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
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.
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
ACADEMIC LANGUAGE IS PRACTICED with ORAL conversation
and in WRITTEN expression.