Chapter Two Academic Language Development

Today’s Agenda  Gather, Greet, Eat, and Network  Let’s Review: Essential Questions  Toward a Common Definition of Academic Language  Creating Task Performance Cards for our Not-So-Common Learners

Purpose The purpose of this Book Study is to equip participants with resources and strategies that can assist in building diverse learners’ language skills to meet the demands of the Common Core State Standards.

Essential Questions O To what extent are diverse learners an integral part of both their school and overall community? O How do we ensure all learners have access to rigorous curriculum and high-quality instruction? O How do we effectively collaborate to cause meaningful change?

Circle of Knowledge What does it mean to be literate?

Circle of Knowledge How do we effectively teach all our learners the academic language skills that are essential to their success in school, college, and/or career?

Circle of Knowledge Discussion: Share ideas. Respond to prompts & additional questions from facilitator or other participants. Refine ideas. Evaluate the depth of understanding about the topic. Reflect on role within discussion.

Features of Academic Language Analyzing the Language of School 8

Making the Connection 9 Language Content Standards Assessment Curriculum & Instruction Language Proficiency Academic Achievement Language Development Standards Missouri Learning Standards Academic Language

What Do You See? 10

So What is Academic Language? The Language of the Standards 11

Hmmmm…. A research team proceeded toward the apex of a natural geologic protuberance, the purpose of their expedition being the procurement of a sample of fluid hydride of oxygen in a large vessel, the exact size of which was unspecified. One member of the team precipitantly descended, sustaining severe fractural damage to the upper cranial portion of his anatomical structure. Subsequently, the second member of the team performed a self-rotational translation oriented in the direction taken by the first member.

Does this help?

Better? Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown, And Jill came tumbling after.

Activity: The Apex of a Natural Geologic Protuberance 15 1.Look at the two language samples. 2.Use markers to identify the technical language associated with each line of the poem. 3.Share with the group.

The Apex Of A Natural Geologic Protuberance = The Hill 16 A research team proceeded toward the apex of a natural geologic protuberance, the purpose of their expedition being the procurement of a sample of fluid hydride of oxygen in a large vessel, the exact size of which was unspecified. One member of the team precipitantly descended, sustaining severe fractural damage to the upper cranial portion of his anatomical structure. Subsequently, the second member of the team performed a self-rotational translation oriented in the direction taken by the first member. Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown And Jill came tumbling after.

Academic Language “Strip-Tease” 17 Sort the strips of the Features of Academic Language by DISCOURSE, SENTENCE, and WORD/PHRASE Level

Academic Language 18

Discourse Level Linguistic Complexity (Quantity & variety of oral and written text)  Amount, structure and density of speech or written text  Organization and cohesion of ideas  Variety of sentence types 19

Discourse Level Criteria Linguistic Complexity (Quantity & variety of oral and written text) Examples:  After you have solved each problem, write a justification for your answer  Explain the economic impact of the Civil War on the South. 20

Sentence Level Language Forms and Conventions (Types, array, and use of language structures)  Language Forms & Conventions  Types & variety of grammatical structures  Conventions, mechanics & fluency  Match of language forms to purpose/perspective 21

Sentence Level Criteria Language Forms and Conventions (Types, array, and use of language structures) Examples:  Passive Voice  Clauses  Perfect tenses (See grammar trifold!) 22

Word/Phrase Level Vocabulary Usage (Specificity of word or phrase choice)  General, specific & technical language  Multiple meanings of words & phrases  Formulaic & idiomatic expressions  Nuances & shades of meaning  Collocations 23

Word/Phrase Level Criteria Vocabulary Usage (Specificity of word or phrase choice) Examples:  The hypotenuse is opposite the right angle  Kitty – domestic house cat – feline – felix domestica 24

Partner Pause: How are these Tiers of Vocabulary Instruction different from the WIDA performance definitions for Vocabulary Usage?

Academic Language 26

WIDA Performance Definitions Listening and Reading, Grades K–12

WIDA Performance Definitions Speaking and Writing, Grades K–12 Sort the strips of the Features of Academic Language by DISCOURSE, SENTENCE, and WORD/PHRASE Level – deciding which are Level 1 through Level 5

Introducing the ELL/Diverse Learner Performance Task Card Template Let’s look at an example from the Grade 6 Anchor standard for CCSS.ELA- Literacy.L.6.1CCSS.ELA- Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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for writing. 36

Add samples of student work to evaluate using the performance definitions for writing. 37

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Now it’s your turn! Complete a Performance Task Card Template Step 1 of 4 Select a Grade Specific Standard for Language to focus on during the task.

Now it’s your turn! Complete a Performance Task Card Template Step 2 of 4: Consider adapting an essential strategy from Chapter 2

Now it’s your turn! Complete a Performance Task Card Template Step 3 of 4: Describe a Sample Context for Language use and Topic related language. Hint: Consider integrating another content standard to identify a context.

Now it’s your turn! Complete a Performance Task Card Template Step 4 of 4: Collaborate to complete the rest of the template.