Academic language and literacy—bridging the gap between school and students Thursday, March 1, 2018

Before I forget--- Reflection 2 is due March 8—Comparison of authentic text from the “field” and middle level text used in your subject area As with the previous reflection, it would be helpful to have a word document uploaded to your OneDrive folder. This allows me to provide deeper feedback on your work.

Reflection 2: For this reflection, you will need to identify two texts to reflect upon. First, return to the interview you conducted for your first reflection. What is an authentic text that this person interacts with on a daily basis? For example, if you interviewed a lawyer, you might recognize that case laws are a regular part of their daily work. Or, if you interviewed a travel agent, you might identify tourism sites as important texts for the agent. Once you've identified an authentic text, locate an example of this type of text. You might ask your interviewee for a copy of a text or you might find an example online or in the library. Julie Derden, our educational librarian, would be a great resource for this. Then, spend some time studying the academic language of the text. What do you notice about the vocabulary and symbols? The syntax? The Discourse? What skills would students need to develop to be successful with the text? Once you've spent some time reflecting on the authentic text, locate a textbook that is commonly used in your discipline. Again, the 6th floor of Milner is a great place to locate these. Once again, spend some time studying the academic language of the text. What do you notice about the vocabulary and symbols? The syntax? The Discourse? What skills would students need to develop to be successful with the text? Finally, compose a reflection that shares your observations and compares and contrasts the two texts. How helpful is the textbook in teaching students about authentic texts and ideas in the discipline? You will post your reflection to a new page on your website titled "Your Name Reflection 2”. PLEASE POST A PHOTO OR SCREENSHOT OF THE COVERS OR HOMEPAGES OF BOTH TEXTS. Also remember to allow for commenting on your reflection on Weebly so other class participants can provide feedback.

Agenda 5:30-5:45 1. Review of academic language 5:45-6:15 2. Back to Brian—Looking at Traditional Texts and their Limits for Literacy 6:15-7:00 3. Finding discourse and syntax in the world around us 7:15-7:45 4. Connecting that discourse and syntax to our subject areas 7:45-8:20 5. Lesson planning—bridging the gap between academic texts and worldly texts

A major goal of our subject areas… To encourage students to see concepts played out in their daily lives To grow in their ability to analyze the information around them To improve in their vocabulary of our subject areas To have opportunities to evaluate and create within our subject areas

Our goal from a literacy standpoint Our goal is to explore the idea of making academic language and literacy more accessible to our students—To bridge the gap between academic texts and literacies and adolescent texts and literacies

Broad trajectory of our course Grow in understanding of types of literacies Consider how different factors play a role in how we experience literacies See how schools communicate, encourage, and discourage literacies Consider our own classroom practices in light of previous discussions Consider literacy strategies to use with students given our better understanding of their perspectives Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school Types of literacies and their impact on students Our classroom practices What we see in the world outside of school

Our goal tonight is to explore the idea of making academic language more accessible to our students—To bridge the gap between academic texts and literacies and adolescent texts and literacies Function of language Vocabulary Discourse Syntax

Close alignment between school and students…. Function of language Vocabulary Discourse Syntax

Little alignment between students and school… Function of language Vocabulary Discourse Syntax Function of language Vocabulary Discourse Syntax

We achieve these goals by…. Understanding the language function, vocabulary, discourses, and syntaxes of our subject areas and of our students Looking to find ways to connect them all through classroom experiences

1. Review of academic language 5:30-5:45 I. Language function: explain what the students will actually do (observable verb) II. Vocabulary: Terms or concepts that are necessary to perform the function III. Discourse: How members of the discipline talk, write, and communicate with one another—What do they create? Broadly, the culture of how they communicate IV. Syntax: The rules for organization of words or symbols together. What rules or conventions must students follow to be clear in their discourse?

If your ELA class is writing letters to members of Congress…. Function of language Compose, describe, defend Vocabulary Congress, position, argument, tax Discourse Written letter, few exclamations, avoid threats or explicit language, complete sentences Syntax Spelling, thesis statement, signature, proper grammar generally

If your science class is creating models of “The Cell” Function of language Create, explain, describe Vocabulary Mitochondria, membrane, chromosomes Discourse written, spatial model, relative location Syntax Spelling, relative location, color coding

In some of the professions you interviewed…. Language function Vocabulary Discourse Syntax

2. Back to Brian—Looking at Traditional Texts and their Limits for Literacy 6:15-7:00 The challenges with the literacy analysis texts you described: Overwhelming amount of information Unfamiliarity with vocabulary in this context Lack of ability to apply the ideas to your life Gaps in knowledge that impacted broader understanding

Function of language Vocabulary Discourse Syntax You The texts

To address these issues…. How to address Overwhelming amount of information Break information into smaller pieces (chunking) Unfamiliarity with vocabulary in this context Metaphor, simile, example, collaboratively created meaning Lack of ability to apply the ideas to your life Emphasis on how concepts can be seen outside the classroom Gaps in knowledge that impacted broader understanding Multiple approaches to understanding a concept

Back to Brian…

Back to Brian— Another example of the Population Activity from last session Like many of your colleagues did with Literacy Analysis texts, Brian may struggle to demonstrate deep literacy with these texts. Our goal is to provide variance with the language function, vocabulary, discourse, and syntax to provide a venue for Brian to improve his literacy within this subject area, and subsequently a better “reader” of the subject.

Brian’s reading samples History

Brian’s reading samples Science

The text Brian used Function of language Vocabulary Discourse Syntax   The text Brian used A class scenario or activity in which Brian participates, demonstrating a concept within the reading Function of language Vocabulary Discourse Syntax

To address these issues…. How to address Overwhelming amount of information Break information into smaller pieces (chunking) Unfamiliarity with vocabulary in this context Metaphor, simile, example, collaboratively created meaning Lack of ability to apply the ideas to your life Emphasis on how concepts can be seen outside the classroom Gaps in knowledge that impacted broader understanding Multiple approaches to understanding a concept

Disciplinary Groups for this evening 3. Finding discourse and syntax in the world around us (6:15-7:00) Disciplinary Groups for this evening Math1 Math2 SS1 SS2 Sci 1 Sci 2 ELA1 ELA2 Jaclyn Z Korri Lauren Jamie S Jenn C Hannah W Krissy Courtney Natalie B Kelly Carlie Jeffrey Mary H Jon C Ashley S Ashley P Brittany

Time for a field trip. As we go throughout campus, look for ways these subject areas are applied in the world outside the academic classroom.   Math Science Social Studies ELA ELL Examples of concepts or skills you see put in use Vocabularies you see put in use Discourses you see put in use Syntaxes you see put in use

4. Connecting worldly discourse and syntax to our subject areas (7:15-7:45) With your subject area group, select topic/concept from above, (#3) from your content area and then work to locate that concept/topic or something similar in the textbooks that are provided. If you have time, consider examples that you may not have seen in the world, or cannot find in the text. Ultimately, the goal is to provide ourselves examples of the application of concepts and topics in BOTH the world and in textbooks.

Examples located in the world Examples located in the text Concept or topic Examples located in the world Examples located in the text  

5. Lesson planning—bridging the gap between academic texts and worldly texts 7:45-8:20 Putting the worldly literacies and the academic literacies in your subject are side by side, draft out a lesson that includes both an academic text literacy (reading from the book) and a worldly literacy.

Learning Objectives, (1a, 1c, 3c) Purpose/Rationale (1a, 1b, 3a) Learning Objectives, (1a, 1c, 3c)   Academic Language (1a, 1e, 3a, 3b) 1. Language demand— 2. Vocabulary— 3. Discourse— 4. Syntax— Standards (1a, 1e) Assessments (formative and summative) (3a, 3b, 3d, 3e) Resources or Materials used (1d) Opening engagement (1b, 2a, 2b, 2e,) Instructional Strategies (Class Procedures) (1b, 1e, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e) Closure (1b, 1e, 1f, 2c, 3a, d,) 1. Modifications/Differentiation (1b, 1c, 1d, 1f, 2a, 3a, 3d, 3e)

For next week Reflection 2-- Comparison of authentic text from the “field” and middle level text used in your subject area BLL, Chapter 3