BUILDING ACADEMIC LANGUAGE October, 2013 Listening Speaking Reading Writing

BUILDING ACADEMIC LANGUAGE Science Math Social Studies Language Arts

2 levels of language proficiency… Language is like an iceberg. The tip of the iceberg (basic social language or playground 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 LANGUAGE Understanding 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 Vocabulary Phonics Spelling READING WRITING MATH SOCIAL STUDIES SCIENCE WHEN DO TEACHERS TEACH ACADEMIC LANGUAGE???

Some Sample lessons you might see at Blue Heron 3 rd Grade Math Academic Language Kindergarten Math Sentence Frames 2 nd Grade Science, Cause and Effect language 1 st Grade Complete Sentences 6 th 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 3 rd Grade Math Academic Language

UNKNOWNKNOWNOWN NumeratorUnitFractions DenominatorObjectShapes Fair SharesNumber lineShaded Equal SharesQuartersLabel Line PlotHalvesInches PortionFourths SegmentMark EquivalentMeasure Whole NumberModel Represent Improper Fraction Example from a 3rd grade Math unit prior to unit

MeaningPicture 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 3 rd 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 ExampleNon-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:____________________________________________. Ms. McCreedy drew the model below on the board and asked her students to label it with the fractions represented by the shaded parts. Jose labeled it with the fraction 2/6, but Lamie labeled it with the fraction 1/3 Which student is correct? Or, are BOTH correct. Explain your answer. ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________. 2. Draw an object to represent the fraction 1/2. 3. Mark and label the points 1/4, 2/4, 3/4 on a numberline. Be as exact as possible Represent equal shares (fair shares) in the shape below. 5. In the model below, write the fraction that shows how much of the shape is shaded. 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

UNKNOWNKNOWNOWN Improper FractionRepresentFractions ObjectShape PortionShaded SegmentLabel / mark EquivalentInches UnitNumerator/denominator Line PlotQuarters/halves/fourths Equal shares/fair shares Number line Whole Number Measure Example from 3 rd grade math unit at end of unit.

BRIDGE MAPName________________ 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.