Designing Academic Response Frames 12:30 DARF PPT SLIDE #1 Title Slide: Designing Academic Response Frames   Facilitator Guidance: “So far we have created communication objectives, remember they were created from the content standard and content objective. Now we will move to designing academic response frames, which are kind of like training wheels for students to get them to say what we want them to say about the content standards.” (30 sec) Action: Reference the Parking Lot and clarify and questions generated before lunch regarding the content of this slide. Remind participants again that communication objectives and response frames are a tool to assist students in preparation for the upcoming Smarter Balance assessements. Supporting Language Acquisition and Global Competencies

OUSD Mission Statement “The Orange Unified School District, being committed to planning for continual improvement, will offer a learning environment of excellence, with high expectations, to provide each student with the opportunity to be able to compete in the global economy.” (30 sec) DCO PPT SLIDE #2 OUSD Mission Statement   Facilitator Guidance: “We are revisiting your districts mission statement as a way to connect the work we are doing here today with your districts vision. Creating communication objectives is a way to offer a “learning environment of excellence” for students.” Anticipated Participant Response: Special Ed teachers at Elementary Schools may have concerns around caseload, their role in a push-in model, collaboration, etc. so be aware they will be sprinkled throughout the audiences EXAMPLES: "Do I have to put communication objectives in IEPs?!" "I don't teach ELD so now I have to have communication objectives?!" "So I have to have objectives for every student? Do you know the range of needs on my caseload?!” Facilitator Response: “We know you have the remediation and differentiation expertise. You are well trained and focused on learning and behavioral goal setting. You have expertise in targeting specific outcomes. This initiative is about blending your expertise with known research around supporting language development. In some ways, this is a district wide reminder of how important it is to ensure students listen and speak as they focus on your learning objective. How this works with you and your students will be based on your campus needs.” Notes: Trainers must make connections to the bold text in mission statement and reference that in revisiting the districts mission we want to emphasize that creating communication objectives is a way to offer a “learning environment of excellence” for students.

Academic Response Frames Defined An academic response frame assists students in communicating the communication objective. An academic response frame: Requires students to perform a communication task. Supports students in using academic vocabulary when speaking or writing. Supports students in using correct grammar/usage when speaking or writing. Provides a structure for academic discourse. DARF PPT SLIDE #3 Academic Response Frames Defined   Facilitator Guidance: “An academic response frame is developed based off of the communication objective. Therefore, students should be performing the task and using either academic vocabulary, grammar/usage, or both. (1-2 min) Anticipated Participant Response: “Aren’t these just CLOZE sentences?” Facilitator Response: Academic response frames are different from a CLOZE activity because there can be a variety of responses to an academic response frame (provides the structure for language), whereas, in a CLOZE activity, there is typically one correct answer per blank. Notes: Before reading the slide tell the participants that the Academic Response Frames are the next step after creating a communication objective. Reminder: Be sure to point out the color-coding system. It will be used to identify the major components throughout the training.

Designing Academic Response Frames Graphic Organizer DARF PPT SLIDE #4 Designing Academic Response Frames Graphic Organizer   “As you can see we have a graphic organizer here to help you create Response Frames for Communication Objectives. Again, you can think of these frames as training wheels which help prop up students to speak in a clear way about what they know about the content.” (2 min) Notes: ONLY the Elementary Schools have experience with Thinking Maps so on Aug 21 would it be appropriate to reference Thinking Maps. This graphic organizer is a combination of a Tree Map and a Flow Map. (FLEE MAP)

Designing Academic Response Frames Begin with a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way. Identify what you want the students to say. Design academic response frame(s) for student use. Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses. DARF PPT SLIDE #5 Designing Academic Response Frames   Facilitator Guidance: “Now were going to move into the process of designing Academic Response Frames The first step is to start with a communication objective that includes a communication task, the grammar and or usage necessary, and academic vocabulary. Next, identify what you want the students to say and create an academic response frame. In order to do that we’re going to identify specific academic vocabulary and/or grammar usage.” (1 min) Anticipated Participant Response: What is the research behind this? Facilitator Response: Dutro, Kinsella, framed in a language that is consistent on the common core focus on communication. If anyone in the audience asks, another process is using functions and forms (Kinsella) Notes: Here it is important to identify what you want the students to say. The response frames can be differentiated for different levels of students.

Academic Response Frame Example 1: Content Objective: Students will measure the length of an object. Communication Objective: Students will describe the length of different classroom objects using numbers and academic vocabulary. DARF PPT SLIDE #6 Academic Response Frame Example Content or Grade level Specific Example#1 CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW   Facilitator Guidance: “Now we are going to quickly revisit what we discussed earlier in the day; content standards, content objectives and communication objectives.” (1 min) Reminder: The Difference between content standard (Common Core of CA State Standard) and content objective (what you want students to do after you deconstruct the standard ) Reminder: Be sure to point out the color-coding system. It will be used to identify the major components throughout the  training

Academic Response Frame Sample 1: Communication Objective: Students will describe the length of different classroom objects using numbers and academic vocabulary. Basic Response Frame: The length of the table is _________. Advanced Response Frame: The ________ of the table is _________. DARF PPT SLIDE #7 Academic Response Frame Sample Content or Grade level Specific Example#1   (same as slide 8...with blanks)

Academic Response Frame Sample 1: Communication Objective: Students will describe the length of different classroom objects using numbers and academic vocabulary. Basic Response Frame: The length of the table is 46 inches. Advanced Response Frame: The width of the table is 55 centimeters. DARF PPT SLIDE #8  Academic Response Frame Sample Content or Grade level Specific Example#1 CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW Facilitator Guidance: Turn and Talk first: “There are a few ways to differentiate between “basic” and “advanced” response frames. One way to differentiate between the two is in a basic frame, simple sentences may be required, whereas in an advanced frame, students may be asked to respond with more complex sentence patterns. Secondly. a teacher can provide some of the words necessary to meet the communication objective (i.e. if the communication objective is to respond using sequence words, in the basic frame, the sequence words can be provided for the student, whereas in the advanced frame, students would be required to provide the sequence word(s). Finally, the level of vocabulary being used can differentiate between “basic” and “advanced” response frames. (i.e. in a basic frame, Tier 1 words may be used, whereas in an advanced frame, Tier 2 words would be included). “ (1 - 2 min for set-up) Responses will vary based on the example used. (4-5 min for activity) It looks like a CLOZE sentence. It’s not because any joint an go in the first blank. Notes: Before the participants compare the two types of academic response frames. Explain how the different aspects of the communication objective are present but different within each academic response frame. The frame can include either academic vocabulary, the task, and the grammar/usage with vocabulary. Reminder: This is a great page to connect the communication objective to the response frame. Action: TURN AND TALK ACTIVITY Have participants re-read the two academic response frames. Turn and talk around the following question, “What are some of the differences between the basic and advanced response frames?” Give them about a minute to discuss and have them provide. Be sure to have them explain their thinking. As we get more sophisticated in response frames, we get into the different levels of depth of knowledge. “Some differences I observe between the basic response frame and the advanced response frame are __________________. ” structure cognitive demands content vocabulary

Tiered Vocabulary Instruction The Three-Tier System Tier One Everyday Words Basic words that most students know or can know with simple instruction Tier Two Educated Words Frequently occurring words, words that students have a working concept of or words that would enhance their communication Tier Three Expert Words Specialized words that tend to only be used in specific contexts DARF PPT SLIDE #9 Tiered Vocabulary Instruction Graphic Organizer Facilitator Guidance: “The purpose of this slide is to discuss tier 1 & tier 2 words. Who has worked with tiered words before?” (4-5 min) Anticipated Participant Response: What is the research behind this? Facilitator Response: Isabel Beck Bringing Words to Life How do I know what word belongs in each tier? Tier one words should be quickly taught if students do not know them. For ELLs, the words may require visuals. Tier three words should be taught to a degree that allows for students to comprehend the text the word is in. Mastering the tier three word is not always necessary. Tier two words should be taught to mastery as they are words that are central to comprehension and, more importantly, will be encountered throughout a student’s school experience and beyond. These words tend to show up across disciplines. If students have a working concept of word, the tier two word is a good candidate for instruction: If a child knows the word “smart”, he has a working concept for the tier two word, “brilliant”. Is there a word list for each tier? There is no set list. We don’t all have to agree on what tier every word belongs to. Keep in mind this is a guideline to help teachers prioritize words, not to create set categories for words. The tiers might change form student to student, class to class and year to year. Notes: Activate Prior Knowledge and ask if they are familiar with tier 1, tier 2 and tier 3 words. The purpose of this slide is to discuss the differences between tier 1 and tier 2 words. Discuss the differences between the two and why we want students to move from using tier 1 words to tier 2 words. The 3 Tier System is a guideline to help teachers prioritize words. It allows some words to be taught quickly and others to be taught with more rigor and emphasis.   Reminder: This speaks directly to the districts mission of having “high expectations” of students and pushing them to use educated words.

Academic Response Frame Vocabulary 1: Word Bank: Tier One Words (Everyday Words) Tier Two Words (Educated Words) Inches Feet Centimeters Meters Length Height Width DARF PPT SLIDE #10 Academic Response Frames Vocabulary (Content or Grade level Specific Example#1   CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW Facilitator Guidance: “Let’s take a look at this word bank. You can the difference between the tier 1 and tier 2 words and how that reflects the difference between the basic and advanced response frames. Anticipated Participant Response: What is the difference between these tiers? Facilitator Response: It may be necessary to explain Tier I, Tier 2 and Tier 3 words here if they are used in the word banks. Bringing Words to Life page 19 or responses from Slide #8. Notes: Go over the response frames and word banks. Basic Response Frame: The length of the table is _________. Advanced Response Frame:   The ________ of the table is _________.

Academic Response Frame Example 2: Content Objective: Students will recount Lon Po Po using key details from the text. Communication Objective: Using sequencing words and past tense verbs, students will summarize Lon Po Po. DARF PPT SLIDE #11 Academic Response Frame Example Content or Grade level Specific Example#2 CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW   Facilitator Guidance: “Here is another example of a content objective and communication objective. Form this we are going to look at some more examples of response frames.” (5 min)

Academic Response Frame Sample 2: Communication Objective: Using sequencing words and past tense verbs, students will summarize Lon Po Po. Basic Response Frame: First, the mother _______________________. Advanced Response Frame: _______, the wolf _____________________. DARF PPT SLIDE #12 Academic Response Frame Sample Content or Grade level Specific Example#2 CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW   Facilitator Guidance: “Here are the examples of response frames for this communication objective.” Responses will vary based on the example used. Notes: Action:

Academic Response Frame Sample 2: Communication Objective: Using sequencing words and past tense verbs, students will summarize Lon Po Po.. Basic Response Frame: First, the mother visited the grandmother. Advanced Response Frame: Afterword, the wolf plummeted from the rope. DARF PPT SLIDE #13 Academic Response Frame Vocabulary Content or Grade level Specific Example#2 CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW   Facilitator Guidance: “Here are the response frames filled in with examples of what students might say.” Notes: Go over the response frames and word banks.

Academic Response Frame Vocabulary 2: Word Bank: Tier One Words (Everyday Words) Tier Two Words First Next Then Last Finally Later In the beginning Left Tricked Came Fell Blew Dropped Visited Knocked Opened Subsequently Afterword Outwitted Outsmarted Pretended Concocted Plummeted Convinced DARF PPT SLIDE #14   Academic Response Frame Vocabulary: “As you can see in this word bank, there are tier 2 and tier 3 words. This word bank is going to ensure a higher level of vocabulary use.” Notes: Remind participants that tier 3 words are specific to content. First, the mother _______________________. _______, the wolf _____________________.

Response Frame Activities Activity: Picture Frames Overview: The teacher provides the class with a picture about the content. The teacher will provide the students with a communication objective and a response frame. Students will use these tools to craft a statement about the picture. Example: Communication Objective: Students will provide evidence of their thinking using sequential transition words such as: first, then, next, etc.. Academic Response Frames: I believe this book will be about ___________________________. My evidence _____________________________________________. DARF PPT SLIDE #15   Response Frame Activities: Picture Frames Facilitator Guidance: “The purpose of this activity is to allow students a visual scaffold to response frames. They may be asked to describe something, compare two things, explain a procedure, or, as it is in this case, have students provide evidence. This is a great way to start a lesson by having students make observations before hearing the objective of the lesson. It makes for a good anticipatory set. It can also be used to check for understanding near the end of a lesson. Very little prep on the teacher’s part because they only need to provide the frame and a picture.” Notes: Have them read the communication objective and the response frame. Then move to the next slide.

Tier One Words and Phrases Tier Two Words and Phrases Picture Frames Sample I believe this book will be about ___________________________. My evidence _____________________________________________. DARF PPT SLIDE #16 Response Frame Sample  Facilitator Guidance: After the participant have had a minute to look at the picture say, “Turn and talk. Use the response frame to share your observations about the picture.” Read the response frame. Give them 1 minute to brainstorm what they see in the picture. Have them do this individually. Next, give them 30 seconds to turn and talk. Action: TURN AND TALK ACTIVITY Have participants re-read the two academic response frames. Turn and talk around the following question, “Use the response frame to discuss the picture?” Give them about a minute to discuss and have them provide. Be sure to have them explain their thinking. As we get more sophisticated in response frames, we get into the different levels of depth of knowledge. The next step is to have them write their answer using the response frame. Encourage them to use tier 2 words when appropriate and to provide multiple pieces of evidence. They have 3 minutes to do this with a partner. Have them share out a few responses.   Tier One Words and Phrases Tier Two Words and Phrases then in addition to next finally first initially also begins with

Designing Academic Response Frames Graphic Organizer DARF PPT SLIDE # 17 Designing Academic Response Frames Graphic Organizer   Facilitator Guidance: “Now it is your opportunity to write an Academic Response Frames together using our graphic organizer.” Notes: Remind the group that Academic Response Frames always have a task, some will have both grammar usage and academic vocabulary, while others will only have one of these elements. Reminder: This is a repeat slide for when the participants are writing their own academic response frames. They should be using the graphic organizer as a guide.

Designing Academic Response Frames: Begin with a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way. Identify what you want the students to say. Design academic response frame(s) for student use. Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses. DARF PPT SLIDE # 18   Designing Academic Response Frames Facilitator Guidance: “Let’s review the steps in designing an Academic Response Frames.” Notes: Repeated slide to remind them of the elements of a communication objective so they can design their own using the graphic organizers and standards provided Action: Pass out the handout of the graphic organizer

Creating Communication Objectives 2nd Grade Standard: RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Content Objective: Students will identify the main topic of a multi-paragraph text. 3rd Grade Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Content Objective: Students will describe how a character’s actions contribute to the sequence of events. 3rd Grade Standard: 3.G.2. Partition shapes into equal areas. Express the area of each part as a unit fraction of the whole. Content Objective: Students will divide a circle into equal areas each expressed as a unit fraction of the whole. DCO PPT SLIDE #14   Creating Communication Objectives Sample Standards CONTENT ON SLIDE WILL VARY GENERIC LANGUAGE BELOW Facilitator Guidance: “Now you will choose a content standard and content objective from the slide. You will use this content to create a communication objective together using the graphic organizer.” Notes: Give them about 15 minutes to do create their communication objective. Have them create communication objectives together (pairs, teams, partners, etc.) Action: Have participants write their communication objectives on the chart paper. Choose one of the communication objectives you wrote earlier today and write an academic response frame.

Communication Objectives Tuning Protocol Individuals or partners present Communication Objectives. Audience asks “Clarifying Questions.” Audience provides “Warm Feedback.” During this time, the person presenting does not interact with the person giving feedback, they simply listen. Audience provides “Cool Feedback.” Audience suggests “Next Steps.” Individual or partners reflect on feedback. Repeat process until all individuals or partners have shared. DARF PPT SLIDE # 20 Academic Response Frames Tuning Protocol   Facilitator Guidance: “Let’s Review the protocols for sharing information...” (materials? chart paper?) Notes: This can be done in partners or in small groups after a ‘fishbowl’ example led by the trainer. Reminder: Use the same protocol as the Designing Communication Objectives PowerPoint Slide #15

Tuning Protocol Response Frames Clarifying “A clarifying question I have is _________.” “I am not clear about _________.” Warm “I liked the way _________.” “One aspect I liked _________.” Cool “You might consider_________.” “Have you thought about _________.” “ I am wondering if _________.” DARF PPT SLIDE # 21   Response Frames for Tuning Protocol Facilitator Guidance: “Here are some ways you might communicate in your group.” Notes: Reference their copy.

Response Frame Activities Activity: Speak Like a Scholar Overview: The teacher provides the class with a very basic response frame. The students will strive to turn the basic response frame into a more advanced response frame. Example: Teacher gives this to students: I solve problems involving speed by first ____________________. Sample Student Response When calculating problems involving speed one must first ____________________ . DARF PPT SLIDE # 22   Response Frame Activities: Speak Like a Scholar Facilitator Guidance: “The purpose of this activity is to have the students think about up-leveling their responses. After they have created a more advanced frame they will then use that frame to work with content. This is a great activity to start the day with as it can be quickly used to connect to prior knowledge from previous learning. It can also be used immediately after the teacher has taught the class a concept and s/he wants to know if the students understood the information and it leads to stronger discussions.” Tell them that they are now going to do one of their own and move to the next slide. Notes: Point out that this activity requires very little teacher preparation.

Speak Like a Scholar Sample A square is like a rectangle because _______________________. Do not fill in the frame. Rewrite the frame using Tier Two words and a different grammatical structure. Note: For students who are struggling a word bank can be incorporated into this activity. DARF PPT SLIDE # 23Speak Like a Scholar Sample Facilitator Guidance: Read the response frame.   Point out the rules: “Do do not fill in the frame. Rewrite the frame keeping the content and meaning the same.” Also, indicate that, if they feel it is necessary, teachers can use a word bank to help struggling students. Ask them which words they should definitely keep and why. Give them 20 seconds to turn and talk. (They should keep the square and the rectangle because these are the key content words) Turn and Talk: Ask them which words they should try to replace. Give them 20 seconds to turn and talk. (They will want to replace words like “is like” and “because” and try to replace them with tier 2 words) You can also emphasize that they can change the structure of the sentence as long as the content remains the same. Action: ANIMATION TO BRING IN RESPONSE FRAME TURN AND TALK ACTIVITY Have participants think about using a word bank with this activity. Turn and talk around the following question, “If using a word bank, which words would be important to put in the bank?” Give them about a minute to discuss and have them provide. Be sure to have them explain their thinking. “The word bank should include ____________________.”

Session Outcomes Outcomes Global Context & Common Core Communication Objectives Academic Response Frames   DARF PPT SLIDE # 24 Session Outcomes: Remind people of the three outcomes of today and use this slide as a review then segue to the next section