Designing Academic Response Frames Supporting Language Acquisition and Global Competencies

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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.

Designing Academic Response Frames Graphic Organizer

Designing Academic Response Frames 1.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. 2.Identify what you want the students to say. 3.Design academic response frame(s) for student use. 4.Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their response.

Academic Response Frame Example 1: Content Objective: Students will compare and contrast the presentation of an event from two different texts in order to speak about the given subject. Communication Objective: Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California.

Academic Response Frame Sample 1: Communication Objective: Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California. Basic Frame: ______ pieces of text mention that _______. One _______ is______________________. Advanced Response Frame: ______________the first text, states that ____________, ______________, the second text states that________________.

Academic Response Frame Sample 1: “Some differences I observe between the basic response frame and the advanced response frame are __________________. ” structurecontent vocabulary Communication Objective: Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California. Basic Frame: Both pieces of text mention that people of Japanese ancestry were excluded from the entire Pacific coast. One difference is Earl Warren’s efforts to persuade the federal government. Advanced Response Frame: Even though the first text, states that all Japanese Americans were interned throughout the United States by comparison, the second text states that only a small number of Japanese citizens living in Hawaii were interned.

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

Academic Response Frame Vocabulary 1: Word Bank: Specific Skill Vocabulary COMPARECONTRAST Tier One Words (Everyday Words) both just as as well as also like similar same compared Tier Two Words (Educated Words) analogous to whereas similarly alike likewise in the same way akin to Tier One Words (Everyday Words) different different from one difference however but yet instead of differ unlike even though Tier Two Words (Educated Words) although on the contrary by comparison conversely otherwise in comparison in contrast to variation despite Basic Frame: ______ pieces of text mention that _______. One _______ is______________________. Advanced Response Frame: ______________the first text, states that ____________, ______________, the second text states that________________.

Academic Response Frame Example 2: Content Objective: Students will be able to classify triangles based on their angles. Communication Objective: Students will be able to describe the difference between triangle types using complete sentences with words like, acute angle, obtuse angle, right angle, congruent, right triangle, scalene triangle, isosceles triangle, and equilateral triangle.

Discussion Task: Describe the angles in each triangle. Identify the types of triangles you see based on the angles identified. Basic Response Frames: This triangle has ____ (quantity) ___________(acute, obtuse, right) angles. This triangle is ______________ (right, equilateral, scalene, isosceles) because it has _________ (quantity) __________(acute, obtuse, right) __________ angles. Advanced Response Frame: Since this triangle has _________(quantity) ________(right, obtuse, acute) angle(s) and __________(quantity) ________(right, obtuse, acute) ______ angles, it is classified as a(n) ____________(equilateral, scalene, right, isosceles) triangle. Academic Response Frame Sample 2:

Communication Objective: Students will be able to describe the difference between triangle types using complete sentences with words like, acute angle, obtuse angle, right angle, congruent, right triangle, scalene triangle, isosceles triangle, and equilateral triangle. Discussion Task: Describe the angles in each triangle. Identify the types of triangles you see based on the angles identified. Basic Response Frames: This triangle has one right angle. This triangle is equilateral because it has three acute angles. Advanced Response Frame: Since this triangle has 1 right angle and 2 acute angles, it is classified as a right triangle.

Academic Response Frame Vocabulary 2: Word Bank: Specific Skill Vocabulary scalene triangle isosceles triangle equilateral triangle equal congruent obtuse angle acute angle right angle Basic Response Frames: This triangle has ____ (quantity) ___________(acute, obtuse, right) angles. Advanced Response Frame: Since this triangle has _________(quantity) ________(right, obtuse, acute) angle(s) and __________(quantity) ________(right, obtuse, acute) ______ angles, it is classified as a(n) ____________(equilateral, scalene, right, isosceles) triangle.

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 _____________________________________________.

Picture Frames Sample I believe this book will be about ___________________________. My evidence _____________________________________________. Tier One Words and PhrasesTier Two Words and Phrases thenin addition to nextfinally firstinitially alsobegins with

Designing Academic Response Frames Graphic Organizer

Designing Academic Response Frames: 1.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. 2.Identify what you want the students to say. 3. Design academic response frame(s) for student use. 4.Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses.

English Language Arts Standards » Reading: literature» Grade 5 Key Ideas and Details RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Content Objective: Students will compare and contrast two or more characters using specific details in the text. Mathematics » Grade 4 » Number & Operations- Fractions 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100. Content Objective: Students will be able to identify decimals equivalent to fractions with denominators of 10 and 100. Creating Academic Response Frames  Choose one of the communication objectives you wrote earlier today and write an academic response frame.

Communication Objectives Tuning Protocol 1.Individuals or partners present Communication Objectives. 2.Audience asks “Clarifying Questions.” 3.Audience provides “Warm Feedback.”  During this time, the person presenting does not interact with the person giving feedback, they simply listen. 4.Audience provides “Cool Feedback.”  During this time, the person presenting does not interact with the person giving feedback, they simply listen. 5.Audience suggests “Next Steps.” 6.Individual or partners reflect on feedback. 7.Repeat process until all individuals or partners have shared.

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 _________.” Tuning Protocol Response Frames

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 ____________________.

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. “The word bank should include ____________________.”

Session Outcomes Outcomes Global Context & Common Core Communication Objectives Academic Response Frames