Academic Language: More Than Just Vocabulary... The Bricks and Mortar of Student Achievement Jacksonville District #117 Wednesday, April 18 th “As students learn to more skillfully use language in school settings, we must keep working alongside them, helping them construct and communicate complex meanings. We must use our expertise in the discipline to train students when and how to use different academic language tools, such as general academic terms, content-specific vocabulary, grammar, and organizational conventions. If we teach these things well, students will be able to build whatever types of meaning they are asked to build in later years of school and beyond” (255). ~Building Academic Language: Essential Practices for Content Classrooms, 2008

Body Language Straight posture Legs not crossed Hands not in pockets Act the Words Use expressions and gestures to show words and emphasize them. Pause Pause before and after words or phrases to emphasize them. Pronunciation Clearly articulate words. Emotion Appropriately show emotional content; enjoy sharing. Visuals Use pictures or diagrams to highlight evidence. Inappropriate Slang “You know” “Ummm” “He was all, like…” Eye Contact Maintain eye contact with others in pair, group, or room. Do not read from cards. Authenticity Show passion and some emotion. Use some drama elements. Pitch and Volume Vary the tones and volume to avoid monotone and to emphasize points or words. Pace  Vary the pace to keep the listeners interested.  Try to keep to words per minute. Audience Link and Think Have listeners think about a question or issue that touches them. Assessment Matrix for Oral Presentations

FeatureBelowApproachingStandardAbove Uses academic transitions Few or no transitionsSimple transitions, such as so, and, and but Uses additional transitions, such as however, in addition, and therefore Varied transitions in appropriate places Stays on topic Multiple ideas or topics that don’t relate A few deviations from the topic, slight confusion with evidence Mostly on topic, with slight deviations No deviations; messages are connected and support main idea Does not assume that the audience shares our background knowledge Assumes much shared knowledge; uses this, that, he without referencing; much confusion Some background knowledge assumed, which creates some confusion Few or no assumptions of background knowledge and unexplained pronouns Appropriately fills in background knowledge; very explicit Uses examples and evidence No or few examplesSome examples and evidence Most points have convincing evidence or examples Uses strong evidence and examples for all points made Oral Presentation Rubric Emphasizing Academic Language

3, 2, 1 Activity 3 important pieces of knowledge that you will take from the text 2 ways you feel the text would be beneficial to new teachers to District #117 1 challenge this text may bring