Academic Language What is it? How do I know it if I see it? PACT Implementation Conference November 14, 2008 Ann Lippincott, Ph.D. Laura Hill-Bonnet, M.A.

Slides:



Advertisements
Similar presentations
Susan R. Easterbrooks Georgia State University
Advertisements

The Language of Coaching-based Supervision
Literacy Block Others Parts of the Day 90 Min. Reading Block
Understanding by Design Stage 3
A Vehicle to Promote Student Learning
LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE
What is Literacy? According to A Curriculum for Excellence,
So, What IS a Standards-based
Academic Language: Functions, Forms and Fluency Dr. Ann C. Lippincott, UCSB Dr. Laura Hill-Bonnet, UCSB PACT Implementation Conference October 23, 2009.
Academic Language.
Collaborative Conversations Doug Fisher, PhD San Diego State University.
Academic Language in the edTPA
Marzano Art and Science Teaching Framework Learning Map
Teacher Performance Assessment (edTPA) Partner School Visits Winter, 2014.
Tony Mora Karla Groth Region 9 COE leads October 7, 2010.
Developing Classroom Assessments for the NGSS What evidence of student thinking is needed to determine if a student has met a PE (performance expectation)?
DEVELOPING DEPARTMENTAL OUTCOMES ASSESSMENT PLANS Jerry Rackoff Lois Huffines Kathy Martin.
E-Program Portfolio Let’s Begin Department of Reading and Language Arts Program Portfolio Central Connecticut State University Name: Date Submitted: Program.
Beginning Oral Language and Vocabulary Development
INTRODUCTION.- PROGRAM EVALUATION
Science Inquiry Minds-on Hands-on.
Stages of Second Language Acquisition
ACADEMIC VOCABULARY 7 TH HONORS. ANALYZE Definition: break something down into its parts Synonyms: examine, study, scrutinize, explore.
National Curriculum Key Stage 2
Math AP Meeting January 20, 2015 Presenter: Simi Minhas Math Achievement Coach, CFN204.
Language Objectives. Planning Teachers should write both content and language objectives Content objectives are drawn from the subject area standards.
Communicative Language Teaching (CLT)
Preparing Teacher Candidates and Faculty to address Academic Language
Discussions and Oral Presentations as Teaching Material in English for Medicine Zorica Antic Natasa Milosavljevic English language department Faculty of.
Academic Language What is it? How do I know it if I see it? PACT Implementation Conference November 14, 2008 Ann Lippincott Laura Hill-Bonnet Teacher Education.
Unit 5: Science: A Setting for English Language Development Learning Objectives Learn strategies that incorporate CA CCSS for ELA/Literacy and the California.
Resources  Classroom Instruction that Works  A Handbook for Classroom Instruction that Works  Classroom Instruction that Works for English Language.
ESOL Grades 1-2 Goal Pacing Albemarle County Public Schools WIDA 1 Quarter 1 (Lv. 1.3)Quarter 2 (Lv. 1.6)Quarter 3 (Lv. 1.9)Quarter 4 (Lv. 2.2) Listening.
ELA: Focus on Collaborative Conversations & Writing FCUSD Instructional Focus Meeting Sara Parenzin September 20, 2012 Welcome! Please sign in and start.
1 Issues in Assessment in Higher Education: Science Higher Education Forum on Scientific Competencies Medellin-Colombia Nov 2-4, 2005 Dr Hans Wagemaker.
What is the TPA? Teacher candidates must show through a work sample that they have the knowledge, skills, and abilities required of a beginning teacher.
Academic Needs of L2/Bilingual Learners
Day 3. Standards Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development- Students apply their knowledge of word origins to determine.
EdTPA Teacher Performance Assessment. Planning Task Selecting lesson objectives Planning 3-5 days of instruction (lessons, assessments, materials) Alignment.
ESL Teacher Networking Meeting Session - 2 Raynel Shepard, Ed.D.
LESSON PLANNING What? Why? And How?. Goals of this session Participants will be able to identify and explain: 1.What is a lesson plan and how to develop.
The Backward Design Process
Pedagogy To Bridge The Gap ESF 2015 Conference Friday, October 2 nd, workshop session Presenters: Therese Gallen- Bradbury School Lisa Harris- Clearwater.
Discourse and Genre. What is Genre? Genre – is an activity that people engage in through the use of language. Two types of genre 1. Spoken genres – academic.
Skills That Go Beyond the Single Word Level Inferencing/prediction Cohesion Main idea Summarizing Drawing conclusions.
First Grade Reading Workshop
The California ELD Standards Part 2 Rowland Unified School District Presented by Annabel Dannemann and Danielle Caro.
Effective Teaching Strategies Day 2
How People Learn – Brain, Mind, Experience, and School (Bransford, Brown, & Cocking, 1999) Three core principles 1: If their (students) initial understanding.
Math CCSS Sessions December 2014
Oral expression is also referred to as “expressive language”
Better Learning Through Structured Teaching Douglas Fisher www
The Story of how one urban district has begun to embark on having Librarians support Social Studies Teaching and Learning November 18, 2015.
Staff All Surveys Questions 1-27 n=45 surveys Strongly Disagree Disagree Neutral Agree Strongly Agree The relative sizes of the colored bars in the chart.
Gayle Hyde Fargo South HS Jan. 21,  Research indicates the importance of writing across the curriculum!  Mike Schmoker, educator, author, speaker,
Preparing Teacher Candidates to Address Academic Language for the edTPA Bryan Gillis Ph.D. Associate Professor of English Education and Literacy Kennesaw.
Critical Vocabulary for Every Student Words that make or break student understanding 1.
Mathematical Literacy Roland O’Daniel, Jo Ann Mosier KCTM October 2007.
Depth of Knowledge: Elementary ELA Smarter Balanced Professional Development for Washington High-need Schools University of Washington Tacoma Belinda Louie,
ASSESSMENT PRACTICES IN THE POST-COMMUNICATIVE ERA: A MULTILITERACIES PERSPECTIVE Heather Willis Allen – University of Wisconsin - Madison Beatrice Dupuy.
PACT - Elementary Literacy PACT Implementation Conference 2008 Ann Lippincott UCSB.
Module II Creating Capacity for Learning and Equity in Schools: The Mode of Instructional Leadership Dr. Mary A. Hooper Creating Capacity for Learning.
Key Concepts from ELL Acquisition versus Learning (combining) Influence of L 1 on L2 Profiles of English Learners How Long Does it Take to “Catch Up”?
Demystifying "Academic" Language: Supporting candidates and colleagues in the everyday events of school Laura A. Hill-Bonnet, Stanford University edTPA.
Preparing Teacher Candidates to address Academic Language
Collaborative Conversations
Academic Language: More Than Just Vocabulary
Demystifying "Academic" Language: Supporting candidates and colleagues in the everyday events of school   Student Teaching Seminar Spring 2016 Brown/Coupland.
Section VI: Comprehension
Guided Math.
Presentation transcript:

Academic Language What is it? How do I know it if I see it? PACT Implementation Conference November 14, 2008 Ann Lippincott, Ph.D. Laura Hill-Bonnet, M.A. Teacher Education Program - UCSB

A story of epiphanies How we came to better understand academic language

Epiphany 1 We would ask professionals and policy makers “What do you mean by academic language?” Typical response: “Well, you know…it’s the language needed for math and social studies.” We argued that the language of math ≠ the language of social studies. We also knew that how language is used in expository texts ≠ how language is used in narrative texts

Therefore… We began to think about how we could help teacher candidates realize that academic language is more than just content-specific vocabulary. We also made efforts to ensure articulation across courses, quarters and instructors and in departmental professional development meetings.

In early summer we ask teacher candidates Why is language used? How is language used? When/ Where/ With whom is language used?

Later in summer we add Why is language used? How is language used? When/ Where/ With whom is language used? Purposes Grammar and Pronunciation Communicative Competence

In fall quarter we introduce Why is language used? How is language used? When/ Where/ With whom is language used? Purposes Grammar and Pronunciation Communicative Competence Functions Forms Fluency

Epiphany 2 As we were calibrating PACT work with our colleagues, we had yet another epiphany. We recognized that we, as a faculty, didn’t all agree on what academic language can/should look and sound like in classroom practice. In fact, we had very different ideas about what constituted evidence of “academic language” as we analyzed PACT data together.

Therefore… We began to think about how we could facilitate consensus as to what constitutes evidence of “academic language” and what it can/should look and sound like in classroom practice. Furthermore, we began to identify additional ways we could support teacher candidates vis-à- vis our new ideas. We decided to build upon a common language that would explicitly address our common knowledge.

Functions, Forms & Fluency Dutro & Moran (2003) introduce the notions of functions (tasks), forms (tools) and fluency (derived from opportunities to practice). Provides an architectural metaphor that can be used in multiple contexts (instructional, supervisory, mentorship).

Developing Academic Language: Functions, Forms & Fluency Functions (Dutro & Moran, pp ) –The tasks or purposes AND uses of language. –We use language to accomplish something in formal or informal settings, for social or academic purposes. –Social purposes include: exchanging greetings, expressing needs, making jokes, exchanging greetings, indicating agreement or disagreement, participating in personal conversations, etc.

Academic Language Functions Dutro & Moran Navigating written text Asking/answering informational questions Asking/answering clarifying questions Relating information Comparing and contrasting Explaining cause and effect Justifying and persuading Drawing conclusions Summarizing Evaluating Conducting research

Academic Language Functions Chamot and O’Malley Seek Information - use who, what, when, where, how Inform - recount information or retell Compare - explain graphic organizer showing contrast Order - describe timeline, continuum or cycle Classify - describe organizing principles Analyze - describe features or main idea Infer - generate hypotheses to suggest cause/outcomes Justify & Persuade - give evidence why “A” is important Solve Problems - describe problem-solving procedures Synthesize - summarize information cohesively Evaluate - identify criteria, explain priorities, etc.

Language Function: Compare/Contrast Marine mammals Ocean fish Born alive Lungs Warm blooded Produce milk Born from eggs Gills Cold blooded Do not produce milk Excellent Swimmers Vertebrates Live in groups

Language Forms: Compare/Contrast Sentence Frame: ________ have __________, whereas________ have _____________. Marine mammals have lungs, whereas ocean fish have gills. Providing the mortar words will enable students to use language to compare and contrast.

Fluency (Dutro & Moran, p. 242) The facility with which a speaker, reader and writer uses language. Developed through focused and deliberate engagement with a range of uses of language (both oral and written), and many opportunities to practice the newly learned forms in different contexts.

Epiphany 3 We realized that the PACT Teaching Event could not be the only context which held teacher candidates responsible for academic language. They needed practice and support across the various contexts in which they were developing as professional educators.

Therefore… We retooled our Lesson Design Frame to hold TCs accountable for addressing academic language in their practice. –Identify learning objectives –Identify academic language functions within learning objectives Why K12 students are using language? –Identify corresponding forms How K12 students are using language –Identify opportunities for students to express academic language When, where and with whom they are using language

Why…academic language? Analyze learning activities and assessments to determine the appropriate academic language function(s) Are K12 students –Making predictions –Justifying –Comparing/Contrasting –Explaining –Etc….

How…academic language? Analyze academic language function(s) What linguistic forms do K12 students need in order to –Make predictions –Justify –Compare/Contrast –Explain –Etc…

When, where and with whom…? Analyze learning activities for the opportunities they provide to use academic language When, where and with whom do K12 students have opportunities to –Make predictions –Justify –Compare/Contrast –Explain –Etc…

Future Epiphanies?? If the lesson plan frame includes systematic opportunities to address academic language, then will the TCs be more systematic in their thinking about the needs of ELL students in the classroom? We, as a faculty are in the process of examining opportunities for feedback for our TCs. Will we be systematic in our recognition of academic language in use in the k-12 classroom?