1. Establishing Academic Language Priority

2. “In four years of such experience, an average child in a professional family would have accumulated experience with almost 45 million words, and average child in a working-class family would have accumulated experience with 26 million words, and an average child in a welfare family would have accumulated experience with 13 million words.”

3. Get Students Talking and Using the Vocabulary
Not about a weekly vocabulary list
Wait Time -
Academic Language ( Isabelle Beck get quote) LITMUS TEST
When wait time is increased , the lengh of student responses increases between 300 and 700 percent.
More lickly to offer evidence to support thieir points
ask more questions of the teacher
more liclkly to niterqact with eachother answering and responding to other students,. , Less lickly to answer with Idont know. Discipilary problems decrease a broader scope of volunterrs repsond.

4. Students need to “acquire language skills necessary for both everyday communication and specific subject matter learning. It is unrealistic to assume that these children will learn these language skills on their own.” (Ribas, W.B, 2013)

5. Strategies Related to Brain Study and Language Acquisition Theory
Easy English: Making Content Comprehensible
Choral Response
Demonstrate in a Question
Find a Friend: facilitates Problem Solving and Natural Peer to Peer dialogue.
Transition Time Chatter:

6. Extension Activity: Literacy Standards
Review the LITERACY STANDARDS (applicable to ALL content areas) and note how many of them relate to academic language, student talk, and vocabulary.

7. Of the four commonalities between Math, Ela and Science… three are about communication
In Science and Math, the practice standards are equally as important as the content standards, so it is not just the content that is important but how you communicate that content.