1. Designing Academic Response Frames Supporting Language Acquisition and Global Competencies

2. 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.”

3. 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.

4. Designing Academic Response Frames Graphic Organizer

5. 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.

6. Academic Response Frame Example 1: Content Objective: Students will use illustration and details in a story to describe its characters. Communication Objective: Students will describe the main character from our story Bread and Jam for Frances using adjectives like mad, happy and sad.

7. Academic Response Frame Sample 1: Communication Objective: Students will describe the main character from our story Bread and Jam for Frances using adjectives like mad, happy and sad. Discussion task: Look at the illustration and describe how the character looks and/or feels. Basic Frame: The character looks _______(adjective). Frances feels_______(adjective). Advanced Response Frame: The character is feeling _______ (adjective) because _____________________.

8. 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 describe the main character from our story Bread and Jam for Frances using adjectives like mad, happy and sad. Discussion task: Look at the illustration and describe how the character looks and/or feels. Basic Frame: The character looks ___ small ( adjective ). Frances feels __sad__ ( adjective ). Advanced Response Frame: The character is feeling __sad__ ( adjective ) because she does not like eggs.

9. 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

10. Academic Response Frame Vocabulary 1: Word Bank: Tier One Words (Everyday Words) Tier Two Words (Educated Words) Looks – Physical small big Looks – Physical short tall Feels– Emotional happy sad Feels– Emotional glad upset Basic Frame: The character looks ________ (adjective). Frances feels ________ (adjective). Advanced Response Frame: The character is feeling ________(adjective) because ________________.

11. Academic Response Frame Example 2: Content Objective: Students will use counting strategies to identify whether the number of objects in one group is less than, equal to, or greater than the number of objects in another group. Communication Objective: Students will use complete sentences to explain which group of math counters has more/less using academic vocabulary : less than, greater than, equal to, more, less, most, least.

12. Discussion Task: Describe which group has more/less. Basic Response Frame(s): This group (point) has _________________. This group (point) has the _________________. Advanced Response Frame: This group is ______________the other group because it has _______ (number) objects, and the other group has _______ (number) objects. The _______group has__________ than the other group because it has _______ (number) objects, and the other group has _______ (number) objects. Academic Response Frame Sample 2:

13. Communication Objective: Students will use complete sentences to explain which group of math counters has more/less using academic vocabulary : less than, greater than, equal to, more, less, most, least. Discussion Task: Describe which group has more/less. Basic Response Frame(s): This group (point) has ______more_______. This group (point) has the ______most_______. Advanced Response Frame: This group is __greater than_ the other group because it has ___3____ objects, and the other group has ___2____ objects. The orange group has ___more__ than the other group because it has ___4____ objects, and the other group has ___3____ (number) objects.

14. Academic Response Frame Vocabulary 2: Word Bank: Specific Skill VocabularyContent Vocabulary moreless mostleast greater than less than equal to Basic Response Frame(s): This group (point) has __________________. Advanced Response Frame: This group is __________________ the other group because it has ______ (number) objects, and the other group has ______ (number) objects.

15. 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 _____________________________________________.

16. 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

17. Designing Academic Response Frames Graphic Organizer

18. 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.

19. RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Content Objective: Students will add or subtract sounds to make simple one syllable words. Number and Operations in Base Ten 1.NBT Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Content Objective: Compare number representing tens and ones and note which number is greater than, less than or equal to. Creating Academic Response Frames  Choose one of the communication objectives you wrote earlier today and write an academic response frame.

20. 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.

21. 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

22. 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 ____________________.

23. 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 ____________________.”

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