Using Content Standards to Identify and Teach High Mileage Academic Language. Anny Fritzen Case Gonzaga University. Agenda. Academic Language Introduction The challenge: With so much possible AL to teach, how do you decide what to prioritize? Deriving AL from content standards
Using Content Standards to Identify and Teach High Mileage Academic Language
Anny Fritzen Case
“Brilliant students have been marginalized and unrecognized (and “left behind”) because of their diverse languages, learning styles, and ways of thinking. This results from limited views that mistakenly equate a person’s use of a mainstream register with intelligence and potential. . . We need to build on existing language use and thinking and help students add mainstream conventions to their repertoire of skills, just as we must add to our repertoire the various values and practices that our diverse students bring.” Jeff Zwiers
“national security adviser”
“shared a belief”
based on ____ rather than ____
One short paragraph!
“Brick” Terms – Technical words specific to a discipline (the boldfaced vocabulary)
If . . . then . . .
In contrast to . . .
leads us to believe
“Mortar” Terms – general utility words that hold technical terms together; often abstract; used to communicate complex ideas
Language & Thinking Tasks
Language Needed to Do It
Character, theme, point of view
Evolve, transform, change, at first, later, in the end . . .
According to _____, From his/her perspective _____
Similarly, in contrast, unlike, from a different perspective
Based on ____, according to _____, _____suggests that
Based on the standard, ask yourself:
According to _______, _______.
The function of____ is to _____.
Photosynthesis causes __________.