1 / 32

ACADEMIC LANGUAGE

ACADEMIC LANGUAGE. December esl job-alike. Session Objective. Participants will explore and plan for instructional routines to set up and monitor productive conversations in the academic register. Think about your student that you are here for this year. . Agenda. 1. Academic Discussions

emile
Download Presentation

ACADEMIC LANGUAGE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ACADEMIC LANGUAGE December esl job-alike

  2. SessionObjective • Participants will explore and plan for instructional routines to set up and monitor productive conversations in the academic register. Think about your student that you are here for this year.

  3. Agenda • 1. Academic Discussions • Setting up productive partners: 4Ls • Consistently monitoring language production: academic response frames • 2. Make and Take: planning and charts • 3. Outcomes and evaluation

  4. Demands of an academic register: Turn and Talk • What challenges do Emergent Bilingual students (in particular your focus student) face at school and in their future professional life? • One challenge that Emergent Bilingual students face is_______(verb+ing) ________.

  5. Let’s observe: Setting up structured academic discussions • Observe the teacher explaining an interaction strategy to ELL students. Notice what instructional routines she is using to show and tell the students how they have to interact with a partner and what she expects from their partner work. • With your elbow partner choose who will be partner A and partner B. • APartner: Take note of the precise language and examples the teacher uses to model productive interaction between partners. • B Partner: What is the effect of the teacher’s explicit modeling? What were the outcomes for interactions between students? What kind of language did they produce? Credit: Based on work by Dr. Kate Kinsella.

  6. Structured academic discussion

  7. Video debrief: Interact • Think: Briefly review your personal notes. • Write: your response in 2-3 sentencesusing the response frame or your own. • The instructional routine _________________________ • students’ engagement and language production because _______. • Interact: Share your ideas with your partner. Credit: Based on work by Dr. Kate Kinsella.

  8. The goal of lessons focused on ELD How can we dramatically increase the quality and • quantity of verbal and written engagement each student experiences using academic language? Brainstorm and Record 3-4 ideas using everyday English: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Based on work by Dr. Kate Kinsella.

  9. From everyday English to Academic language • How could we change the responses from everyday English to academic English?

  10. Academic language Includes vocabulary, syntax and register Register Syntax and Grammar Vocabulary Credit: Based on Dr. Kinsella

  11. Structured Academic discussion: Write • Rewrite one of your ideas using the academic response frames. Include precise verbs. • From my perspective, we can encourage students to actively engage in conversation using academic language by _________ (verb+ing) __________. Based on work by Dr. Kate Kinsella

  12. Vocabulary Word bank: Write

  13. Vocabulary word bank

  14. Vocabulary Word bank

  15. Vocabulary Word bank

  16. Model Sentence: Choral read, then Write your own • From my perspective, we can encourage students to actively engage in a conversation using academic language by modeling precise language in the academic register.

  17. Structured Academic discussion:SHARE WITH 4LS • The 4Ls set up partners to share productively. • Lookat your partner’s eyes. • Lean toward your partner. • Lower your voice. • Listen attentively. Credit: Developed by Dr. Kate Kinsella

  18. Eye Contact: a vital soft skill in the us Credit: Developed by Dr. Kate Kinsella.

  19. The 4ls: PRODUCTIVE PARTNERS • Lookat your partner’s eyes. • Lean toward your partner. • Lower your voice. • Listen attentively. Credit: Developed by Dr. Kate Kinsella

  20. The 4ls: PRODUCTIVE PARTNERS • Lookat your partner’s eyes. • Lean toward your partner. • Lower your voice. • Listen attentively. Credit: Developed by Dr. Kate Kinsella

  21. The 4ls: PRODUCTIVE PARTNERS • Lookat your partner’s eyes. • Lean toward your partner. • Lower your voice. • Listen attentively. Credit: Developed by Dr. Kate Kinsella

  22. Language for attentive listening Credit: Developed by Dr. Kate Kinsella.

  23. Structured Academic discussion: Interact • Discuss your idea with your partner. • Read it fluently using the academic response frame. • 2) Make eye contact and repeat it with expression. • Record your partner’s name and ideas. • Keep discussing until I say: “1-2-3, eyes on me” • If you don’t have a second idea, use the facilitator’s idea.

  24. Structured academic discussion: Report • Use your public voice if you are called: 3X louder and 2X slower than your partnering private voice. • Listen attentively and record notes on your classmates ideas. • Listen for and point out similarities and differences using academic language. • My example is similar to___’s. • My idea builds upon ______’s. • My example is different from_______’s.

  25. Formal and informal: language sort • Formal register is important for student academic success.

  26. INCLUSIVE PARTICIPATION IN academic discussion: Review • Set up productive partners • Establish expectations • Monitor partners and language use • Elicit reporters during class discussion (preselected, random, voluntary)

  27. Instructional routines used today • To set up productive partners: • 4L • To structure productive conversations: • Academic response frames • To monitor productive conversations: • Brainstorming in pairs • Voluntary reporters • Preselected reporters • Randomly selected reporters

  28. Make and take options • Planning for academic language: viable instructional routines • Make your own charts • Explore Kinsella’s internet • resources

  29. Kinsella’s internet resources • www.sccoe.org/depts/ell/kinsella.asp • www.sccoe.org/depts/ell/teacherresources.asp • http://sccoe.org/depts/ell/accountability/12thannual/Starlight_Kinsella_120711.pdf

  30. Planning for academic language • Using your own curriculum materials and/or plans consider how you would infuse these routines into your instruction. • Take some time to develop a plan that you can use in the next few weeks.

  31. Feedback sheet • Three strategies I will definitely use to maximize verbal participation are: • 1._________________________________________________________________ • 2._________________________________________________________________ • 3._________________________________________________________________

  32. Have a good night Thanks for coming

More Related