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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

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Using content standards to identify and teach high mileage academic language

Using Content Standards to Identify and Teach High Mileage Academic Language

Anny Fritzen Case

Gonzaga University


Agenda
Agenda Academic Language

  • Academic Language Introduction

  • The challenge: With so much possible AL to teach, how do you decide what to prioritize?

  • Deriving AL from content standards

  • Embedding AL in content lessons

  • Five “High-Octane” Strategies

  • You Try It


http:// Academic Language youtu.be/V6pZyY6mM3g

http://youtu.be/WRS3i-ukOnk


A definition
A Definition Academic Language

  • ". . . the set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts."

    • Jeff Zwiers, Building Academic Language, 2008, p. 20


“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


appointed 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. .

“national security adviser”

“shared a belief”

realpolitik

based on ____ rather than ____

ideology

formulated

foreign policy

détente

“easing tensions”

confrontation

“resolve issues”

One short paragraph!


A few categories of academic vocabulary
A few categories of academic vocabulary 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. .

  • Need to know for a short period

  • Fundamental to a particular discipline

  • Fundamental across disciplines

  • Need to understand (orally or in writing)

  • Need to understand and produce

  • Technical terms (bold-faced words)

  • General language that allows you to use technical/academic vocab appropriately


Monarchy 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. .

Hypotenuse

Imagery

Photosynthesis

Thesis Statement

Reciprocal

Mitosis

“Brick” Terms – Technical words specific to a discipline (the boldfaced vocabulary)


Therefore 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. .

If . . . then . . .

dependent

suppose

In contrast to . . .

leads us to believe

“Mortar” Terms – general utility words that hold technical terms together; often abstract; used to communicate complex ideas


High mileage words
High Mileage Words 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. .

http://www.sxc.hu/photo/1082498


Language & Thinking Tasks 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. .

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

  • Understandand analyze story elements

  • Explain character change over time

  • Describe point of view

  • Compare and contrast point of view

  • Explain recurring themes using evidence


The process
The Process 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. .

Based on the standard, ask yourself:

  • What are the key words?

  • What is the academic task?

  • What language is needed to do it?

  • What are my students ready to do?

    From there,

  • Contextualize the tasks using relevant content

  • Design assessments

  • Embed attention to academic language in your planning


Let s try it
Let’s Try It 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. .

  • Formulate one or more hypotheses based on a model or theory of a causal relationship. Demonstrate creativity and critical thinking to formulate and evaluate the hypotheses.

    • What are the key words?

    • What is the academic task?

    • What language is needed to do it?


Embedding al into content lessons
Embedding AL into Content Lessons 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. .

  • Practice

  • Review

  • Assess

  • Teach

  • Post

  • Model


Five high octane strategies
Five 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. . High-Octane Strategies


Word frames
Word Frames 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. .

According to _______, _______.

The function of____ is to _____.

Photosynthesis causes __________.


Student authored glossaries
Student Authored Glossaries 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. .

  • Students create and share definitions

  • Students nominate several to be recorded


Adapted oral texts
Adapted Oral Texts 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. .


Street talk translation
Street Talk Translation 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. .


Writing test questions
Writing Test Questions 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. .


You try it
You Try It 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. .

  • Select a learning standard

  • Imagine a connected lesson

  • Based on the standard,

    • What are the key words?

    • What is the academic task?

    • What language is needed?

  • Brainstorm possible ways to embed this into content instruction

    • Teach, Post, Model, Practice, Review, Assess


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