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Academic Language: Making Working Sense of Expectations ...

Nicole MerinoCathy ZozakiewiczSCALEA cademic Language: Making Working Sense of Expectations for Candidates in the edTPAG oals/Outcomes of Session Define Academic Language Examine Academic Lang. Components of edTPA Identify Academic Language Demands within an Elementary Math Lesson Complete Language Activities within edTPA Develop Ways to Support Candidates CENTRAL GOAL: To Be Able to IdentifyAL in Order to Support Candidates 2 Where Are We Right Now? Individual Free Write: What is our present definition of Academic language? What does it mean in our own words? How might we explain it to our Teacher Candidates? (TC) Share Outs with Whole Group Academic language represents the language of the disciplinethat students need to learn and use to participate and engage in meaningful ways in the content area. Academic language is the oral and written language used for Academic purposes and the the means by which students develop and express content understandings.

–Retell an event - regular and irregular past tense verbs –Describe people/things - adjectives –Describe place - prepositions –Describe actions - adverbs and -ing verb endings –Compare/Contrast attributes -er and -est endings –Give/Carry out commands - imperative verbs –Generate hypotheses - if…then

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Transcription of Academic Language: Making Working Sense of Expectations ...

1 Nicole MerinoCathy ZozakiewiczSCALEA cademic Language: Making Working Sense of Expectations for Candidates in the edTPAG oals/Outcomes of Session Define Academic Language Examine Academic Lang. Components of edTPA Identify Academic Language Demands within an Elementary Math Lesson Complete Language Activities within edTPA Develop Ways to Support Candidates CENTRAL GOAL: To Be Able to IdentifyAL in Order to Support Candidates 2 Where Are We Right Now? Individual Free Write: What is our present definition of Academic language? What does it mean in our own words? How might we explain it to our Teacher Candidates? (TC) Share Outs with Whole Group Academic language represents the language of the disciplinethat students need to learn and use to participate and engage in meaningful ways in the content area. Academic language is the oral and written language used for Academic purposes and the the means by which students develop and express content understandings.

2 Academic language is hard for us to see: it is like water to the Fish Academic language development is Making the language of the school, content, and classroomexplicit to expand students control over language and improve their language choices according to the purpose(FUNCTION) and audience for the Center for Assessment, Learning, and EquityAcademic LanguageSet of wordsGrammarOrganizational Strategies Zwiers describes Academic language as the set of words, grammar, and organizational strategiesused to describe complex ideas, higher-order thinking processes, and abstract concepts (p. 20). What are the words & structures that students need to know to understand & make meaning in a content area? Academic LanguageTermsLinguistic ProcessesPatterns When we teach a subject, or any topicor textwithin that subject, we must teach the Academic vocabularyfor dealing with it not just the words, but also the linguistic processes and patternsfor delving deeply into and operating upon that content (Wilhelm, p.)

3 44). There are language demands that teachers need to consider as they plan to support student learning of content, which include: Vocabulary Language functions Syntax DiscourseAcademic Language DemandsVocabulary Vocabulary includes words and phrases (and symbols) that are used within disciplines including: 1. words and phrases with subject specific meanings that differ from meanings used in everyday life ( , table, ruler, force, balance); 2. general Academic vocabulary used across disciplines ( , compare, analyze, evaluate); and 3. subject-specific words defined for use in the Functions Language Functions arethe content and language focus of learning tasks often represented by the active verbs within the learning outcomes. Functions are thepurposesfor which language is used. Examples of Functions in Performing Arts Describingtechniques or methods used in a given period or style of performance Summarizinginformation Evaluatingperformances Classifyingbased on attributesAcademic Language Functions Purposes of LanguageChamotand O Malley, 1974 Compare-explain graphic organizer showing contrast Order-describe timeline, continuum or cycle Classify-describe organizing principles Analyze-describe features or main idea Infer-generate hypotheses to suggest cause/outcomes Justify & Persuade-give evidence why A is important Solve Problems-describe problem-solving procedures Synthesize-summarize information cohesively Evaluate-identify criteria, explain priorities, set of conventions for organizing symbols, words, and phrases together into structures ( , sentences, graphs, tables, in music a staff, etc).

4 Examples in mathematics: Grammar and Syntax1 Grammar consists of set rules regarding language and sentence structure, such as no splitting infinitives and no hanging , in reference to sentences, is how a sentence is worded and structured and in ways that can impact meaning. This includes consists types of sentence (Declarative, Interrogative, Exclamatory, Imperative) and word order (passive vs. active voice), and even length of sentences (short vs. long).Discourse Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write and participate in knowledge construction. Discipline specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. Within Discourse Some Text Categories or Modes of Communication1 Narration/Narrative2 Description3 Exposition/Expository4 ArgumentThink about how these texts/modes areused or developed in different subject areas.

5 Narration/Narrative TextNarration recounts an event or a series of related events. "Narrationis .. a component of much of the writing done in the workplace. Police officers write crime reports, and insurance investigators write accident reports, both of which narrate sequences of events. Physical therapists and nurses write narrative accounts of their patients' progress, and teachers narrate events for disciplinary reports. Supervisors write narrative accounts of employees' actions for individual personnel files, and company officials use narration to report on the company's performance during the fiscal year for its stockholders."(Barbara Fine Clouse, Patterns for a Purpose)Narration/Narrative TextNarration recounts an event or a series of related events. "Jokes, fables, fairy tales, short stories, plays, novels, and other forms of literature are narrative if they tell a story.

6 Although some narrationsprovide only the basic who, what, when, where,and whyof an occurrence in an essentially chronological arrangement, as in a newspaper account of a murder, others contain such features as plot, conflict, suspense, characterization, and description to intensify readers' interest."(LynnZ. Bloom, The Essay Connection, Houghton Mifflin, 2001)Descriptive writing strategy using sensory details to portray a person, place, or Types of Description: Objective and Impressionistic1. "Objective descriptionattempts to report accurately the appearance of the object as a thing in itself, independent of the observer's perception of it or feelings about it. It is a factual account, the purpose of which is to inform a reader who has not been able to see with his own eyes. The writer regards himself as a kind of camera, recording and reproducing, though in words, a true picture.

7 Descriptive writing strategy using sensory details to portray a person, place, or Types of Description: Objective and Impressionistic2. "Impressionistic descriptionis very different. Focusing upon the mood or feeling the object evokes in the observer rather than upon the object as it exists in itself, impressionism does not seek to inform but to arouse emotion. It attempts to make us feel more than to make us see.. Exposition/Expository TextA statement or text intended to give information about (or an explanation of) an issue, subject, method, or idea. "One of the traditional classifications of discoursethat has as a function to inform or to instruct or to present ideas and general truths objectively (Woodson, 1979). Expository writing:Any form of writing that conveys information and explains ideas. As one of the four traditional modes of discourse, expository writing may include elements of narration, description, and argumentation, but unlike creative writingor persuasive writing, its primary goal is to deliver information about an issue, subject, method, or The process of forming reasons, justifying beliefs, and drawing conclusionswith the aim of influencing the thoughts and/or actions of others.

8 "The three goals of critical argumentationare to identify, analyze, and evaluate arguments. The term 'argument' is used in a special Sense , referring to the giving of reasons to support or criticize a claimthat is questionable, or open to doubt. To say something is a successful argument in this Sense means that it gives a good reason, or several reasons, to support or criticize a claim (Walton, 2006).Observations of AL in Use Our Task: Watch video clip of a veteran elementary teacher during a lesson on Take notes to identify the language demands vocabulary/symbols, language functions, syntax and/or discourse Consider how this teacher is supporting student language use Debriefing about Video on AL Share your observations with 1-2 table partners. What Academic language did you identify? What supports? Share synopsis of group discussion with whole group Discussion our thoughts and questionsWhat Did We Observe?

9 Vocabulary? Language Functions? Other Language Demands?Two Evaluated Components of Academic Language in the edTPA In Planning Task 1: Prompt 4 -Rubric 4 In Assessment Task 3: Prompt 3 -Rubric 1427 Using Fraction Lesson, Let s Work Through Planning Prompt 4 Seeing This Through Candidate s Eyes 4A. Language Demand: Language Function. Identify onelanguage function essential for students to learn the content and skills within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment: AnalyzeCategorizeCompare/contrast DescribeExplainCalculate 4B. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. In which lesson does the learning task occur? (Give lesson/day number.)28 Planning Prompt 4 -Supporting Literacy Development Through Language 4C.

10 Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Vocabulary, key phrases or symbols Plusat least one of the following: Syntax DiscourseConsider the range of students understandings of the language function and other demands what do students already know, what are they struggling with, and/or what is new to them? 4D. Language to your lesson plans and instructional materials as needed in your response to the prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a Prompt 3 Evidence of Language Understanding and Use: You may provide evidence of language use with your video clip(s) from Task2, through the student work samples analyzed in Task 3, or an additional video clip.


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