1. Common Language Tasks for Academic Success 9/8/2015 1 Patrick Hurley, Mountain View High School ACADEMIC LANGUAGE FUNCTIONS

2. ACADEMIC LANGUAGE GAP California Academy of Science in Golden Gate Park $25 admission for Adults $15 (ages 7-11) $20 (ages 12-17) 0r $150 family membership “Mommy, What’s that?”

3. 9/8/2015 3 FROM CAL ACADEMY OF SCIENCE WEBSITE

4. 9/8/2015 4 IPHONE OR IPAD AT THE MUSEUM

5. Content Specific Academic Vocabulary General Academic Vocabulary Sophisticated Language Functions idea, axis, Copernicus, daily, earth, general, scientist, sun, century. demonstration, theoryTo synthesize and integrate information To sequence information 9/8/2015 5 ELEMENTS OF ACADEMIC LANGUAGE

6. Cal Academy of Science Pendulum 9/8/2015 6 FROM THE WEB SITE

7. ACADEMIC LANGUAGE  What would you like for kids to be able to think, say or write about the concepts you taught in any given lesson? “ What did you learn at school today?” These conversations may not be happening (in English) at the homes of many of our Long-Term English Learners

8. 9/8/2015 8 PRECISE AND ACADEMIC VOCABULARY Rachel from Glee Verbal Precocious Confident

9. 9/8/2015 9 “IT WAS RUDE FOR THE SOVIETS TO GO INTO AFGHANISTAN” Long-Term English Learner Right idea “Social and imprecise language:” “impoverished vocabulary” Confident in social settings Shy in academic settings

10.  According to Repairable Harm, the language used by many of our Long-Term English Learners is a “social, imprecise language”  May seem fluent in social situations  May have been reclassified  Usually in mainstream classes  Sometimes receive double-block (slower and louder version) 9/8/2015 10 “IT WAS RUDE FOR THE SOVIETS TO GO INTO AFGHANISTAN”

11.  Rachel might be annoying, but she has a much better chance of experiencing academic success than Luisa  I am much more like Rachel than I care to admit  I reward students who use academic language (even in the absence of sound thinking)  I struggle with differentiating for students who need more academic language instruction in heterogeneous classrooms  I do a much better job with homogenous classrooms such as a SDAIE or ELD class.  Academic Language is a saleable skill. It’s difficult to teach and the materials are not readily available  I spend so much time producing and enhancing materials that I’m sometimes not that great when it comes time to execute a lesson. 9/8/2015 11 A FEW THINGS I DON’T LIKE TO TALK ABOUT

12.  Familiarize participants with the ‘Sophisticated Language Functions’ in Improving Education for English Learners by CDE  Model the language functions using a professional, adult academic problem  Provide models on how to design language tasks that require the use of the ‘sophisticated language functions’  Provide models of academic writing, sentence frames and language objectives  Demonstrate a tool for identifying academic vocabulary  Share materials appropriate for adolescents and useful in the classroom  Provide an opportunity to practice and share  Create an opportunity for continued collaboration and sharing of materials. 9/8/2015 12 GOALS FOR SESSION

13. 9/8/2015 13 “SOPHISTICATED LANGUAGE FUNCTIONS” In Improving Education for English Learners, Saunders and Goldenberg provide a list of some of these sophisticated language functions: argue persuasively for or against a point of view analyze, compare, and contrast evaluate alternative points of view and factual information justify a point of view or to debate different points of view synthesize and integrate information follow or give complex directions hypothesize about the causal relationship between events justify a prediction, as in a science experiment present a logical argument question an explanation (50-51)

14. 9/8/2015 14 SAMPLE ACADEMIC PROBLEM: TEACHER INCENTIVE PAY STUDY  Vanderbilt University conducted a three-year study in Nashville schools  Math teachers in grades 5 through 8 offered bonuses ($5k, $10K and $15K for making annual test score targets (Average teacher salary 40-50K)  300 Teachers volunteered and were randomly assigned to a control group (no bonuses) or experimental group(eligible for bonus).  No significant differences between the two groups (no other factors were examined, such as professional development)  President Obama and Secretary Duncan support such incentive plans (Race to the Top)

15. 9/8/2015 15 SAMPLE ACADEMIC PROBLEM: TEACHER INCENTIVE PAY Daniel Pink (author) Drive: The Surprising Truth about what Motivates Us A Whole New Mind: Why Right Brainers will Rule the Future RSA Animations You Tube Video

16.  Start with the Language Functions and try to write a question for each  I use several resources to help me identify the kinds of question words that are associated with the different functions…but mostly I just used my own experience!  I write a response to the question using my own academic vocabulary (we all have one or we wouldn’t be here!) I try to keep the responses between 75-125 words depending on the task. 9/8/2015 16 PROCESS FOR CREATING QUESTIONS AND WRITING RESPONSES

17.  Cut and paste my response into wordsift.com 9/8/2015 17 PROCESS FOR IDENTIFYING VOCABULARY Select “AWL” for Academic Word List Identifies all of the words in the text that are included in the General Academic Vocabulary List (Mortar) These words will appear green in my responses

18.  Cut and paste my response into wordsift.com 9/8/2015 18 PROCESS FOR IDENTIFYING VOCABULARY Select each of the content areas Identifies all of the words in the text that are included in the Robert Marzano lists (Bricks) These words will appear red in my responses

19.  Why should schools offer incentive pay to teachers for student performance on state tests?  Why should schools not offer incentive pay to teachers for student performance on state tests? 9/8/2015 19 ARGUE PERSUASIVELY FOR OR AGAINST A POINT OF VIEW

20.  Compare and contrast the types of tasks in the studies cited by Pink and the impact of financial rewards for levels of performance. In his book Drive, Daniel Pink presents two case studies that demonstrate the reverse impact of financial rewards as a motivator for even the most rudimentary, cognitive tasks. College students at MIT and workers in rural India were offered financial rewards with increasing value for better performance on both mechanical and slightly complex tasks. In both studies, participants offered higher incentives performed better on the straight-forward and mechanical tasks. However, in both the MIT and the India study, participants offered higher incentives for better performance on tasks that required any complexity whatsoever performed worse than those offered smaller incentives. Thus, the incentive worked for simple tasks, whereas higher financial incentives had a negative effect on tasks that required any cognitive complexity. 9/8/2015 20 ANALYZE, COMPARE AND CONTRAST

21.  Compare and contrast the incentive studies at MIT and in rural India? 9/8/2015 21 ANALYZE, COMPARE AND CONTRAST In his book Drive, Daniel Pink presents two case studies that demonstrate ______________________________. College students at MIT and workers in rural India were offered ________________________________. In both studies, participants offered higher incentives performed better on ____________________________. However, in both the MIT and the India study, participants offered higher incentives for better performance on tasks that required ____________________ performed worse than _____________. Thus, the incentive worked for _____________, whereas _______________. Sentence Frame with significant assistance

22.  Compare and contrast the incentive studies at MIT and in rural India? 9/8/2015 22 ANALYZE, COMPARE AND CONTRAST Language Objective: To analyze by comparing and contrasting information using signal words such as both, however and whereas. Academic vocabulary may include: presents, demonstrate, rural, participants, study, incentives

23.  Why is this research significant? 9/8/2015 23 EVALUATE ALTERNATIVE POINTS OF VIEW AND FACTUAL INFORMATION The findings of the Vanderbilt University study are significant because they raise questions about policy and practices that are being encouraged by top education officials. Criteria for educational funding under “No Child Left Behind” have included a research-based component to any proposed plan. The Department of Education’s latest program, “Race to the Top” includes incentive programs such as paying bonuses to teachers for improved student performance. This recent research suggests that this is a questionable practice and to continue to encourage states to adopt a failed practice is both hypocritical and irresponsible. If the Federal Government is going to include guidelines such as research-based practices, then it is necessary that it adhere to similar criteria. Furthermore, in troubled economic times, it is irresponsible to simply give money away to teachers when there is little or no value added to student academic performance. (142 words)

24.  Why is this research significant? 9/8/2015 24 EVALUATE ALTERNATIVE POINTS OF VIEW AND FACTUAL INFORMATION The findings of the Vanderbilt University study are significant because ________________. _(elaborate)__________________. This recent research suggests that __________________. If ___________, then _______________. Furthermore, _________________. (142 words) Sentence Frame with minimal assistance w/word bank Related Ideas: No Child Left Behind Race To The Top Federal Government Academic Vocabulary: Policy Practices Component Programs Performance Criteria value

25.  Why is this research significant? 9/8/2015 25 EVALUATE ALTERNATIVE POINTS OF VIEW AND FACTUAL INFORMATION Language Objective: Evaluating alternative points of view by establishing criteria and using an “if…then” statement. Academic Vocabulary may include: study, questions, policy, component, programs, performance, Federal Government, criteria, similar, furthermore and value.

26.  What factors may have contributed to the failure to improve test scores by paying teachers bonuses? 9/8/2015 26 HYPOTHESIZE ABOUT CAUSAL RELATIONSHIP BETWEEN EVENTS Several factors may have contributed to the failure to improve test scores by paying bonuses to teachers. One possibility is that the teachers in the experimental group knew that they had nothing to lose by joining the study and simply proceeded to teach using the same strategies as years past. They may have hoped that there would be improvement and therefore receive the incentive but did not make the necessary adjustments to their practice. As a result, no improvement in test scores occurred.

27.  What factors may have contributed to the failure to improve test scores by paying teachers bonuses? 9/8/2015 27 HYPOTHESIZE ABOUT CAUSAL RELATIONSHIP BETWEEN EVENTS Several factors may have contributed to _________________________. One possibility is that ___________________. They may have (Past participle)______________________. As a result _____________. (83 words) Sentence frame with minimal assistance w/verb tense

28.  What factors may have contributed to the failure to improve test scores by paying teachers bonuses? 9/8/2015 28 HYPOTHESIZE ABOUT CAUSAL RELATIONSHIP BETWEEN EVENTS Language Objective: Hypothesize about causal relationship between events using “may have +past participle” and “as a result.” Academic Vocabulary may include: factors, contributed, experimental, strategies, study, proceeded, adjustments, incentive.

29.  Based on the research of Daniel Pink and the Vanderbilt University study, how might schools improve teacher performance? Give reasons to support your position. 9/8/2015 29 JUSTIFY A PREDICTION According to Daniel Pink’s research, if schools respect teachers’ desire for autonomy, mastery and purpose, there should be an improvement in their performance. Pink’s research says that human beings thrive when provided an opportunity to be self-directed and engaged in work that is interesting to them. Based upon this idea, teachers should be provided an opportunity to work on projects that matter to them and collaborate with those with whom they choose to work. For example, if teachers were required, like at Google or Apache, to spend time working on something other than grading papers and planning for tomorrow’s lessons, the kind of innovation that will truly improve their practice may occur. (112 words)

30.  Based on the research of Daniel Pink and the Vanderbilt University study, how might schools improve teacher performance? Give reasons to support your position. 9/8/2015 30 JUSTIFY A PREDICTION According to Daniel Pink’s research, if ________________, there should be ____________. Pink’s research says that ________________. Based upon this idea, teachers should be provided an opportunity to __________________. For example, if teachers were ______________, then ___________ may occur. (112 words) Sentence frame with some assistance w/hedging language

31.  Based on the research of Daniel Pink and the Vanderbilt University study, how might schools improve teacher performance? Give reasons to support your position. 9/8/2015 31 JUSTIFY A PREDICTION Language Objective: Make a prediction using “if…then,” “should be,” and “may occur” and justify using language such as “Pink’s research says,” “Based upon this idea” and “for example.” Academic vocabulary may include: research, autonomy, performance, idea, projects, matter, example, innovation.

32.  Describe the study at Vanderbilt University in chronological order. 9/8/2015 32 FOLLOW OR GIVE COMPLEX DIRECTIONS First, Nashville math teachers in grades 5 through 8 were invited to participate in a three-year experiment where they could be rewarded bonuses of $5000, $10,000 or $15,000 for achieving annual test score targets. Next, approximately 300 teachers volunteered and researchers randomly assigned half of the participants to a control group ineligible for the bonuses and the other half to an experimental group that could receive bonuses if their students reached certain benchmarks. Throughout the study, no additional factors like professional development or mentoring were introduced to participants. In the end, researchers found that there was no discernable difference in the performance of those in the experimental group with those in the control group.

33.  Describe the study at Vanderbilt University in chronological order. 9/8/2015 33 FOLLOW OR GIVE COMPLEX DIRECTIONS First, Nashville math teachers in grades 5 through 8 were __________________. Next, approximately 300 teachers volunteered and half of the_____________ to a control group ineligible for the bonuses and the other half __________________. Throughout the study, ___________________. In the end, researchers found that ________________________. Sentence frame with medium assistance w/sequence words

34.  Describe the study at Vanderbilt University in chronological order. 9/8/2015 34 FOLLOW OR GIVE COMPLEX DIRECTIONS Language Objective: Follow and give complex directions by using sequence words such as first, next, throughout, in the end. Academic vocabulary may include: participate, experiment, achieve, annual, targets, approximately, volunteer, researchers, random, assign, control, benchmarks, factors, professional, participants.

35.  How does the research of Daniel Pink explain the results of the Vanderbilt University study? 9/8/2015 35 SYNTHESIZE AND INTEGRATE INFORMATION Daniel Pink’s research on motivation explains the failure of financial rewards for teachers as a means for improving student academic performance. According to Pink, financial incentives may work for rudimentary or mechanical tasks; however once the task becomes more complex, like teaching, financial rewards actually have a negative impact. While this seems contrary to conventional thinking about the impact of rewards on performance, Pink’s work suggests that workers respond better to intrinsic motivation such as the opportunity to be self-directed, to master their craft and to be guided by a purpose that matters to them. In the Vanderbilt University study, teachers in the experimental group where a financial reward was made available performed no better than those in the control group with no such reward. Based on Pink’s research, the money would be better spent raising the salaries of all teachers to a point where they no longer worry about money and providing a work atmosphere that values autonomy, mastery and purpose for all. In doing so, the kind of innovation that will truly impact student learning will occur. (180 words)

36.  How does the research of Daniel Pink explain the results of the Vanderbilt University study? 9/8/2015 36 SYNTHESIZE AND INTEGRATE INFORMATION Daniel Pink’s research on motivation explains _____________________. According to Pink, financial incentives may work for _______________; however ______________. While this seems contrary to conventional thinking about __________________, Pink’s work suggests that workers respond better to intrinsic motivation such as _______(1)________, _______(2)________ and _________ (3)_______. In the Vanderbilt University study, teachers in the experimental group ________________. Based on Pink’s research, the money would be better spent _________________. In doing so, ______________ will occur. (180 words) Sentence frame with significant assistance w/placeholders for content

37.  How does the research of Daniel Pink explain the results of the Vanderbilt University study? 9/8/2015 37 SYNTHESIZE AND INTEGRATE INFORMATION Language Objective: Synthesize and integrate information using attributive tags such as “Pink’s research explains..,” “According to Pink,” “Pink’s work suggests,” and “In the Vanderbilt Study.” Academic vocabulary may include: performance, academic, tasks, complex, financial, impact, conventional, motivation, study, research, values.

38.  Companies like Google and Atlassian give employees time to work on new projects in order to encourage innovation. Make an argument for or against such a strategy in schools. 9/8/2015 38 PRESENT A LOGICAL ARGUMENT Schools should create opportunities for innovation in a manner similar to those of successful corporations such as Google and Atlassian by providing teachers time away from the typical duties to work on meaningful projects that will result in better teaching and improved student performance. Many of Google’s most successful applications were developed during a mandatory free period where employees must explore a new idea and work with people who have a similar interest. As a result, Google employees launched Google Earth and Google Docs, securing Google’s position as the most used website on the web. If teachers were provided with similar opportunities, perhaps new interventions could be created that would result in fewer students needing expensive programs like ELD and summer school. By investing in these opportunities for teachers to be self-directed, masters of their craft with purpose and conviction, the “Google Earth” of education could emerge. (147 words)

39.  Companies like Google and Atlassian give employees time to work on new projects in order to encourage innovation. Make an argument for or against such a strategy in schools. 9/8/2015 39 PRESENT A LOGICAL ARGUMENT Schools should create opportunities for innovation in a manner similar to those of ______ by _____(what should they do)_____ because __(reason)________. ___(provide an example of how this works in business)___________ As a result, ______(what happens in business)_________. If teachers were provided with similar opportunities, __________(what might happen in schools – give an example)_____. Sentence frame with minimal assistance w/ directions for including types of information

40.  Companies like Google and Atlassian give employees time to work on new projects in order to encourage innovation. Make an argument for or against such a strategy in schools. 9/8/2015 40 PRESENT A LOGICAL ARGUMENT Language Objective: Present a logical argument that includes claim language such as “____should____because____” and “as a result.” Academic vocabulary may include: create, corporations, projects, result, applications, interventions, similar, investing, emerge, purpose

41.  In response to the Vanderbilt study, Eric Hanushek of Stanford University’s Hoover Institute says that the study did not address the main goal of incentives – who stays and who leaves the teaching profession. “The biggest role of incentives has to do with the selection of who enters and who stays in teaching—i.e., how incentives change the teaching corps through entrances and exits,” Hanushek said. “I have always thought that the effort effects were small relative to the potential for getting different teachers. Their study has nothing to say about this more important issue?” (Washington Post) What is Hanuschek suggesting about the way in which financial incentives are intended to work? Do you agree? Why or why not? 9/8/2015 41 QUESTION AN EXPLANATION

42. 9/8/2015 42 GENERAL ACADEMIC VOCABULARY USED IN RESPONSES (50 WORDS) Demonstrate Reverse Impact Financial Tasks Participants Straight-forward Incentives Complexity Policy Component Federal Similar Furthermore Factors Contribute Proceed Strategies Incentive Adjustments Research Projects Innovation Occur Participate Achieve Annual Target Approximately Volunteer Researchers Randomly Assign Professional Participant Academic Tasks Complex Financial Impact Conventional Motivation Research Innovation Create Corporations Interventions Invest Emerge

43. 9/8/2015 43 CONTENT-SPECIFIC ACADEMIC VOCABULARY (21 WORDS) Presents Workers Rural Mechanical Study Questions Programs Performance Government Value Experimental Autonomy Idea Matter Example Experiment Control Benchmarks Result Applications Purpose

44.  They need to be exposed to interesting topics that will give them something to say (Edge, “What’s Happening,” “Word Generation.”)  They need direct instruction in the content-specific academic vocabulary (Marzano six-step program)  They need direct instruction in general academic vocabulary words (Kate Kinsella method)  They need well-designed language tasks (questions, topics) that provide practice in all of the sophisticated language functions (Improving Education for English Learners)  They need language frames for assistance with the language functions (Susana Dutro)  They need multiple opportunities to orally practice academic language (Jeff Zwiers)  They need interesting projects that allow them to use language in meaningful ways 9/8/2015 44 WHAT DO KIDS NEED TO DO THIS?

45.  Word Generation from SERP (Strategic Educational Research Partnership)  72 units that invite students to “Join The National Conversation,” designed as a middle-school intervention due to insufficient academic vocabularies  Designed to be taught by all content-area teachers (Language Arts, Math, Science and Social Studies) throughout the week  High interest topics begin with a short article that introduces the topic and usually presents both sides of the issue  Five General Academic Vocabulary words are introduced and can be explicitly taught  Math problem concerning the topic and using the vocabulary words  Science ‘thought-experiment’  Social Studies debate  Short essay that answers the question 9/8/2015 45 SAMPLE MATERIAL FROM THE WEB

46. 9/8/2015 46 SAMPLE UNIT FROM WORD GENERATION: RISKY BEHAVIOR Cyberbullying Sample Unit

47. 9/8/2015 47 SAMPLE UNIT FROM WORD GENERATION: RISKY BEHAVIOR http://wordgeneration.org/PDFdownloads /WG1-2studentbook-pages.pdf

48. 9/8/2015 48 SAMPLE UNIT FROM WORD GENERATION: RISKY BEHAVIOR http://wordgeneration.org/PDFdownloads/WG1- 2studentbook-pages.pdf

49. WordDefinitionExample anonymous a-non-y- mous(noun) not known by _______ The anonymous letter to the newspaper said that the food in the cafeteria was _______ (adj). The star soccer play was ______ (adj) due to an anonymous email from a woman. Word bank: terrible fattening expensive delicious inedible disgusting nutritious Word bank: excited frightened nervous embarrassed jealous Use vocabulary program that I learned from Kate Kinsella in workshops.

50. 9/8/2015 50 VOCABULARY NOTEBOOK

51. WordDefinitionExample underlying un-der-ly- ing(adjective) the _______ or cause that is most important but that is not ______ to discover One underlying cause for a student to be unhappy at school is ________ (noun). The underlying reason why she broke up with her boyfriend is because he was ______ (verb+ing) with ________. Word bank: homework friends bullying a test Word bank: flirting..others cheating...another girl fighting...her best friend smoking...his friends All of this information is available to you online. I also have them in SMART notebook slides

52. WordDefinitionExample capacity ca-pac-i-ty(noun) the __________ to do or produce something. The _______ (adjective) student does not have the capacity to finish her homework. Without enough money, it is difficult for government to have the capacity to ______ (base form of a verb) its people. Word bank: tired unprepared nervous new confused Word bank: help educate take care of feed protect serve

53. WordDefinitionExample adequate ad-e-quate (adj) enough of something for a particular __________. The parents do not have adequate __________ (noun) to help their child with bullying. adequately ad-e-quate-ly (adverb) something done well ______. Some parents are not able to adequately _____(verb) their child with/from bullies at their school. Word bank: information experience time knowledge understanding Word bank: assist help protect save

54. WordDefinitionExample harassment (noun) ha-rass-ment (noun) behavior that is threatening or ____________ to other people. One common form of harassment is when boys _______ (verb) girls. Harassment at school includes ________ (verb+ing) other students. Word bank: touch push kiss shove whistle at Word bank: pushing whistling at touching swearing at discriminating against

55. 9/8/2015 55 VOCABULARY NOTEBOOK

56. 9/8/2015 56 VOCABULARY NOTEBOOK

57. 9/8/2015 57 VOCABULARY NOTEBOOK

58. 9/8/2015 58 VOCABULARY NOTEBOOK

59. 9/8/2015 59 TEST PRACTICE

60.  Find a partner at your table  You will be given a “Sophisticated Language Function”  Create a question or prompt that will require students to use your assigned sophisticated language function. The question can be about any one or combination of the “Risky Behavior” Word Generation Prompts  Write a highly academic response (75-125 words) to the prompt (collaborate). Try to use several of the focus words from the units.  Using your response, create a sentence frame using the samples from ‘Teacher Incentives’(any level of assistance). No word count.  Create a language objective using the samples from “Teacher Incentives” 9/8/2015 60 PRACTICE WITH SOPHISTICATED LANGUAGE FUNCTIONS

61.  In groups of three interested participants, select one of the themes from the Word Generation themes that I’ve grouped together. (one theme per group)  Each participant should select a unit from the theme and:  Register for Word Generation by e-mailing mellinger@serpinstitute.org. You will then be invited to join the collaborative workspace at onehub.com. Download your unit. mellinger@serpinstitute.org  Create a vocabulary PowerPoint and vocabulary notebook (you can use my templates) using the focus words for your unit  Share your materials with your partners  Divide the language functions and create questions/prompts, sample responses, language frames and language objectives.  Place unit in the Word Generation workspace (Onehub) and share with colleagues. 9/8/2015 61 HOMEWORK (IF INTERESTED!)