1. Lesson Planning
Block One
Fall 2014

2. Agenda Planning for effective teaching Academic Language
edTPA Format/Overview
Academic Language

3. edTPA Overview edTPA Tasks (Portfolio) Tasks by Block (1-4)
Planning: Task 1 –
Complete a context for learning (class demographics)
Create your 3-5 lesson learning segment
Complete the planning commentary
Instruction: Task 2 –
Teach your 3-5 lesson segment (from task 1)
Complete the instruction commentary
Videotaping
Assessing: Task 3 -
Pick an assessment from your learning segment
Collect & analyze students’ work (3 samples)
Complete the assessment commentary
Math Assessment: Task 4 –
Complete a context for learning (math class)
Create a learning segment (3-5 lessons)
Analyze students’ work
Complete the math assessment commentary
Block 1 – Task 1 & Task 2 (introduce and partially complete)
Block 2 – Task 1 & Task 2
Block 3 – Task 3 & Task 4
Block 4 – Task 4

4. Academic Language
“School is where you go to learn a secret language but they don’t tell you that it’s there. You have to figure it out on your own. It’s like an initiation to a secret club.” – Maya 8th grade

5. Academic Language
Oral and written language used for academic purposes. Academic language is the means by which students develop and express content understandings. It represents the language of the discipline that students need to learn and use to participate and engage in meaningful ways in the content area.
Susan Ranney, 2013

6. The Academic Language Connection
"If we think about academic language as the oral and written language that students need in order to understand (read, listen, think), communicate (listen, speak, write, connect), and perform (think, read, write, listen, speak, create) in the specific subject areas taught in schools, we realize that it is complex and complicated. We are teaching our students ways of participating in the content—how to think about it, how to question or talk about it, how to learn it."
Melanie Hundley, 2012

7. Academic Language is NOT
JUST specialized vocabulary
JUST words
JUST linguistic forms without meaning or purpose
JUST written language
JUST formal language
JUST the use of standard (“correct”) forms
Susan Ranney, 2013

8. What makes Language Sound Academic?
Everyday Language
Academic Language
Shorter and incomplete sentences
Actions through verbs (cut down trees)
More active voice (How much pizza did they eat?)
Shorter noun phrases (healthy food…)
Longer and more complex sentences
Make actions into nouns to build concepts (deforestation)
Passive voice more common (How much pizza was eaten?)
Long noun phrases (Improving the nutritional quality of foods offered from other sources..)
Susan Ranney, 2013

9. Sentence Matching
“A lot of artists at that time painted pictures of city life.”
“The ice caps are starting to melt because the earth is getting warmer.”
“Urban scenes were popular among artists of the era.”
“The melting of the ice caps is a result of global warming.”
Susan Ranney, 2013

10. Academic Language Language Function Syntax Discourse Language Demand
Vocabulary
Language Supports
Action verb in the central focus (commentary), or in learning outcomes (lesson objectives) (Eg: Blooms Taxonomy)
System for
organizing writing or speech
(Eg: Sentences,
graphs, tables)
Steps to help students with language
Academic Language
Subject specific or general academic
(Eg: Structure, conditions, or molecule).
Written or spoken (Eg: Product)
Method to express understanding

11. Vocabulary

12. Let’s Build a Wall

13. Vocabulary
General Academic
Content Specific

14. General Academic Vocabulary “Mortar”
achieve acquisition alternative analysis approach area aspects assessment assume authority  available benefit circumstances comments components concept consistent
corresponding criteria data deduction demonstrate derived distribution dominant elements equation estimate evaluation factors features final function initial
instance  interpretation journal maintenance method perceived percent period positive potential previous primary principle procedure process range region
relevant required research resources response role section select significant  similar source specific strategies structure theory transfer variables
Words teachers often mistakenly assume students know

15. Content Specific “Brick”
Words frequently defined in a textbook, and that teachers need to define
Science – molecules, atoms, erosion
Math – mode, radius, acute triangle
Social Studies – citizenship, economics, immigrant

16. If you only use bricks….
……the wall will fall down.
Susan Ranney, 2013

17. Missing the Brick & Mortar Words
Physical properties are _______ of all _______ that can be _________ and measured without changing the __________ __________ of the ______________.

18. Content (Brick) Words
Physical properties are _______ of all matter that can be _________ and measured without changing the chemical composition of the ______________.

19. General Academic (Mortar) Words
Physical properties are features of all matter that can be observed and measured without changing the chemical composition of the substance.

20. Brick & Mortar
Physical properties are features of all matter that can be observed and measured without changing the chemical composition of the substance.

21. Structured Practice & Application
With a partner, look at the excerpt from a text about hurricanes
Read through a few sentences and underline words that relate directly to the content and are scientific terms.
Then read through the sentences again and circle any words that seem “academic” in that they might not be used often in casual conversation, but would be used in many different academic subjects.

22. "There are three conditions required for a disturbance to form and strengthen into a hurricane. First, the disturbance must gather heat and energy through contact with warm ocean waters. Next, added moisture evaporated from the sea surface then powers the seedling tropical storm like a giant heat engine. Finally, the seedling storm forms a wind pattern near the ocean surface that spirals air inward. Bands of thunderstorms form, allowing the air to warm further and rise higher into the atmosphere. If the winds at these higher levels are relatively light, this structure can remain intact and further strengthen the hurricane."

23. "There are three conditions required for a disturbance to form and strengthen into a hurricane. First, the disturbance must gather heat and energy through contact with warm ocean waters. Next, added moisture evaporated from the sea surface then powers the seedling tropical storm like a giant heat engine. Finally, the seedling storm forms a wind pattern near the ocean surface that spirals air inward. Bands of thunderstorms form, allowing the air to warm further and rise higher into the atmosphere. If the winds at these higher levels are relatively light, this structure can remain intact and further strengthen the hurricane."

24. Steps for Introducing New Vocabulary
1. Teacher says the word.
2. Teacher states the word in context from the text.
3. Teacher provides the dictionary definition(s).
4. Teacher explains meaning with student-friendly definitions.
5. Asks students to repeat the word 3 times.
6. Engages students in activities to develop word/concept
knowledge.
7. Students say the word again or the whole sentence where it is found.
(Calderon, M Teaching Reading to English Language Learners,
Grades 6-12: A Framework for Improving Achievement in the
Content Areas, Corwin Press.)

25. Language Function
Syntax
Discourse
Language Demand
Vocabulary
Language Supports
Action verb in the central focus (commentary), or in learning outcomes (lesson objectives) (Eg: Blooms Taxonomy)
System for
organizing writing or speech
(Eg: Sentences,
graphs, tables)
Steps to help students with language
Academic Language
Subject specific or general academic
(Eg: Structure, conditions, or molecule).
Written or spoken (Eg: Product)
Method to express understanding

26. Language Function

27. Language Function What you DO Central Focus (commentary)
May be listed in your lesson/unit objectives (or similar)
Represented by the verb within the learning outcome (identify, list, explain, compare and contrast etc.)
Blooms Taxonomy

29. Language Function Central Focus (commentary only)
Students analyze characteristics of atomic particles.
Learning Outcome (Objective) for Lesson 1
The student will be able to (TSWBAT) compare protons and neutrons using a Venn diagram and identify three similarities and three differences.

30. Language Function
Syntax
Discourse
Language Demand
Vocabulary
Language Supports
Action verb in the central focus (commentary), or in learning outcomes (lesson objectives) (Eg: Blooms Taxonomy)
System for
organizing writing or speech
(Eg: Sentences,
graphs, tables)
Steps to help students with language
Academic Language
Subject specific or general academic
(Eg: Structure, conditions, or molecule).
Written or spoken (Eg: Product)
Method to express understanding

31. Syntax
Process
Set of conventions for organizing symbols, words and phrases together into structures (e.g., sentences, graphs, tables)
How students organize the information needed to complete the language function (Compare & Contrast – Venn Diagram)
Usually done in charts, graphs, diagrams, etc.
Cathy Zozakiewicz

32. Language Function
Syntax
Discourse
Language Demand
Vocabulary
Language Supports
Action verb in the central focus (commentary), or in learning outcomes (lesson objectives) (Eg: Blooms Taxonomy)
System for
organizing writing or speech
(Eg: Sentences,
graphs, tables)
Steps to help students with language
Academic Language
Subject specific or general academic
(Eg: Structure, conditions, or molecule)
Written or spoken (Eg: Product)
Method to express understanding

33. Discourse
Writing or speaking (Convey information)
Essays, debates, multimedia presentations, reports, discussions etc.
What should be included? Who, what, when, where, why?
How are the pieces of information organized? What comes first etc.?
Common Core Text Types
Argument; gather information and establish a position on the topic
Expository; provides evidence, characteristics are; first, next, finally etc.
Informational; analyzing and synthesizing informational; never personal opinions
Narrative; tells a story, to entertain
Academic discourse is usually written in the passive voice;
Marilyn mailed the letter (active)
The letter was mailed by Marilyn (passive)
Writing requires something to say, the words to say it, and the structure with which to write it (McCracken & McCracken, 1986).

34. I saw the students……..The students
Avoid Using Personal
Use Words Referring to Evidence
I think
From examining the findings,
I feel
In light of the evidence,
I believe
From previous research,
I am convinced that
Considering the results,
I disliked
According to the figures,
I liked
As shown in the diagram,
I agree
It is evident from the data,
I disagree
The literature suggest,
I am sure that
Given this information
It is my belief that
Some theorists argue,

35. Discourse Connectives

36. Final Example Central Focus (commentary only)
Students analyze characteristics of atomic particles.
Learning Outcome (Lesson specific)
TSWBAT compare protons to neutrons using a Venn diagram and identify three similarities and three differences.
Language Function
Analyze & compare
Syntax
Venn diagram, descriptive paragraph (Process)
Discourse
Reading paragraph out loud to a partner using informational text