Spring, 2012 Local District English Learner Coordinators

 Establish a common understanding about the definition of “Academic English”  Briefly examine recommendations from various experts in Language Development  Consider the language of standardized assessments in one content area (Algebra 1)  Discuss the characteristics of effective vocabulary instructional techniques.

Academic English Quick Write: How would you explain Academic English?

Academic English How does it differ from casual/social English? “Academic English is a variety or register of English used in professional books and characterized by the specific linguistic features associated with academic disciplines.” -Robin Scarcella, Accelerating Academic English, 2003, page 19 4

Phonological component Stress, intonation, and sound patterns Lexical component Prefixes, roots, and suffixes Grammatical component Rules of grammar, syntax for description, definition, analysis, and persuasion Sociolinguistic component Knowledge of different genres Discourse component Recognition of elaboration that occurs in different genres 5 -Robin Scarcella, Accelerating Academic English, 2003

Why? High frequency in academic texts Appears across content areas Boosts comprehension of school-based texts How? Must be connected to prior knowledge Learned in contexts requiring their usage Easiest to learn when examples are provided 6

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8 Sample Assessment Algebra I CST

Number off 1-8. Study the multiple-choice question with that number. Think: What would make this question difficult for an English Learner? Underline the academic language in your question. Circle any language that might be problematic for other reasons. What are the teaching implications of this information? Pair with your partner and discuss your findings. Be ready to share out. 9 Handout 2: Sample Assessment Items, Algebra I CST

 C ircle the question.  U nderline key words and numbers that will help you solve the problem.  B ox the words that tell you what operation to perform.  S ide Commentary by translating words to mathematical symbols (Ex., variables, formulas, pictures, graphs, operations, etc.).

Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135 Teacher Directed Guided Practice

Teaching words without providing a context No grammar No connotations No differentiation of multiple meanings Relying exclusively on dictionary definitions No personal connection No clarification  Conducting activities that do not require verbal interaction 13 -Robin Scarcella, Accelerating Academic English, 2003

14 Handout 4: Effective Activities for Teaching Vocabulary

Trend Inverse Property Given Value Distributive Quotient Divisor Dividend Real number Solution Binomial Function Factor (factored, factorization, factoring) Vocabulary List

Step 4: Engage students in activities that help them add to their knowledge of the terms in their notebooks/layered books. 16

 Words and ratings Write the words Rate how well you know the word  Predictions Provide a prediction for each word  What do you think it means?  Definitions Provide a definition for each word  Visualizations Draw a picture or symbol that allows you to associate the word with the definition  Examples Provide examples of how the word could be used in context  Future Applications Think about ways in which the word can be applied in other content areas

Step 5: Periodically ask students to discuss the terms with one another. 19 Go-Around Exercise

Go-Around Exercise (For Review)  Form groups of no more than 4  Teacher distributes math vocabulary cards to students (see example on next slide)  The facilitator reads the math card to the group (definition and example)  One person starts by saying a sentence using the math vocabulary word on the card.  Rotating clockwise, each group member creates and says a sentence using the math vocabulary word on the card.  After every student in the group has had an opportunity to utter a sentence, the group presents its sentences to the class as a whole.

Factor ( ) x ( ) Word Graphic or Symbolic Representation Back Definition: For whole numbers, an integer that divides into another integer exactly is called a factor. Example: By multiplying (x + 2) and (x + 3), we get x 2 + 5x + 6. So, (x + 2) and (x + 3) are the factors of x 2 + 5x + 6. Math Vocabulary Card (for review) (or any appropriate graphic organizers) 30 6 x 5 3 x 2 x 5 Front

Math Vocabulary Cards

Give Definition, Example, and Circle Target Vocabulary Definition

Give Definition, Example and Circle Target Vocabulary Definition

Give Definition, Example and Circle Target Vocabulary Definition

Step 6: Involve students periodically in games that allow them to play with terms. 26 “Barrier” Crosswords -Pauline Gibbons, English Learners, Academic Literacy, and Thinking, 2009 pp Crosswordpuzzlegames.com

How can you take this information back to the school to share with teachers and ensure that they are aware of the importance of developing Academic English in all content areas? How can you make teachers aware of effective instructional strategies for academic vocabulary development?  What setting will work best at your school?  What specific steps will you take? 27

Please visit the Language Acquisition Branch webpage to download this presentation and all handouts. lausd.netOffices Language Acquisition Branch English Learners- Secondary Instruction