Building Academic Language An Introduction to Tiered Vocabulary PD Module 1: October 1, 2015

Today’s Goals  Define Academic Language  Practice student talk strategies  Identify and “Pull Out” Tiered Vocabulary from text

A B C D Answer Cards  Locate the answer card on your table  How would you self-assess your knowledge of Academic Language/Tiered Vocabulary? A = Expert B = Proficient C = Competent D = Novice

Table Debrief At your table:  Discuss your self-assessment rating and why you selected: Expert, Proficient, Competent, Novice  Use Academic Conversation moves to help table talk as needed

Ways to Use Answer Cards  Have students solve a math problem with multiple choice answers. Students compare, contrast and explain their thinking.  Provide 4 characters from a novel or fictional text. Ask students identify the protagonist and discuss their selection.  Give students a hypothesis and provide 4 ways to test it. Ask which way is the most objective way to test it.  Whole class check for understanding

Academic Language What the research says...

Students’ development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)

Academic Language

 Research shows that average students learn approximately 7 words per day (Miller, 1978).  At-risk students are learning less than 1-2 words per day or none at all.  But there are too many words in the English language to teach!  Not all words call for attention. (Beck, 2001)

Academic Language

Informal LanguageAcademic Language repetition of wordsvariety of words, more sophisticated sentences start with “and” or but”sentences start with transition words, such as “however”, “moreover”, and “in addition” use of slang such as “whatever” and “like”replaces slang with accurate descriptions appropriate for use in casual, social settings appropriate for use in all academic and work places settings can vary greatly by ethnicity, region, gender, age common language register for all (K. Kinsella, 2007)

Vocabulary & Discourse Old School… Drill & Kill List of words & a dictionary Quiz at end of week

Vocabulary & Discourse New School… Tiered vocabulary Connections to mentor texts (& CCSS) Interactive practice Language awareness

Identifying Words:Tier 1 ◆ Tier 1 words are words most children know in their primary language ◆ Frequently used in oral discourse ◆ Consist of basic words, connectors, and/or compounds ◆ Often demonstrated easily through visuals, motions, or gestures baby, clock, happy, walk, jump, hop, slide, girl, boy, dog, long 16 Beck, I. et al, 2002; Calderon, M. 2011

Identifying Words: Tier 2 ◆ Complex words and longer phrases ~ bookishness, “all of a sudden” ◆ Polysemous words (multiple meaning words) ~ plot, table, ◆ Idioms ~ “kicked the bucket” ◆ Noun Phrases ~ “long time,” “Great Depression” ◆ Phrasal Verbs ~break up, break down, break into ◆ Prepositional phrases ~ “on the verge” Source: Calderon, M. 2011

Identifying Words: Tier 2 ◆ Connectors and transition words ~ as a result ◆ Specific and sophisticated words that cross multiple content areas ~ analysis ◆ Previous conceptual understanding builds word knowledge ~ may not know the words “sophisticated” or “elegant” but knows the concept and word “pretty” Source: Calderon, M. 2011

Identifying Words: Tier 3 ◆ Low frequency of use ◆ Often limited to specific domains ➢ Words used infrequently or jargon ➢ Often defined in footnote or glossary ➢ Best learned when a specific need arises ➢ Very important to understanding academic content but generally confined to one subject area ~ isotope, lathe, peninsula, refinery (Beck,I. et al, 2002; Calderon, M. 2011)

Examples of the 3 Tiers Tier 1Tier 2Tier 3 Simple, concrete English that can be acted out. Information processing words, polysemous words, transition words, connectors, phrasal verbs, idioms, more sophisticated words useful across subject areas. Uncommon words typically associated with a specific content area. clock happy choice friendly locker avoid, adapt, trunk, data table, consequently, point, once upon a time, break a leg, as well as, make up, make do, make off with, make over entomologist peninsula endoplasmic reticulum

Let’s Practice Sorting Tiered Vocabulary 1. Choose an example as a group 2. Read the text at your table 3. Find five examples in each tier and fill in the chart 4. Compare your words and discuss your reasoning. Use the Academic Conversation Moves chart as support.

Pulling out Tiered Vocabulary Words What was challenging? Did you have general consensus on most words? Were any words both Tier 2 and Tier 3? How might you teach a Tier 2 word you identified?

A B C D Answer Cards  Locate the answer card on your table  How would you self-assess your ability to identify Tier 2 Vocabulary? A = Expert B = Proficient C = Competent D = Novice

Four Corners  Remember your self-assessment rating of your knowledge of Academic Language/Tiered Vocabulary. Go to that corner: A = Expert B = Proficient C = Competent D = Novice  At your corner, find a partner or a triad and state one take away from our session today and give one example of how you can apply this to your role/professional practice or what you’d like to learn about Tiered Vocabulary (i.e. use a specific strategy in your classroom or in a meeting)

Academic Talk Strategies/Toolbox  Answer Cards  Table Talk/Partner Work  Academic Conversation Moves Chart  Pulling out Tiered Vocabulary  Whole Group Debrief: Cold Call, Restate, Synthesize  Whole Group “Dipstick” with Answer Cards/Standing

Building Academic Language Next Workshop PD Module 2: October 29, 2015