Academic Language: More Than Just Vocabulary Academic Language: More Than Just Vocabulary... The Bricks and Mortar of Student Achievement Jacksonville District #117 Educator Induction Program Tuesday, March 13, 2012 3:30 – 3:45 Sign-In and Collaboration Time 3:45 – 4:15 Work with Academic Language 4:15 – 4:30 Closure and Collaboration Time

I’m Yours…

Explicit Instruction and Scaffolding Academic English is not merely acquired through exposure (listening and social interactions). Every voice is important. We participate, not when we are interested, but when we feel confident and competent. Only 4% of English Learners’ school days are spent engaging in student talk. The ultimate goal of English language development is oral fluency...accurate oral fluency.

Bricks and Mortar of the English Language Range from Concrete to Abstract Words Used Across a Variety of Domains Communicate Complex Thoughts General but Sophisticated Some Examples are Represent, Reflect, and Correspond

Frequently Used Academic Terms Access Appropriate Contrast Corresponding Criteria Function Overall Resolution

Your Turn… In Your Practice, What are the Bricks and Mortar? foreshadowing indication characterization interpretation Sketch a T-Chart on a Post-It 90 Seconds to Brainstorm and Write Accountability is the Expectation…Not the Option

The Idea Wave Although one “brick” in my practice is _________, a “mortar” word is definitely _________________.

Critical Aspects of Academic Oral Language Vocabulary Syntax Grammar

“Academic talk is comprehensible verbal output addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar.” ~Kinsella, 2006 ~Swan & Lampkin, 1998

Language for Classroom Learning: Expressing Agreement Casual Conversational English Yeah. Right. Uh huh. Formal Spoken and Written English I agree with you. I understand what you mean. I see what you are saying.

Language for Classroom Learning: Asking for Clarification Casual Conversational English Huh? What? I don’t get it. Formal Spoken English I don’t quite understand (the directions, the task). Could you explain what you mean by ___? Could you provide another example of ___? Could you define the term ___?

The of Common Core = Academic Language and Student Engagement

Starters vs. Frames Responsibilities vs. Response Options I agree with _________ because _______________________________________. I agree with __________ in that ________________________________________. My idea is similar to ___________________. I also believe ________________. Responsibilities vs. Response Options

A Response Frame in Academic Register with a Targeted Word Bank What challenges do immigrants face coming to America? One challenge that immigrants face is _______ (verb ending in –ing) ____. One challenge that immigrants face is learning a new language. Word Bank: dealing with… finding… understanding…

Your Turn… What is one thing you comprehend about Academic Language? Think, Write, Pair, Share (Use Post-Its…Again!) Give One, Get One According to _________________________, one piece of developing Academic Language is ____________________________________.

“As students learn to more skillfully use language in school settings, we must keep working alongside them, helping them construct and communicate complex meanings. We must use our expertise in the discipline to train students when and how to use different academic language tools, such as general academic terms, content-specific vocabulary, grammar, and organizational conventions. If we teach these things well, students will be able to build whatever types of meaning they are asked to build in later years of school and beyond (255). ~Building Academic Language: Essential Practices for Content Classrooms, 2008