1. Apps and Academic Language in PE
Phoebe Constantinou, Ed. D
Anya Eckhardt, MS
Ithaca College
Department Of Health Promotion & Physical Education
CSZ Mini Conference- January 30th , 2015

2. Todaysmeet.com/ALPE
Go to the above site and give yourself a name to join our room discussion

3. Todaysmeet App

4. Academic Language Demands
Vocabulary, Signs, Symbols, Key Phrases
Language Function
Syntax
Discourse

5. Vocabulary

6. Language Function

7. LitLinks App

8. LitLinks App

9. Syntax & Discourse

10. Academic Language Objectives

11. Academic Language Objectives
Student will be able to:
What do we want students to be able to do?
In what kind of situation?
How well we want them to be able to perform the task?

12. What do we want students to be able to do?
Know the word of the day (Vocabulary)
Describe the word of the day (Language Function)
Verbally say the word of the day or write it in complete sentence (Discourse & Syntax)

13. In what kind a situation?
Peer feedback or interaction
Discussing in complete sentences
Word Quilt
Venn Diagram
Word Wall
Reciting teaching cues

14. How well do we want them to be able to perform the task?
Types of Assessment Tools:
Exit Slip (labeling, writing, drawing)
Venn Diagram
Peer or Self Checklist
Worksheets

15. Elementary Level Objectives & Assessments

16. Vocabulary Objective
Objective: Students will be able to name the motor skill(s) of the (e.g., underhand throw) of the day by correctly completing the exit slip.
Teacher Provides:
Word Quilt: - the words of the day
Read out loud to students while demonstrating the motor skill (e.g., underhand throw)
Students Do:
Say the word out loud with the teacher together as a class during demonstration
Requesting their partner to throw the ball using the appropriate vocabulary (e.g., throw me an underhand pass)

17. Assessment Tool: Vocabulary

18. Socrative

19. Socrative Other Functions

20. Language Function Objective
Objective: Students will be able to name the skill and sequence the teaching cues (e.g., underhand and overhand) using pictures, orally, or in writing.
Teacher Provides:
Names and demonstrates the skill – following with the teaching cues
Sequence pictures of the skill on the wall
Call out the skill and then students perform each teaching cue at the teachers command
Opportunities for students to work with a partner
Students Do:
Repeat the name of the skill (vocabulary)
Perform the teaching cue as called by the teacher
Work with partners- one student calls out the name of the skill and (vocabulary)follows with the teaching cues one step at a time. The other student performs each cue. Rotating roles

21. Assessment Tool: Language Function

22. LitLinks App

23. Language Function Objective
Objective: Students will be able to verbally compare and contrast the throw of a light object and a heavy object during a class discussion using grammatically correct sentences.
Teacher Provides:
Provide light and heavy objects and discuss the similarities and differences
Partner students up to explore and experience what kind of skills they can do with the light and heavy objects. Have them discuss it with their partners in full sentences.
Allow students to use the Communication Station for support
Put up the Venn Diagram
Students Do:
Explore and experience using heavy and light objects
Work with partners- discuss what they find similar or different using a light or heave object. Expect them to use correct grammar and full sentences.
Are allowed to use Communication Center for support

24. Assessment Tool: Language Function

25. Slow Motion Video Player

26. Secondary Level Objectives & Assessments

27. Vocabulary Objective
Objective: Students will be able to write the name of the skill and list all the teaching cues associated with the motor skill of the day by using complete sentences on an exit slip.
Teacher Provides:  
Wall Skill Poster – a poster with the skill name and the teaching cues
Check list with the name of the skill (vocabulary) and the teaching cues (e.g., jump shot)
Students Do:
Can check the name of the skill and teaching cues on the wall poster
Using the Check List (e.g., jump shot, defense positioning ) students give feedback to their partners and mark down which teaching cues are met, need improvement or not met

28. Assessment Tool- Vocabulary
Discourse: Writing
Word of the Day: Jump shot & Zone defense
Name: _______________________
Please correctly label the skill that the cues are describing.
Example One:
Three steps approaching the target
Plant opposite foot of the throwing arm and drive the knee up to a jump
Bring shooting arm up and back
Rotate shoulders
Whip throwing arm forward toward the goal (elbow, shoulder, forearm, wrist))
Follow through: throwing arm continues across the body
Land on takeoff foot
These cues explain a __________ (jump shot)
Example Two:
Understands each zone area and its responsibility
Stays in zone and plays the area not, the player
Keeps body between offender and the goal
Can play multiply zone areas
These cues explain a _____________(Zone defense).

29. Quizlet

30. Language Function Objective
Objective # 2f: Students will be able to interpret the results of the defensive or offensive strategy used during game play by responding on the question on the iPad.
Teacher Provides:
Explains how effective offensive and defensive strategies would impact the score results of a game.
Puts students into groups.
Students Do:
Take time to interpret the score results in relation to the offensive and defensive strategies used in the game.
Take time out of the game to discuss/interpret their scores and how they can improve them.

31. Assessment Tool: Function
Assessment # 4v- Sample Playbook:
Discourse: Writing
Words of the day: Offensive and defensive strategies
Group Members’ Names: ______________________________
Offensive Play Name: __________________________
Using the complete sentences and correct vocabulary describe the offensive play.
_____________________________________________________________________________________________
In the box below, draw a diagram of the offensive play.
 Defensive Play Name: __________________________
Using the complete sentences and correct vocabulary describe the defensive play.
___________________________________________________________________________________________
In the box below, draw a diagram of the defensive play.

32. CoachNote

33. CoachNote

34. CoachNote

35. CoachNote

36. Write Your Own Vocabulary Objective- Word of the Way
Students will be able to ___________ (how the student will perform, what we want them to do) the _____________ (vocabulary of the day, in what kind of situation) by completing the _____________ (assessment tool).
Vocabulary: Motor skill, Strategies, Benefits, Movements, Signals, Forces, Levels, Teaching Cues
Assessment Tools: Exit Slip, Peer Checklist, Worksheet, Prompt Sheet, Journal Response, Playbook

37. Write Your Own Language Function Objective
Students will be able to ___________ (how the student will perform, what we want them to do) the _____________ (language function of the day, in what kind of situation) by completing the _____________ (assessment tool).
Words Language Function: Compare & Contrast, Interpret, Describe, Sequence, Recognize, Name, Recall, Analyze, Define
Assessment Tools: Exit Slip, Sequencing Sheet, Performance Analysis Report, Peer Checklist, Worksheet, Venn Diagram, Prompt Sheet, Journal Response, Playbook

38. Academic Language in PE App (Elementary & Secondary)

39. Strategies for Promoting Academic Language (Discourse & Syntax)
Expect students to use correct grammar and syntax while practicing academic language demands.
Communication Center
Wall quilt (read)
Word wall (read & write)
Graphic Organizers (read, write)
Note Cards (listen, read, verbally )
Check Lists (verbally, read)

40. (Greek) Pass perasma Word Wall Communication Center Word Quilt
To move the ball/object from one person to another
Petros passed me the ball and I was able to score.
Word Quilt

41. Technology To Use for Academic Language
Doodle Buddy
Coach Eye

42. References
Bowers, E. & Keisler, L. (2010). Building academic language through content-area text. Strategies to support English language learners. Huntington Beach, CA. Shell Education.
Constantinou, P., & Wuest, D. A. (2013). Academic language toolkit. Retrieved from
Hundley, M. (2012). Academic Language, edTPA TM [PowerPoint slides]. Retrieved from
Kinsella, K. (2012). Disrupting Classroom Discourse: Preparing English Language Learners for Common Core Academic Language [PowerPoint slides]. Retrieved from
Lippincott, A. & Hill-Bonnet, L. (2008). Academic Language. What is it? How do I know if I see it? [PowerPoint slides]. Retrieved from
Short, D. (2002). Language learning in sheltered social studies classes. TESOL Journal, 11(1),
Sweetwater District-Wide Academic Support Teams, (2010). The Academic Language Function Toolkit [PDF document]. Retrieved from
Wasik, B. A. (2006). Building vocabulary one word at a time. Young Children, 61,

43. Socrative

45. Quizlet

46. Quizlet

47. Quizlet

48. Quizlet

49. Quizlet

50. Technology
Quizlet
Create or have students create flashcards to review terms in a unit
Spelling and pronunciation