Transcript Academic Language

Academic Language
& edTPA
Agenda
• Planning for effective teaching
– edTPA Format/Overview
• Academic Language
What is edTPA
• Teaching Portfolio
Assessment
– Needed to become certified
in Georgia
• What do you want to
teach?
• Artifacts & documentation
outlining:
Effective planning,
Instruction/teaching, &
Assessment/evaluation
edTPA Overview
edTPA Tasks (Portfolio)
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Planning: Task 1 –
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Instruction: Task 2 –
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Teach your 3-5 lesson segment
Complete the instruction commentary
Videotaping
Assessing: Task 3 –
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Complete a context for learning (class
demographics)
Create your 3-5 lesson segment
Practice videotaping
Complete the planning commentary
Pick an assessment from your learning
segment
Collect & analyze students’ work (3 samples)
Complete the assessment commentary
Math Assessment: Task 4 –
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Complete a context for learning (math class)
Create a learning segment (3-5 lessons)
Analyze students’ work
Complete the math assessment commentary
Tasks by Block (1-4)
• Block 1 – Task 1 (introduce
and partially complete)
• Block 2 – Task 1 & Task 2
• Block 3 – Task 3 & Task 4
• Block 4 – Tasks 1-4
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
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
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
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
What makes Language sound Academic?
Everyday 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)
Academic Language
• 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
Sentence Matching
• “A lot of artists at that
time painted pictures of
city life.”
• “Urban scenes were
popular among artists
of the era.”
• “The ice caps are
starting to melt because
the earth is getting
warmer.”
• “The melting of the ice
caps is a result of global
warming.”
Susan Ranney, 2013
Language
Function
Steps to help students
with language
Action verb in the central focus (commentary), or in
learning outcomes (lesson objectives) (Eg: Bloom’s
Taxonomy)
Language
Supports
Syntax
System for
organizing writing or
speech
(Eg: Sentences,
graphs, tables)
Academic
Language
Subject specific
or general
academic
(Eg: Structure,
conditions, or
molecule).
Vocabulary
Discourse
Language
Demand
Method to express understanding
Written or spoken
(Eg: Product)
Vocabulary
Let’s Build a Wall
Vocabulary
General Academic
Content Specific
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
Content Specific “Brick”
• Words frequently defined in a textbook, and
that teachers need to define
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Literature – synopsis, foreshadowing, antagonist
Science – molecules, atoms, erosion
Math – mode, radius, acute
Social Studies – citizenship, economics,
immigrant
If you only use bricks….
……the wall will fall down.
Susan Ranney, 2013
Missing the Brick & Mortar Words
• Physical properties are _______ of all _______
that can be _________ and measured without
changing the __________ __________ of the
______________.
Content (Brick) Words
• Physical properties are _______ of all matter
that can be _________ and measured without
changing the chemical composition of the
______________.
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.
Brick & Mortar
• Physical properties are features of all matter
that can be observed and measured without
changing the chemical composition of the
substance.
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.
"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."
"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."
Steps for Introducing New Vocabulary
1.
2.
3.
4.
5.
6.
7.
Teacher says the word.
Teacher states the word in context from the text.
Teacher provides the dictionary definition(s).
Teacher explains meaning with student-friendly
definitions.
Asks students to repeat the word 3 times.
Engages students in activities to develop word/concept
knowledge.
Students say the word again or the whole sentence
where it is found.
(Calderon, M. 2007. Teaching Reading to English Language Learners,
Grades 6-12: A Framework for Improving Achievement in the
Content Areas, Corwin Press.)
Language
Function
Steps to help students
with language
Action verb in the central focus (commentary), or in
learning outcomes (lesson objectives) (Eg: Blooms
Taxonomy)
Language
Supports
Syntax
System for
organizing writing or
speech
(Eg: Sentences,
graphs, tables)
Academic
Language
Subject specific
or general
academic
(Eg: Structure,
conditions, or
molecule).
Vocabulary
Discourse
Language
Demand
Method to express understanding
Written or spoken
(Eg: Product)
Language Function
Language Function
• What you DO in a lesson
• Central Focus (commentary)
• Also listed in your lesson
outcomes
• Represented by the verb
within the learning outcome
(identify, list, explain, compare
and contrast etc.)
• Bloom’s Taxonomy
Language Function
• Central Focus
– Main concept/idea
– Learning segment
(several lessons
connected)
– Broad
• Lesson Outcomes
– Target one/more aspects
of the central focus
– Specified
– Detailed
Central Focus: Creating a Backyard
• Lesson Objectives:
– Building birdhouses (different types)
– Planting Landscaping (grass, bushes, flowers)
– Organizing pavers/pathway (stepping stones)
– Setting up a water feature (fountain)
Language Function
• Central Focus (commentary)
– Students analyze characteristics of atomic
particles.
• Learning Outcome (Objective) for Lesson 1
– The student will be able to (TSWBAT) compare and
contrast three similarities and differences of
protons and neutrons.
What you are doing and how many/what
type?
• (What you are doing) Building birdhouses
• (How many) Two
Language Function
• Central Focus:
– Students justify the branches of government
• Learning Outcome for Lesson 2:
– The student will be able to (TSWBAT) identify
two responsibilities for each component of the
executive branch.
Language
Function
Steps to help students
with language
Action verb in the central focus (commentary), and in
learning outcomes (lesson objectives) (Eg: Bloom’s
Taxonomy)
Language
Supports
Syntax
System for
organizing writing or
speech
(Eg: Sentences,
graphs, tables)
Academic
Language
Subject specific
or general
academic
(Eg: Structure,
conditions, or
molecule).
Vocabulary
Discourse
Language
Demand
Method to express understanding
Written or spoken
(Eg: Product)
Syntax
Syntax – Tool
•
Process – Tools used to support the language function
•
Set of conventions for organizing symbols, words and phrases
together into structures (e.g., sentences, graphs, tables)
• How students organize the information (Compare & Contrast
– Venn Diagram)
Cathy Zozakiewicz
Cathy Zozakiewicz
Syntax
Creating a Backyard – Central Focus
• Lesson Objective – Building birdhouses (2
types)
– Syntax: Saw, wood, hammer, nails, paint etc.
Language
Function
Steps to help students
with language
Action verb in the central focus (commentary), or in
learning outcomes (lesson objectives) (Eg: Blooms
Taxonomy)
Language
Supports
Syntax
System for
organizing writing or
speech
(Eg: Sentences,
graphs, tables)
Academic
Language
Subject specific
or general
academic
(Eg: Structure,
conditions, or
molecule)
Vocabulary
Discourse
Language
Demand
Method to express understanding
Written or spoken
(Eg: Product)
Discourse
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).
Creating a Backyard: Central Focus
• Lesson Objective: Building birdhouses
– Syntax: Saw, wood, hammer, nails, paint etc.
– Discourse: Side A will be flush with Side B…The
entry should be 2 inches in diameter….
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,
Discourse Connectives
Final Example
• Central Focus
– Students analyze characteristics of atomic particles.
• Learning Outcome
– TSWBAT compare and contrast three similarities and differences of protons
and neutrons.
• Language Function
– Analyze & compare/contrast
• Syntax
– Venn diagram
• Discourse
– Reading a paragraph aloud to a partner using informational text