Academic Language: More Than Just Vocabulary...The Bricks and Mortar of Student Achievement

Jacksonville District #117Wednesday, April 18th

• “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

Justify: What evidence do you have? Do you have a good reason for thinking that? For example,… Why is that so important?

Clarify: Can you explain…? How do you define…? For example, … What means the same as…?

Elaborate: What else? Tell me more.

Personify: If you were a… what would you…? Would you have done the experiment like this? Can you connect this to an experience you have had? Have you seen or experienced this before?

History

Academic Expressions

Interpretation

This is similar to my life in that… I think that… because… This event was important because… Those events can teach us about

how to act in the future. For example…

Cause & Effect

I believe that one reason for their… was…

Even though the textbook says the cause was… I believe it was…

That was a result of… If they hadn’t…, what would have

happened?

Perspective Taking

If I had been…, I would have… because… Get inside her head for a moment… One way to interpret this event is… I think that… because…

Cause and Eff ect Writing Frame

Name: Date:

Because of .

happened. Therefore,

.

This explains why .

Start by identifying the items you are comparing and state that they have similarities and differences. (Don't forget to indent your paragraph.)

_____________ and ___________________ have some similarities and some differences.

Add to your paragraph by stating how both items are similar. You may use the transition word first.

First, _____________ and ___________________ are the same because they both ___________.

Add more similarities in as many sentences as are needed. Use transitional words like second, additionally, in addition, another, moreover, also, next, furthermore, last, or finally.

Additionally, they both ________________.

Next, explain that the items have some differences. Choose one of the following transitional words or phrases: on the other hand, contrarily, or conversely.

On the other hand, _________________ and __________________ have some differences.

Add to your paragraph by stating how both items are different. You may use the transitional word first.

First, _________________ (is/has/does) ____________________, but ________________ (is not/has not/does not) __________________.

Add more differences in as many sentences as are needed. Use transitional words like second, additionally, in addition, another, moreover, also, next, furthermore, last, or finally. After the comma, you use a contrasting word like but, although, or yet.

Second, _________________ (is/has/does) ____________________, although ________________ (is not/has not/does not) __________________.

Conclude your paragraph by reminding your reader that the items you are writing about have some similarities and some differences. Signal your conclusion by using one of the following words or phrases: clearly, obviously, assuredly, without doubt, or certainly.

Clearly, _____________ and ___________________ have similarities and differences.

Note: Be sure your paragraph looks like the one to the right. Do not leave extra white spaces or line spaces.

_____________ and ___________________ have some similarities and some differences. First, _____________ and ___________________ are the same because they both ___________.Additionally, they both ________________. On the other hand, _________________ and __________________ have some differences. First, _________________ (is/has/does) ____________________, but ________________ (is not/has not/does not) __________________. Second, _________________ (is/has/does) ____________________, although ________________ (is not/has not/does not) __________________. Clearly, _____________ and ___________________ have similarities and differences.

Narrative Paragraph Summary Frame

Name ________________________________________ Date _____________ Period __ State the author, title of the work, and general topic of the story. Indent the paragraph and keep it in present tense. (The action is happening now as you read the story.)

______________________ by ________________ is a story about ______________________.

Discuss the time and place (setting of the story) and the circumstances (background information) under which the story takes place.

The story takes place ________________________ when _______________________________.

Describe the main characters and what makes them different from each other.

___________________ is the main character and he/she/it _________________________. ___________ is another character who ____________. ________________ is a character who _________________________.

State the event that starts the main action of the story. The event that creates the story is ______________ _________________________________________.

Explain what the main characters decide to do and their goal if they had one.

_______________ decides to _________________. __________________ chooses to ________________. ____________________ resolves to ______________.

Explain the reactions of the characters to the events which occur and state whether or not they achieve their goals.

__________________ reacts to _________________ by ____________________. ________________ responds by _____________________. _____________ acts in response by _____________.

Discuss the consequences of the characters actions. The consequence(s) of _____________’s actions is/are ____________________. The result(s) of ________________’s actions are __________________. Because of _____________’s actions ________________ occurs.

State what the characters learn (and therefore what readers learn).

___________________, __________________, and __________________ learn _________________. They also learn ____________________________.

Conclude and state the value of the literary work. Clearly, ____________________ is a valuable story because __________________.

Proofread and edit your final paragraph. Note: This frame is to guide your work. You may make changes to the number of characters you discuss and the way you link your ideas together. Look at the sample at http://mrssperry.com/Narrative%20Paragraph%20Frame.htm for more help.

Body Language

Straight postureLegs not crossedHands not in pockets

Act the Words

Use expressions and gestures to show words and emphasize them.

Pause

Pause before and after words or phrases to emphasize them.

Pronunciation Clearly articulate words.

Emotion

Appropriately show emotional content; enjoy sharing.

Visuals

Use pictures or diagrams to highlight evidence.

Inappropriate Slang

“You know”“Ummm”“He was all, like…”

Eye Contact

Maintain eye contact with others in pair, group, or room. Do not read from cards.

Authenticity

Show passion and some emotion.Use some drama elements.

Pitch and Volume

Vary the tones and volume to avoid monotone and to emphasize points or words.

Pace

Vary the pace to keep the listeners interested.

Try to keep to 140-160 words per minute.

Audience Link and Think

Have listeners think about a question or issue that touches them.

Assessment Matrix for Oral Presentations

Feature Below Approaching Standard Above

Uses academic transitions

Few or no transitions Simple transitions, such as so, and, and but

Uses additional transitions, such as

however, in addition, and therefore

Varied transitions in appropriate places

Stays on topic Multiple ideas or topics that don’t relate

A few deviations from the topic, slight confusion

with evidence

Mostly on topic, with slight deviations

No deviations; messages are connected and support main idea

Does not assume that the audience

shares our background knowledge

Assumes much shared knowledge; uses this,

that, he without referencing; much

confusion

Some background knowledge assumed, which creates some

confusion

Few or no assumptions of background knowledge

and unexplained pronouns

Appropriately fills in background knowledge;

very explicit

Uses examples and evidence

No or few examples Some examples and evidence

Most points have convincing evidence or

examples

Uses strong evidence and examples for all points

made

Oral Presentation Rubric Emphasizing Academic Language

3, 2, 1 Activity

3 important pieces of knowledge that you will take from the text

2 ways you feel the text would be beneficial to new teachers to District #117

1 challenge this text may bring