Content/Language Objective

Diving Into the FrameworkCloser Look at I.4

Students’ Active & Appropriate Use of Academic Language

Participants will orally explain the importance of I.4 and how to incorporate academic language in the classroom using target vocabulary from the revised framework in small and whole group(s) by using:

a) Chart of highlighted key words from the effective category

b) Graphic organizer to categorize evidence from a video

c) Sentence stem: After today’s discussion, one thing I might try is _____.

Content/Language Objective

» Define academic language» Examine I.4 – Ensures All Students’ Active &

Appropriate Use of Academic Language» Apply I.4 to video » Identify ways to incorporate I.4 into your lesson

planning and instruction

Agenda

Revised Framework Overview

What does academic language mean to you?

What does academic language include? What does academic language not include?

What does academic language sound like?

Defining Academic Language

Academic Language IS

• The language used in the classroom and workplace

• The language of text• The language of assessments• The language of academic success• The language of power

Can include: • a preposition (“between”)• an adverb (“hardly”)• a conjunction (“and”)• a grammatical structure

(“either…or”)

Source: CABE

Is Not

• Anyone’s primary language• Exclusive to school and workplace• Content specific vocab only• Short responses• Learned well through mere exposure• Language/vocabulary taught in

isolation• Code for ESL (though the linguistic

needs of diverse students must be considered)

Students can learn English quickly by being exposed to and surrounded by native language speakers.

» Mere exposure to the target language is insufficient to ensure native language proficiency, particularly academic language proficiency.

Source: US Department of State: Diplomacy in Action: Chapter 6: Who are ESL Students by Robinson, Keogh & Kusuma-Powell: http://www.state.gov/m/a/os/44038.htm

True or False?

» Read the Effective column of I.4 and highlight words that capture its essence. (2 minutes)

» Share the words you highlighted at your table using protocol provided. (3 minutes)

» Create one sentence with your table group that summarizes effective implementation of I.4. (5 minutes)

Think, Share, Create

» What are some connections you have made between I.4 and your teaching practice?

» How has your definition of academic language evolved thus far?

» What are some things that you’re wondering/thinking about now?

Pause and Reflect

Applying I.4 to a Lesson Link to video: http://denverpeerobservers.wikispaces.com/I4+Closer+Look+%26+Deep+Dive+Materials

Debriefing Lesson» Match teacher and student behaviors to specific

bullets from I4.

» Align to a category of effectiveness and cite rationale.

» Discuss findings with your group.

The ability to converse comfortably in English signals proficiency and means the child should be achieving academically.

» It is easy to confuse conversational competence with academic competence in a language (Baker, 1995).

» Proficiency in social language interaction in English is not the most important factor in school success (Collier).

Source: US Department of State website. As mentioned in Myth #1.

True or False?

» Identify a personal strength that you have in relation to I.4

» Identify a personal area for growth in relation to I.4

Strength and Area for Growth

After today’s discussion, one thing I might try is _____.

Next Steps

Participants will orally explain the importance of I.4 and how to incorporate academic language in the classroom using target vocabulary from the revised framework in small and whole group(s) by using:

a) Chart of highlighted key words from the effective category

b) Graphic organizer to categorize evidence from a video

c) Sentence stem: After today’s discussion, one thing I might try is _____.

Content/Language Objective

Thank you for your time with the revised Framework today!