Content/Language Objective

1. Diving Into the Revised FrameworkCloser Look at I.4Students’ Active & Appropriate Use of Academic Language

2. Content/Language Objective Participants will orally explain the importance of I.4 using target vocabulary from the revised framework in small and whole group(s) by using: • Chart of highlighted key words from the effective category • Graphic organizer to categorize evidence from a video • Sentence stem: After today’s discussion, one thing I might try is _____.

3. Agenda • Examine I.4 Students’ Active & Appropriate Use of Academic Language • I.4 video chucks and alignment to COF • Identify what I.4 means for your lesson planning and instruction

4. Revised Framework Overview

5. Academic Language • Why Academic Language is so important? • Students who master academic language are more likely to be successful in academic and professional settings • Students who do not learn academic language: • struggle academically • are at a higher risk of dropping out of school • Academic language consists of language functions, language forms, and content vocabulary that are used to describe complex ideas, higher-order thinking processes, and abstract concepts. • Language function is the purpose of the communication, such as narration, persuasion, etc. • Language forms are the conventions used to communicate, such as the grammatical structures, patterns, syntax, and mechanics associated with the sentence level meaning.

6. Academic Language

7. Academic Language • It is possible to lay the foundation for academic language while teaching conversation skills • When comparing social and academic language, look for the following differences:

8. True or False Students can learn English quickly by being exposed to and surrounded by native language speakers. • Fact: 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

9. Think, Share, Create • Read the Effective column of I.4 and highlight words that capture its essence. (1 minute) • 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)

10. Applying I.4 to a Lesson Inconsistently and/or indirectly teaches and models academic language. • T models more than teach during this lesson, but Ss obviously have had some instruction in order to discuss the way they do)

11. Applying I.4 to a Lesson Most students use academic language with the teacher and peers: • S-S: How would you guys critique that? S: I think he relies too much on religion in his theories and you can’t use religion as a justification. S2: I also think that it’s unrealistic, like you said, like the capitalists aren’t going to want to raise wages. S4 responds. S2 and s3 nod heads. S2: Yeah, like if you’re a capitalist you’ll support some colonization, but you don’t want to … s4: He said that imperialism is the monopoly stage of capitalism, like so as soon as capitalism because a system … then imperialism is inevitable because …

12. Applying I.4 to a Lesson Students routinely and accurately use content vocabulary and language forms relevant to the objective(s): • S-C-T: (T calls on s raising hand.) S: Is that theory really realistic though, because what we’ve been looking at is capitalist are, they have this huge influence on the government, so why would they pass (T points at top of paper and interrupts: Who makes foreign policy? Here they are, yeah.) S continues: So, why would they pass legislation to give workers higher wages when they could achieve the same ends by colonization? T: That’s an excellent question. Let’s hear two comments and then maybe I’ll jump in. T calls on s raising hand. S: Well, there’s two options. A. you can move out of the capitalist mode of production. T: That’s not going to happen. S: Right. The other one is that capitalists want to make people to be happy to maintain the status quo. So, it’s giving them a little bit, minimum wage, max working hours, to placate the public. T: Ok, that’s probably the best word. I don’t remember if you remember me saying this a few months ago, …

13. Classroom Observation Form - Model • Inconsistently and/or indirectly teaches and models academic language. • T models more than teach during this lesson, but Ssobviously have had some instruction in order to discuss the way they do) • T: In other words… Ss: More supply than demand. T nods head. T: And the word is surplus. T: So, nations embark on a policy of Imperialism to find new markets for those goods. • Provides frequent opportunities for students to use academic language in rigorous, authentic ways through listening, speaking… • Students are observed using target language (L1 or L2, as appropriate) in context-embedded, cognitively demanding ways, often in collaboration with other students: • Most students use academic language with the teacher and peers: • S-S: How would you guys critique that? S: I think he relies too much on religion in his theories and you can’t use religion as a justification. S2: I also think that it’s unrealistic, like you said, like the capitalists aren’t going to want to raise wages. S4 responds. S2 and s3 nod heads. S2: Yeah, like if you’re a capitalist you’ll support some colonization, but you don’t want to … s4: He said that imperialism is the monopoly stage of capitalism, like so as soon as capitalism because a system … then imperialism is inevitable because … s1: Now to go on to x. He was challenging democracy and basically said that it wasn’t really for the common good and it was the seeds of its own destruction, so it’s similar to … where people want to …; s2: He said it was a reversion to something ancestral or a more primitive state. S1: Yeah, he was challenging the classic doctrine … s3: And he had that creative destruction ideal that the new keeps replacing … so I think that also shows …; • Students routinely and accurately use content vocabulary and language forms relevant to the objective(s): • S-C-T: (T calls on s raising hand.) S: Is that theory really realistic though, because what we’ve been looking at is capitalist are, they have this huge influence on the government, so why would they pass (T points at top of paper and interrupts: Who makes foreign policy? Here they are, yeah.) S continues: So, why would they pass legislation to give workers higher wages when they could achieve the same ends by colonization? T: That’s an excellent question. Let’s hear two comments and then maybe I’ll jump in. T calls on s raising hand. S: Well, there’s two options. A. you can move out of the capitalist mode of production. T: That’s not going to happen. S: Right. The other one is that capitalists want to make people to be happy to maintain the status quo. So, it’s giving them a little bit, minimum wage, max working hours, to placate the public. T: Ok, that’s probably the best word. I don’t remember if you remember me saying this a few months ago, … SCORE 5

14. True or False The ability to converse comfortably in English signals proficiency and means the child should be achieving academically. • Fact: 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, 1989). Spoken practice in English may not be necessary for development of English proficiency and may retard it in some instances. Emphasis on interpersonal communication may even inhibit academic achievement (Saville-Troike, 1984)… Source: US Department of State website. As mentioned in Myth #1.

15. Think-Pair-Share • What might this look like in your classroom or how can you build this into your classroom? • What are some connections you have made between I.4 and your teaching practice? • How is this indicator connected to other indicators in the revised Framework?

16. Practical Application • How has your understanding of the expectations around academic language described in the Framework evolved as a result of your participation in today’s closer look at I.4? • After today’s discussion, one thing I might try is _____. • How are you going to: • teach that language • model its usage • provide students opportunities to practice it • provide students feedback on how they are using language (complete sentences, appropriate use of vocabulary, etc)

17. I.4 Reflection – Teacher Behavior • In what ways can you consistently and explicitly model academic language? • How might you provide frequent opportunities for students to use academic language in rigorous and authentic ways? • What are some ways you can acknowledge students’ use of academic language? • How might you encourage students to use complete sentences? • What impact will this have on student learning?

18. I.4 Reflection – Student Behavior • What are some student behaviors that indicate the use of academic language is cognitively demanding? • How might student collaboration support students’ active and appropriate use of academic language? • In what ways might students be held accountable for routine and accurate use of language functions and forms?

19. The White Box - Best Practices • Read the examples of evidence for effective teacher/student behavior. • Reflect on how you already incorporate some of these ideas. • Brainstorm ideas for your own next steps in ensuring all students’ active and appropriate use of academic language. • When can a best practice no longer be a best practice?

20. Content/Language Objective Participants will orally explain the importance of I.4 using target vocabulary from the revised framework in small and whole group(s) by using: • Chart of highlighted key words from the effective category • Graphic organizer to categorize evidence from a video • Sentence stem: After today’s discussion, one thing I might try is _____.

21. Thank you for your time with the revised Framework today!