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Content/Language Objective

Diving Into the Framework Closer Look at I.4 Students’ Active & Appropriate Use of Academic Language. Content/Language Objective.

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Content/Language Objective

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

  2. Content/Language Objective 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: • 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 • 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

  4. Revised Framework Overview

  5. Defining Academic Language What does academic language mean to you? What does academic language include? What does academic language not include? What does academic language sound like?

  6. Academic Language

  7. True or False? 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

  8. Think, Share, Create • 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)

  9. Pause and Reflect • 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?

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

  11. 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.

  12. True or False? 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.

  13. Strength and Area for Growth • Identify a personal strength that you have in relation to I.4 • Identify a personal area for growth in relation to I.4

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

  15. Content/Language Objective 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: • 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 _____.

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

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