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The Use of Academic Language Ellen Duffy & Janet Bryson

The Use of Academic Language Ellen Duffy & Janet Bryson. Agenda Research says… Experience Effective Strategies Organizers and Foldables. It has been said that all students are Second Language Learners in regard to Academic Content Language.

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The Use of Academic Language Ellen Duffy & Janet Bryson

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  1. The Use of Academic LanguageEllen Duffy & Janet Bryson

  2. Agenda • Research says… • Experience Effective Strategies • Organizers and Foldables

  3. It has been said that all students are Second Language Learners in regard to Academic Content Language.

  4. The limits of my language mean the limits of my world. -Gloria Steinem

  5. VocabularyThe Scope of the Problem • First-grade children from higher-SES groups know about twice as many words as lower SES children. (Graves, Brunetti, Slater, 1982;Graves & Slater, 1987) • High School seniors near the top of their class knew about four times as many words as their lower-performing classmates. (Smith, 1941) • High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders. (Smith, 1941)

  6. Factors in Language Recognition Students learn what they practice. Generally speaking, more exposures are needed for: Younger learners More abstract words Words easily confused with already known words (nouns and verbs are learned faster than function words) Gates, 1931;McCormack, l999: Montgomery,2000 How much practice is needed before a word is recognized automatically?

  7. Factors in Language Recognition Cognitive LevelIQ RangeExposures Significantly Above Average 120-129 20 Above Average 110-119 30 Average 90-109 35 Slow Learner 80-89 40 Mild Disability 70-79 45 Moderate Disability 60-69 55 Gates, 1931;McCormack, l999: Montgomery,2000

  8. Four Components of a Comprehensive Vocabulary Program • Engage in Wide Reading • Foster Word Consciousness • Teach Word learning Strategies • Teach Individual Words

  9. Effective Vocabulary Strategies • Levels of Word Knowledge Activity • Frayer Model & Individual Vocabulary Log • Problem Organizer • Compare & Contrast • Content Conversation • Word Wizard • Graphic Organizers • Foldables

  10. Levels of Word Knowledge Unknown Meaning is completely unfamiliar Acquainted Basic meaning is recognized, after (Somewhat) some thought Established Meaning is easily, rapidly, and (Got It) automatically recognized

  11. Levels of Word Knowledge Activity • Before beginning a unit, take a survey of the vocabulary to see where your students are. • Give students the list and have them rate the words as unknown, acquainted (Somewhat), established (Got It). • Collect to get a sense where students are.

  12. You try it!

  13. Five Step Process for Teaching Vocabulary(Robert Marzano) • Present students with a brief explanation or description of the new term or phrase • Present students with a nonlinguistic representation of the new term or phrase. • Ask students to generate their own explanations or descriptions of the term or phrase • Ask students to create their own nonlinguistic representation of the term or phrase. • Comparing and contrasting

  14. Frayer Model Includes the word: • The definition • An example • Non-example • Reminder: an illustration non-linguistic representation • Or Facts/Characteristics

  15. Frayer Model: Proportion

  16. Problem Organizer Analysis of: Vocabulary What is given? What you are trying to find? An Illustration The solution

  17. Problem Organizer Example A signal flare is fired upward with an initial speed 245 m/s. A stationary balloonist at a height of 1960 m sees the flare pass on the way up. How long after this will the flare pass the balloonist again on the way down?

  18. Content Conversation This is a Pair Activity where students try to use new vocabulary in context. For every correct use of a word, the students scores a point.

  19. Watch the Demo

  20. Word Wizard Students are challenged to look and listen for targeted words outside of their classroom. One point is earned by reporting where a word was seen or heard and how it was used. Beck, McKeown, Kucan, 2002

  21. Graphic Organizers Venn Diagram Double Bubble Math Graffiti

  22. Venn Diagram Different Alike Different __________________________________________ __________________________________________

  23. You try the Slope Double Bubble!

  24. Foldables • Flip Chart • Secret Book Big Book of Math for Middle School and High School by Dinah Zike’s

  25. What 2 or 3 strategies will you incorporate into your current lesson plans? PLAN NOW. Record your plan on the back of your handout.

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