Course - file · Web viewInitial Study of Academic Language. Course. In fulfillment of course requirements for Seattle Pacific University, EDU6918 Introduction to Teaching, Dr

Initial Study of Academic Language

CourseIn fulfillment of course requirements for Seattle Pacific University, EDU6918 Introduction to Teaching, Dr. Algera, Summer 2011.

AuthorsMary Alinger

John Weisenfeld

QuoteAcademic language is different from everyday speech and conversation. It is the language of texts, of academic discussion, and of formal writing. Academic language proficiency requires students to use linguistic skill to interpret and infer meaning from oral and written language, discern precise meaning and information from text, relate ideas and information, recognize conventions of various genres, and use a variety of strategies for distinct purposes… "Brick" words are the vocabulary specific to the content and concepts being taught and include words such as: government, mitosis, metaphor, revolt, arid, revolution, habitat, paddle, predator, adaptations, climate, grams, right-angle, polarized, and germinate… "Mortar" words and phrases are the basic and general utility vocabulary required for constructing sentences. They are the words that determine the relationships between and among words. They are the words that hold our language together and are essential to comprehension. (Dutro & Moran, 2003)

ContentsCourse....................................................................................................................................................................................................................................................................................................... 1

Authors..................................................................................................................................................................................................................................................................................................... 1

Quote........................................................................................................................................................................................................................................................................................................ 1

Part 1........................................................................................................................................................................................................................................................................................................ 4

Target.................................................................................................................................................................................................................................................................................................... 4

Review EALRs: Bricks and Mortar Table............................................................................................................................................................................................................................................... 4

Linguistic Demands Embedded in EALRs............................................................................................................................................................................................................................................... 8

Part 2........................................................................................................................................................................................................................................................................................................ 9

Target.................................................................................................................................................................................................................................................................................................... 9

EALR...................................................................................................................................................................................................................................................................................................... 9

Content Standards and Performance Expectations: Bricks Table.........................................................................................................................................................................................................9

Linguistic Demands Embedded in Content Standards and Performance Expectations.......................................................................................................................................................................12

Part 3...................................................................................................................................................................................................................................................................................................... 13

Textbook Citation:............................................................................................................................................................................................................................................................................... 13

Essential Bricks:................................................................................................................................................................................................................................................................................... 14

Mortar:................................................................................................................................................................................................................................................................................................ 14

Part 4...................................................................................................................................................................................................................................................................................................... 17

Question 1: Mary................................................................................................................................................................................................................................................................................ 17

Question 2: John................................................................................................................................................................................................................................................................................. 17

Question 3: Mary................................................................................................................................................................................................................................................................................ 17

Question 4: John................................................................................................................................................................................................................................................................................. 17

Question 5: Mary................................................................................................................................................................................................................................................................................ 18

Question 6: John................................................................................................................................................................................................................................................................................. 18

Part 5...................................................................................................................................................................................................................................................................................................... 18

Prompt................................................................................................................................................................................................................................................................................................ 18

Reflection............................................................................................................................................................................................................................................................................................ 18

References.............................................................................................................................................................................................................................................................................................. 19

Appendix 1: Assignment Verbatims....................................................................................................................................................................................................................................................... 20

Verbatim of Assignment for Part 1...................................................................................................................................................................................................................................................... 20





Rubric.................................................................................................................................................................................................................................................................................................. 25

Appendix 2: Function, Form and Fluency............................................................................................................................................................................................................................................... 26

Appendix 3: Content Standards for EALR 4, PS1.................................................................................................................................................................................................................................... 27

Part 1

Target

Grade Level: 12th

Endorsement: Physics/ScienceEALRs: Taken from Washington State Science Standards 2009 (PDF) and (WEB)

Review EALRs: Bricks and Mortar Table

http://standards.ospi.k12.wa.us/ContentListByGrade.aspx?subject=10,PE&gl=31

http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.PDF

EALR Brick-Critically Important to Understand

Brick-Useful, but not Critical

Brick—Interesting, but not very useful

Mortar

EALR 1: Systems. Big Idea: Systems (SYS). Core Content: Predictability and Feedback

In prior grades students learned how to simplify and analyze complex situations by thinking about them as systems. In grades 9-12 students learn to construct more sophisticated system models, including the concept of feedback. Students are expected to determine whether or not systems analysis will be helpful in a given situation and if so, to describe the system, including subsystems, boundaries, flows, and feedbacks. The next step is to use the system as a dynamic model to predict changes. Students are also expected to recognize that even the most sophisticated models may not accurately predict how the real world functions. This deep understanding of systems and ability to use systems analysis is an essential tool both for scientific inquiry and for technological design.

simplify analyze/analysis systems construct feedback models describe subsystems boundaries flows predict sophisticated deep understanding technological How to ... by thinking about… Including the concept of… Are expected to … Whether or not… and if so… Will be helpful In a given situation… Including… The next step is to… to… … are also expected to recognize that… Even the most… may not accurately… Ability to use Both for… and for

EALR 2: Inquiry. Big Idea: Inquiry (INQ). Core Content: Conducting Analyses and Thinking Logically

In prior grades students learned to revise questions so they can be answered scientifically. In grades 9-12 students extend and refine their understanding of the nature of inquiry and their ability to formulate questions, propose hypotheses, and design, conduct, and report on investigations. Refinement includes an increased understanding of the kinds of questions that scientists ask and how the results reflect the research methods and the criteria that scientific arguments are judged by. Increased abilities include competence in using mathematics, a closer connection between student-planned investigations and existing knowledge, improvements in communication and collaboration, and participation in a community of learners.

revise extend refine/refinement formulate propose hypotheses design conduct report investigations methods criteria judged community of learners …of the nature of… and their ability to… Refinement include an increased understanding of

the kinds of… and how… Are judged by Increased abilities include… Competence in using A closer connection between Improvements in Participation in

EALR 3: Application. Big Idea: Application (APP). Core Content: Science, Technology, and Society

In prior grades students learn to work with other members of a team to apply the full process of technological design and relevant science concepts to solve problems. In grades 9-12 students apply what they have learned to address societal issues and cultural differences. Students learn that science and technology are interdependent, that science and technology influence society, and that society influences science and technology. Students continue to increase their abilities to work with other students and to use

Interdependent Influence Information technologies Insights Transfer Considering The full process of… To address Students apply… to… Students continue to increase their abilities to work

Linguistic Demands Embedded in EALRsIn analyzing the wording of the EALR’s, it becomes clear that they contain much more “mortar” than “bricks”. EALR’s 1, 2, and 3 do not contain any content specific vocabulary (i.e., bricks), and EALR 4 introduces new bricks that the students must learn to understand the concept. In order for students to understand the EALRs and be able to demonstrate overall competency, they will need to be able to infer the specific scientific implication from words they may already be familiar with in another context. Students must understand what inquiring, observing, analyzing, questioning, hypothesizing, designing, conducting, reporting mean in the scientific realm and how to accomplish each.

Part 2

TargetGrade Level: 12th

Endorsement: Physics/ScienceEALRs: Taken from Washington State Science Standards 2009 (PDF) and (WEB)

EALR We are focusing on EALR 4: Physical Science. Big Idea: Force and Motion (PS1). Core Content: Newton's Laws.

Content Standards and Performance Expectations: Bricks Table

http://standards.ospi.k12.wa.us/ContentListByGrade.aspx?subject=10,PE&gl=31

http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.PDF

Content Standards (CS) Performance Expectations (PE)

Brick-Critically Important to Understand

Brick-Useful, but not Critical

Brick—Interesting, but not very useful

Mortar

9-11 PS1A Average velocity is defined as a change in position with respect to time. Velocity includes both speed and direction.

Calculate the average velocity of a moving object, given the object's change in position and time. (v = x2-x1/ t2-t1) *a

velocity average velocity velocity formula vector

Position Time Speed Direction … is defined as a change in … with respect

to… … includes both… Calculate… given…

Explain how two objects moving at the same speed can have different velocities.

Velocity

Explain how… Same/different (compare/contrast)

9-11 PS1B Average acceleration is defined as a change in velocity with respect to time. Acceleration indicates a change in speed and/or a change in direction.

Calculate the average acceleration of an object, given the object's change in velocity with respect to time. (a = v2-v1/ t2-t1) *a

Acceleration Velocity

… is defined as… …change in… with respect to … … indicates a change in… Calculate…given… With respect to…

Explain how an object moving at constant speed can be accelerating. *b

Velocity Acceleration

Speed Direction Explain how… Moving at…

9-11 PS1C An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force. (Newton's First Law of Motion, the Law of Inertia)

Given specific scenarios, compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces.

Force Newton’s First Law of Motion Law of Inertia

Compare Motion Balanced/unbalanced … will… unless… Given specific scenarios, compare… with … Acted on by…

9-11 PS1D A net force will cause an object to accelerate or change direction. A less massive object will speed up more quickly than a more massive object subjected to the same force. (Newton's Second Law of Motion, F=ma)

Predict how objects of different masses will accelerate when subjected to the same force.

Force Accelerate/acceleration

Direction Mass/massive Speed predict A… will cause… A less … will… more quickly than…

subjected to …Calculate the acceleration of an object, given the object's mass and the net force on the object, using Newton's Second Law of Motion (F=ma). *c

Acceleration Force Newton’s Second Law of

Motion

Calculate… given… using… Mass Net

9-11 PS1E Whenever one object exerts a force on another object, a force of equal magnitude is

Illustrate with everyday examples that for every action there is an equal and opposite reaction (e.g., a person exerts the same force on

Force Magnitude Newton’s Third Law of

Motion

Illustrate with… that… Whenever… Exert/exertion Equal/opposite

Linguistic Demands Embedded in Content Standards and Performance Expectations.The Content Standards contain very content specific vocabulary that students will need to learn in order to understand the concepts. The concepts are extremely abstract. Additionally, the Performance Expectations address higher order cognitive skills: compare/contrast, demonstrate, explain, predict, illustrate, and calculate. Students will need to access specific vocabulary to describe and compare abstract concepts. Students will also need to access math specific vocabulary (proportional to, inversely proportional, square of) to understand relationships between quantities within the abstract concept.

Part 3

Textbook Citation:Serway, R. A., Faughn, J. S., & Holt, Rinehart, and Winston, inc. (2009). Holt physics. (pp. 240-242). Orlando: Holt, Rinehart and Winston.

A Word document containing a scan of the above pages from that textbook is here: http://weisenfeldj.files.wordpress.com/2011/08/newtons-law.doc .

http://weisenfeldj.files.wordpress.com/2011/08/newtons-law.doc

Essential Bricks: Gravitation Orbit Centripetal force Gravitational force Parabola G: constant of universal

gravitation

Mortar: Nearly circular In nearly The very same Horizontal Mass Distance For this same reason Thus

Similarly Great enough To be as follows Would be the same if When calculating the Also note that As a result of these Because of Between

Regardless of size For instance However Negligibly small Relative to The differences in What must be A mass of about While standing

Q1: Preview the textbook/resource. What types of language forms and functions (terms, grammar, organization) make textbooks in your discipline difficult for students?

Science textbooks are written using specific technical vocabulary that conveys a meaning that is specific to the scientific discipline. The writing is very formal and structured, and is presented in a passive and impersonal voice. The sentence structure is complex and conveys multiple ideas or thoughts in a single sentence, using formal grammar to link these ideas and thoughts together. Textbooks are typically organized in a very hierarchical manner - topic, subtopic, details. The language in physics textbooks is geared towards higher cognitive functions, such as summarizing, analyzing, interpreting, comparing and contrasting, and solving.

Q2: What are the linguistic demands embedded in the materials?

Students must master all the forms and functions discussed above to show fluency. Typical for science textbooks the functions (genres) are somewhat dispassionate statements of facts or findings without much emotion. Students are expected to reproduce that function in their answers without opinion or editorializing, rather stating assumptions and results of calculations. That is embedded in science activities from lecture, question and answer, to lab, to written communications. The form (linguistic features) of the text are also typical for science: . hHeavy on nominalizations, and fine distinctions between somewhat similar concepts (e.g. centripetal versus centrifugal forces). The passive voice is also a hallmark of science which implies that there is an observer / scientist / experimenter recording and interpreting data, but they are never named.

A key part of the form too is language of cause-and-effect, or

Q3: Identify the types of thinking required to understand the text you selected. Highlight the most difficult sentences and terms on the photocopy. Reflect on ways you might teach them to your students.

Difficult Sentences Types of Thinking (After Bloom) Strategies for teaching

p. 240

Application: [Thought] Eexperiment: “if an object were projected at just the right speed”

Application: IllustrateBricks: in order for an object to “fall away” in the, “same way…[the] Earth curved” it would be in , “orbit”

Need to act this one out or model it with a grapefruit and a pea or something more hands-on.

Even better would be to discuss the velocity at which an object like the space station or space shuttle orbits the earth. Scaling that down to an object on earth, how fast would you have to throw something from the top of Mt Everest (no obstructions) to get it into very-near-earth orbit.

p. 241

Analysis: Illustrate: Geometrical thinking: “spherical mass”, “particle outside the sphere”, “entire mass…concentrated”

Evaluation: Compare: Equivalency thinking: “would be the same if…”

Help students see that sometimes scientists make simplifications that help apply the model.

It takes calculus (integrating by shells over a sphere and calculating the attraction on an object by each shell) to justify this assumption fully. There are probably some calculus books that motivate the discussion very well, and make some arguments appealing to symmetry.

p. 242

Comprehension: ComputeConcepts/Terms: “mass”, “magnitude”,”force”, “how far apart”to apply the formula for gravitation and compute it for this specific case and set of values.

Will need to keep re-iterating that these are key words for our lesson today, that all masses attract each other, that the forces are equal and opposite, and that conventionally as a simplifying convention we consider those

http://weisenfeldj.wordpress.com/2011/08/08/blooms-taxonomy-of-thinking-skills/

forces applied to the center of an object.

Part 4Responses to six question promptss.

Question 1: MaryComment on the alignment of academic language demands among the EALRs–GLEs–supporting resources (your analyses in Parts I, II, III).

In our analysis of EALR’s, Content Standards (CS’s), Performance Expectations (PE’s) and a supporting resource, we have found that the academic language is consistent throughout these sources. We specifically examined the WA state standards (i.e., EALR’s, CS’s and PE’s) that pertain to Newton’s Law of Universal Gravitation (9-11PS1F) and a textbook reference to support the teaching of this concept. The bricks in the WA state standards, which are mainly vocabulary words and concepts, are a subset of the bricks found in the textbook reference. The textbook reference contains more bricks and mortar than are found in the WA state standards. Likewise, the WA state standards and textbook reference each use “mortar” to convey higher level thinking concepts of compare, contrast, cause & effect, sequencing, and description.

Question 2: JohnWhat are students doing with language to express their developing understanding of the content you are teaching? (function)

In a typical science course, students would be expected to comprehend written text, and and participate in classroom discussion around concepts in that text. Their participation would indicate the depth of their understanding. They are also comprehending homework or laboratory exercises and, in particular, using appropriate academic language in their written and verbal responses to those activities. Finally, depending on the other activities required by the class, they may be viewing video related to topics in the course, thus exercising more auditory/visual comprehension of the academic language being used in those contexts, or they may be generating regular journal entries to connect their course vocabulary to concepts in their out-of-school experiences

Question 3: MaryWhat words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? (form)

In addition to understanding the vocabulary and concepts (i.e., bricks) that are specific to the unit, the students also need to understand the higher-level thinking that is being referenced in the text structures found in the standards and textbook. For example, the following text structures are specifically referencing the ability to compare and contrast: …however…, …between…, …just the same way…, …for this same reason…, …the differences in…, …is proportional to… and inversely proportional to…, how… between…, predict how…would differ for. In order to express their understanding of the content, students need to be able to identify the particular cognitive thought process (e.g., compare, contrast, cause and effect, sequence, description) that is being referenced in the text structures and respond in a manner that is appropriate to science.

Question 4: JohnHow will you teach students the relevant grammatical constructions? (form)

Before each lesson begins, we would present vocabulary and expressions that are essential for the day’s lesson. We would do so using a graphic organizer or some way that usese a visual representation and shows interrelationships between terms. We would ask students to record vocabulary in their own journals, so that it makes more of an impact. We would present the vocabulary on the board or on a handout, and would even provide machine-translation of terms if that is deemed to be helpful. We also like a strategy whereby the homework assignment is read in class together by the teacher and by calling on people if it is language-intensive. Finally a most effective method of assessing learning of grammatical constructions would be having students make presentations that give them an opportunity

to use those constructions correctly. The presentations could be generated from groups to reduce some performance anxiety for students.

Question 5: MaryWhat opportunities will you provide for students to practice the new language and develop fluency, both written and oral? (fluency)

Students will practice written fluency in scientific academic language by writing lab reports. Students will have access to examples of completed lab reports that highlight the use of bricks and mortar to convey specific thoughts and ideas. Students will identify text structures that convey specific ideas (e.g., sequencing structures such as first, next, then, finally, in conclusion or cause and effect structures such as because, because of, as a result of, will cause.., more quickly than…) and will be urged to practice using them in their lab reports.

Students will practice oral fluency in scientific academic language by discussing thoughts and ideas in the classroom. Discussion will be in various formats: whole class, small group, or think,pair, share. Before beginning the actual discussion, we will review various constructs that can be used to convey the specific goal. For example, if we are comparing and contrasting, some useful phrases are “both…and… are…”, “the differences in…”, “… is similar to… but differs from…”,”… is proportional to… and inversely proportional to…”. Students would be encouraged to practice using these phrases in their discussions.

Question 6: JohnWhat kinds of assessments best show student learning of this particular content, thinking and language? (fluency)

Most the literature that I have been surveying for Part 5 say that students can be accurately assessed for learning only by combining the reading, writing and speaking of content that is consistent with course materials, i.e. that also has similar linguistic demands as the course materials. A formative assessment could be reading in class, being sure to use Lemov’s (2010) methods for keeping the reading times short and the next reader unpredictable. A summative assessment could be a project along the lines of a poster which would allow students to demonstrate they have truly mastered the forms and functions involved and now have fluency.

Part 5

PromptHow can you support all students, and especially English Language Learners, in developing their academic language literacy in your endorsement area?

ReflectionSee

http://maryalinger.wordpress.com/

http://weisenfeldj.wordpress.com/2011/08/17/edu6918-academic-language-part-v/

http://weisenfeldj.wordpress.com/2011/08/17/edu6918-academic-language-part-v/

http://maryalinger.wordpress.com/

References

Dutro, S. & Moran, C. (2003) Rethinking English Language Instruction: An Architectural Approach. In Garcia, G. G. (Ed.) English learners, reaching the highest level of English literacy. Newark, DE: International Reading Association. (pp 227-258).

Lemov, D. (2010). Teach like a champion: Forty-nine techniques that put students on the path to college. Jossey-Bass

Serway, R. A., Faughn, J. S., & Holt, Rinehart, and Winston, inc. (2009). Holt physics. (pp. 240-242). Orlando: Holt, Rinehart and Winston.

Appendix 1: Assignment Verbatims

Verbatim of Assignment for Part 1





Rubric

Appendix 2: Function, Form and Fluency

Appendix 3: Content Standards for EALR 4, PS1

Documents

Course - file · Web viewInitial Study of Academic Language. Course. In fulfillment of course requirements for Seattle Pacific University, EDU6918 Introduction to Teaching, Dr