Course



Initial Study of Academic LanguageCourseIn fulfillment of course requirements for Seattle Pacific University, EDU6918 Introduction to Teaching, Dr. Algera, Summer 2011.AuthorsMary AlingerJohn WeisenfeldQuoteAcademic 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)Contents TOC \o "1-3" \h \z \u HYPERLINK \l "_Toc301454970" Course PAGEREF _Toc301454970 \h 1 HYPERLINK \l "_Toc301454971" Authors PAGEREF _Toc301454971 \h 1 HYPERLINK \l "_Toc301454972" Quote PAGEREF _Toc301454972 \h 1 HYPERLINK \l "_Toc301454973" Part 1 PAGEREF _Toc301454973 \h 4 HYPERLINK \l "_Toc301454974" Target PAGEREF _Toc301454974 \h 4 HYPERLINK \l "_Toc301454975" Review EALRs: Bricks and Mortar Table PAGEREF _Toc301454975 \h 4 HYPERLINK \l "_Toc301454976" Linguistic Demands Embedded in EALRs PAGEREF _Toc301454976 \h 8 HYPERLINK \l "_Toc301454977" Part 2 PAGEREF _Toc301454977 \h 9 HYPERLINK \l "_Toc301454978" Target PAGEREF _Toc301454978 \h 9 HYPERLINK \l "_Toc301454979" EALR PAGEREF _Toc301454979 \h 9 HYPERLINK \l "_Toc301454980" Content Standards and Performance Expectations: Bricks Table PAGEREF _Toc301454980 \h 9 HYPERLINK \l "_Toc301454981" Linguistic Demands Embedded in Content Standards and Performance Expectations. PAGEREF _Toc301454981 \h 12 HYPERLINK \l "_Toc301454982" Part 3 PAGEREF _Toc301454982 \h 13 HYPERLINK \l "_Toc301454983" Textbook Citation: PAGEREF _Toc301454983 \h 13 HYPERLINK \l "_Toc301454984" Essential Bricks: PAGEREF _Toc301454984 \h 14 HYPERLINK \l "_Toc301454985" Mortar: PAGEREF _Toc301454985 \h 14 HYPERLINK \l "_Toc301454986" Part 4 PAGEREF _Toc301454986 \h 17 HYPERLINK \l "_Toc301454987" Question 1: Mary PAGEREF _Toc301454987 \h 17 HYPERLINK \l "_Toc301454988" Question 2: John PAGEREF _Toc301454988 \h 17 HYPERLINK \l "_Toc301454989" Question 3: Mary PAGEREF _Toc301454989 \h 17 HYPERLINK \l "_Toc301454990" Question 4: John PAGEREF _Toc301454990 \h 17 HYPERLINK \l "_Toc301454991" Question 5: Mary PAGEREF _Toc301454991 \h 18 HYPERLINK \l "_Toc301454992" Question 6: John PAGEREF _Toc301454992 \h 18 HYPERLINK \l "_Toc301454993" Part 5 PAGEREF _Toc301454993 \h 18 HYPERLINK \l "_Toc301454994" Prompt PAGEREF _Toc301454994 \h 18 HYPERLINK \l "_Toc301454995" Reflection PAGEREF _Toc301454995 \h 18 HYPERLINK \l "_Toc301454996" References PAGEREF _Toc301454996 \h 19 HYPERLINK \l "_Toc301454997" Appendix 1: Assignment Verbatims PAGEREF _Toc301454997 \h 20 HYPERLINK \l "_Toc301454998" Verbatim of Assignment for Part 1 PAGEREF _Toc301454998 \h 20 HYPERLINK \l "_Toc301454999" Verbatim of Assignment for Part 2 PAGEREF _Toc301454999 \h 21 HYPERLINK \l "_Toc301455000" Verbatim of Assignment for Part 3 PAGEREF _Toc301455000 \h 22 HYPERLINK \l "_Toc301455001" Verbatim of Assignment for Part 4 PAGEREF _Toc301455001 \h 23 HYPERLINK \l "_Toc301455002" Verbatim of Assignment for Part 5 PAGEREF _Toc301455002 \h 24 HYPERLINK \l "_Toc301455003" Rubric PAGEREF _Toc301455003 \h 25 HYPERLINK \l "_Toc301455004" Appendix 2: Function, Form and Fluency PAGEREF _Toc301455004 \h 26 HYPERLINK \l "_Toc301455005" Appendix 3: Content Standards for EALR 4, PS1 PAGEREF _Toc301455005 \h 27Course1Authors1Quote1Part 14Target4Review EALRs: Bricks and Mortar Table4Linguistic Demands Embedded in EALRs8Part 28Target8EALR8Content Standards and Performance Expectations: Bricks Table8Linguistic Demands Embedded in Content Standards and Performance Expectations.12Part 312Textbook Citation:12Essential Bricks:13Mortar:13Part 416Question 1: Mary16Question 2: John16Question 3: Mary16Question 4: John16Question 5: Mary17Question 6: John17Part 517Prompt17Reflection17References18Appendix 1: Assignment Verbatims18Verbatim of Assignment for Part 118Verbatim of Assignment for Part 218Verbatim of Assignment for Part 319Verbatim of Assignment for Part 420Verbatim of Assignment for Part 520Rubric20Appendix 2: Function, Form and Fluency21Appendix 3: Content Standards for EALR 4, PS122Course1Authors1Quote1Part 14Target4Review EALRs: Bricks and Mortar Table4Linguistic Demands Embedded in EALRs8Part 28Target8EALR8Content Standards and Performance Expectations: Bricks Table8Linguistic Demands Embedded in Content Standards and Performance Expectations.12Part 312Textbook Citation:12Essential Bricks:13Mortar:13Part 414Question 1: Mary14Question 2: John15Question 3: Mary15Question 4: John15Question 5: Mary15Question 6: John16Part 516Prompt16Reflection16References17Appendix 1: Assignment Verbatims18Verbatim of Assignment for Part 118Verbatim of Assignment for Part 219Verbatim of Assignment for Part 320Verbatim of Assignment for Part 422Verbatim of Assignment for Part 523Rubric23Appendix 2: Function, Form and Fluency25Appendix 3: Content Standards for EALR 4, PS125Authors1Quote1Part 14Target4Review EALRs: Bricks and Mortar Table4Linguistic Demands Embedded in EALRs7Part 27Target7EALR7Content Standards and Performance Expectations: Bricks Table7Linguistic Demands Embedded in Content Standards and Performance Expectations.11Part 311Textbook Citation:11Essential Bricks:12Important Bricks:12Non-essential:12Mortar:12Part 413Question 1: Mary13Question 2: John14Question 3: Mary14Question 4: John14Question 5: Mary14Question 6: John15Part 515Prompt15Reflection15References16Appendix 1: Assignment Verbatims17Verbatim of Assignment for Part 117Verbatim of Assignment for Part 218Verbatim of Assignment for Part 319Verbatim of Assignment for Part 421Verbatim of Assignment for Part 522Rubric22Appendix 2: Content Standards for EALR 4, PS124Part 1TargetGrade Level: 12thEndorsement: Physics/ScienceEALRs: Taken from Washington State Science Standards 2009 (PDF) and (WEB)Review EALRs: Bricks and Mortar TableEALRBrick-Critically Important to UnderstandBrick-Useful, but not CriticalBrick—Interesting, but not very usefulMortarEALR 1: Systems. Big Idea: Systems (SYS). Core Content: Predictability and FeedbackIn 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.simplifyanalyze/analysissystemsconstructfeedbackmodelsdescribesubsystemsboundariesflowspredictsophisticateddeep understandingtechnologicalHow 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 useBoth for… and forEALR 2: Inquiry. Big Idea: Inquiry (INQ). Core Content: Conducting Analyses and Thinking LogicallyIn 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.reviseextendrefine/refinementformulateproposehypothesesdesignconductreportinvestigationsmethodscriteriajudgedcommunity of learners…of the nature of… and their ability to…Refinement include an increased understanding of the kinds of… and how…Are judged byIncreased abilities include…Competence in usingA closer connection betweenImprovements inParticipation inEALR 3: Application. Big Idea: Application (APP). Core Content: Science, Technology, and SocietyIn 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 mathematics and information technologies (when available) to solve problems. They transfer insights from those increased abilities when considering local, regional, and global issues. These insights and capabilities will help prepare students to solve societal and personal problems in future years.InterdependentInfluenceInformation technologiesInsightsTransferConsideringThe full process of…To addressStudents apply… to…Students continue to increase their abilities to work with… and to …When available... transfer insights from those increased abilities when considering…Will help prepare students to…EALR 4: Physical Science. Big Idea: Force and Motion (PS1). Core Content: Newton's LawsIn prior grades students learned to measure, record, and calculate the average speed of objects, and to tabulate and graph the results. In grades 9-11 students learn to apply Newton's Laws of Motion and Gravity both conceptually and quantitatively. Students are able to calculate average speed, velocity, and acceleration. Students also develop an understanding of forces due to gravitational and electrical attraction. These fundamental concepts enable students to understand the forces that govern the observable world and provide a foundation for a full course in physics.Newton’s Laws of Motion and GravityVelocityAccelerationForceGravitational attractionElectrical attractionmeasurerecordcalculatetabulategraphapplygravityaverage speedmotionobservablefoundatonBoth conceptually and quantitatively… are able to calculate… and …… also develop an understanding of…due to……enable students to… and …EALR 4: Physical Science. Big Idea: Matter: Properties and Change (PS2). Core Content: Chemical ReactionsIn prior years, students learned the basic concepts behind the atomic nature of matter. In grades 9-11 students learn about chemical reactions, starting with the structure of an atom. They learn that the Periodic Table groups elements with similar physical and chemical properties. With grounding in atomic structure, students learn about the formation of molecules and ions, compounds and solutions, and the details of a few common chemical reactions. They also learn about nuclear reactions and the distinction between fusion and fission. These concepts about the fundamental properties of matter will help students understand chemical and nuclear reactions that are important in modern society and lay the groundwork for both chemistry and life science.MatterChemical reactionsAtomPeriodic TableElementsPhysical propertiesChemical propertiesMoleculesIonsCompoundsSolutionsNuclear reactionsFusionFissionchemistrylife sciencestructureBehind the … nature of……starting with…With grounding in… students learn about…About the formation of …And the details of…They also learn about… and the distinction between…These concepts about… will help… and lay the groundwork for…EALR 4: Physical Science. Big Idea: Energy: Transfer, Transformation, and Conservation (PS3). Core Content: Transformation and Conservation of EnergyIn prior grades students learned to apply the concept of "energy" in various settings. In grades 9-11 students learn fundamental concepts of energy, including the Law of Conservation of Energy—that the total amount of energy in a closed system is constant. Other key concepts include gravitational potential and kinetic energy, how waves transfer energy, the nature of sound, and the electromagnetic spectrum. Energy concepts are essential for understanding all of the domains of science (EALR 4), from the ways that organisms get energy from their environment, to the energy that drives weather systems and volcanoes.Law of Conservation of EnergyPotential energyKinetic energyElectromagnetic spectrumtransformationconservationclosed systemconstanttransferenergysoundwavesenvironmentdrivesFundamental concepts of… including…other key concepts include…the nature ofare essential for understandingfrom the… to the…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 2TargetGrade Level: 12thEndorsement: 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 TableContent Standards (CS)Performance Expectations (PE)Brick-Critically Important to UnderstandBrick-Useful, but not CriticalBrick—Interesting, but not very usefulMortar9-11 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) *avelocityaverage velocityvelocity formulavectorPositionTimeSpeedDirection… 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.VelocityExplain 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) *aAccelerationVelocity… 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. *bVelocityAccelerationSpeedDirectionExplain 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.ForceNewton’s First Law of MotionLaw of InertiaCompareMotionBalanced/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.ForceAccelerate/accelerationDirectionMass/massiveSpeedpredictA… 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). *cAccelerationForceNewton’s Second Law of MotionCalculate… given… using…MassNet9-11 PS1E Whenever one object exerts a force on another object, a force of equal magnitude is exerted on the first object in the opposite direction. (Newton's Third Law of Motion)Illustrate with everyday examples that for every action there is an equal and opposite reaction (e.g., a person exerts the same force on the Earth as the Earth exerts on the person).ForceMagnitudeNewton’s Third Law of MotionIllustrate with… that…Whenever…Exert/exertionEqual/opposite9-11 PS1F Gravitation is a universal attractive force by which objects with mass attract one another. The gravitational force between two objects is proportional to their masses and inversely proportional to the square of the distance between the objects. (Newton's Law of Universal Gravitation)Predict how the gravitational force between two bodies would differ for bodies of different masses or different distances apart.*dGravitational forceForceMassDistanceNewton’s Law of Universal Gravitation… is … by which…… is proportional to… and inversely proportional to …Predict how…between… would differ for… or… Proportional/ inversely proportionalSquare ofAttractive/attraction/attractbodiesExplain how the weight of an object can change while its mass remains constant.MassExplain how… while…Weightconstant9-11 PS1G Electrical force is a force of nature independent of gravity that exists between charged objects. Opposite charges attract while like charges repel.Predict whether two charged objects will attract or repel each other, and explain why.Electrical forceCharge/chargedOpposite/like chargeAttract/repel… independent of…… that exists between…Opposite … while like…Predict whether… and explain why.9-11 PS1H Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces.Demonstrate and explain that an electric current flowing in a wire will create a magnetic field around the wire (electromagnetic effect).Electricity/electric force/electric currentMagnetism/ magnetic force/magnetic fieldElectromagnetic forceElectromagnetic effectDemonstrate and explain that… will create…FieldaspectMovingflowingChargesmagnetsDemonstrate and explain that moving a magnet near a wire will cause an electric current to flow in the wire (the generator effect).Electric currentGenerator effectDemonstrate and explanin that…moving… near… will cause…flowmagnetLinguistic 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 3Textbook 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: HYPERLINK "" .Essential Bricks:GravitationOrbitCentripetal forceGravitational forceParabolaG: constant of universal gravitationMortar:Nearly circularIn nearlyThe very sameHorizontalMassDistanceFor this same reasonThusSimilarlyGreat enoughTo be as followsWould be the same ifWhen calculating theAlso note thatAs a result of theseBecause ofBetweenRegardless of sizeFor instanceHoweverNegligibly smallRelative toThe differences inWhat must beA mass of aboutWhile standingQ1: 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 SentencesTypes of Thinking ( HYPERLINK "" After Bloom)Strategies for teachingp. 240Application: [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. 241Analysis: 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. 242Comprehension: 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 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 experiencesQuestion 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 5PromptHow can you support all students, and especially English Language Learners, in developing their academic language literacy in your endorsement area?ReflectionSee HYPERLINK "" HYPERLINK "" , 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-BassSerway, R. A., Faughn, J. S., & Holt, Rinehart, and Winston, inc. (2009). Holt physics. (pp. 240-242). Orlando: Holt, Rinehart and Winston.Appendix 1: Assignment VerbatimsVerbatim of Assignment for Part 1Verbatim of Assignment for Part 2Verbatim of Assignment for Part 3Verbatim of Assignment for Part 4Verbatim of Assignment for Part 5RubricAppendix 2: Function, Form and FluencyAppendix 3: Content Standards for EALR 4, PS1 ................
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