Language Acquisition

Classroom Practices that Support

Academic Language Development
Session 9
Agenda
Hello!

Bye!
Introductions Quick Write/ Classroom Academic Recap
Thinking & Practices that Vocabulary/ learning/
Writing/ Support Scaffolding Looking ahead
Academic at Session 10
Language
 ● Log in from your computer, not your phone if
possible.
● Have your learning/ growth journal
Session ●
●
Enable your microphone and video
Mute yourself when you are not speaking
Online ●
●
Use chat box for questions or connections
Participate in the discussions
Norms Use resources
● Required readings
● Use the time to prepare for reading

Stay Current
● Assignments
● Lesson Plans
● Learning/ Growth Journal/ Google Slides
Urban Teachers Goal/ JH SOE Mission

UT: To transform urban school systems by building a culture of

accountability & continual improvement.

JH SOE: committed to disseminating knowledge to increase educational

opportunity and transform lives.
Session Topics

● Classroom practices that support academic language

development
Key Learning Objectives

● Understand the features of Standard/ Informal and

Academic/ Formal language and how to
incorporate it in the classroom.
Relationship Building/ Great News!

● Share any Great News

● Check in with your growth mindset goal. How are
you doing and/ or have you adjusted it?
* Do Now: Quick Write/ Discussion

Why do you think vocabulary is so important that we should explicitly

teach it? How is it connected to other aspects of student learning?

Thinking
& Writin
g
 Academic Language

Academic Language is not something we acquire through extensive

listening and social interactions.

Academic Language must be explicitly and systematically taught.

Vocabulary is a large part of how our students can start to grapple with
academic language.
Close Reading Adams, Hart & Risely

What “early catastrophe” are Hart and Risley referring to?

Identify a sentence or paragraph that was new information to you, and that
you found compelling or provocative and important (even if you disagree
with it in some way.)

What connections were you able to make?

Vocabulary

In our Weebly course I have placed the following

information:

● Vocabulary Tier Instruction (I, II, & III)

● Coxhead’s Academic Word List

Please review this information.

 * Vocabulary Tiers

● Why is word study critical for adolescent learners?

● Why teach vocabulary?
● What is the relationship between vocabulary and reading?
● What are the features of effective, direct instruction?
● What does it mean to know a word deeply?
● When is deep word knowledge important and when is surface level
knowledge sufficient?
* Summarize Learning

Based on your learning today, what is one

strategy, or piece of knowledge, that you will take
back to your classroom to implement?
 Looking Ahead to Session 10 Looking
i
You wil nto adjustme
l still c nts:
reate a
Lesson Plan must be completed before we have class. plan. le sson

Be ready to discuss your lesson with the class and share why you chose the lesson.

Clinical Assignment #3: Due Session 10/ April 10, 2020- Academic Language Lesson

Academic Language Lesson

Due: Session 10; Total Value: 15%

In class, we will work together to identify and/or develop lessons that explicitly teach academic (formal) language vs. standard (informal) language.
Using the models presented in class, and the information you gained from your previous Clinical Assignments, you will develop your own lesson plan
and then teach it to a small group of students. You will be required to video record your teaching and submit the video, along with the lesson plan and
post-teaching critical reflection.
As Always...

Love you
Be Safe
Enjoy the rest of your night
See you next class