Academic+Language

=QUALITIES OF ACADEMIC LANGUAGE= = = =THINGS WE CAN SAY AND DO TO PROMOTE ACADEMIC LANGUAGE AND DEPTH OF UNDERSTANDING THROUGH MATH CONVERSATIONS=
 * Vocab, terms, phrases, Morphology
 * 1) specific content language/language of the discipline (middle number, median, bar graph, data, greatest, least, fewest, range)
 * 2) general academic language (predict, strategy, solution)
 * Complex Sentence structure - clauses, phrases, tenses, voice, mood
 * Charts, diagrams, key
 * Text Structures: compare and contrast, make generalizations, describe, sequence, math
 * inferential language
 * connections- big gaps to fill in
 * mortar words
 * disconnected from familiar abstract

WHAT SHE DIDN'T SAY/DO:
 * Things to Do || Things to Say ||
 * # Give students ample time to complet their thoughts.
 * 1) Have students explain their answers to a partner or in a small group.
 * 2) Insist on hands-down attention to the speaker.
 * 3) "Prompt, probe, and push" when someone answers, "I don't know."
 * 4) Anticipate the kinds of answers students will give.
 * 5) When a student has a wrong answer, ask about a contradiction.
 * 6) Track text (for younger students especially)
 * 7) Use gestures.
 * 8) Have students repeat academic words, phrases, and sentences.
 * 9) Paraphrase and explain academic vocabulary, phrases, and sentences.
 * 10) Show a target vocabulary word in a written sentence.
 * 11) Use the target vocabulary frequently; emphasize it when you use it.
 * 12) Use a sentence frame.
 * 13) Drop off your speech so students can finish sentences for you.
 * 14) Provide L1 support.
 * 15) Check for understanding with questions, student signals.
 * 16) Paraphrase students' answer to include academic language (if you think students can't do that for each other yet).
 * 17) Listen carefully to student answers.
 * 18) Pay attention to see if any students aren't responding and find some ways to include them.
 * 19) Tell your friend how you solved it. || # Can you tell me why you think that?
 * 20) How did you get that answer?
 * 21) How do you know that answer is reasonable?
 * 22) It's OK to change your mind, as long as you can say why you changed your mind.
 * 23) It's OK to make mistakes.
 * 24) Can you explain in your own words what Clive just explained?
 * 25) What is another way you could solve that problem?
 * 26) Can you explain that again? I don't understand. (ask for clarity)
 * No, that's not right. Do you want to try again? (give a prompting question)
 * 1) That answer would be right if I asked about ___,___ but I asked about . Try again?
 * 2) Tell your strategy.
 * 3) Solve the problem (first)
 * 4) Show how many strategies you can use (with a signal)
 * 5) Did you see what she saw? (whole group response)
 * 6) Asked one student if another student's answer is right (and why)
 * 7) Can you explain that again?
 * 8) Repeated and rephrased what students were saying ||
 * 1) Didn't say one strategy was better than another one
 * 2) Didn't tell if an answer was right or wrong
 * 3) Didn't show them how to get an answer
 * 4) Didn't tell a student that his answer was wrong

=ACADEMIC LANGUAGE IN SOCIAL STUDIES=