Academic+Language+Top+Ten+Strategies

Top Ten (or so) Strategies for Supporting Academic Language Development

 * Criteria for inclusion on this list:**
 * **Potential to support academic language development**
 * **Simple to implement**
 * **5 minute (or less) tasks**

// (Possible lesson planning language is in blue.) //


 * 1. Sentence Frames & Word Walls**
 * Provide a fill-in-the-blank model for academic language use.
 * //The primary reason for is.//
 * //In contrast to ___, fruit is typically quite sweet.//
 * Post academic vocabulary in an organized fashion around the room.
 * Make an entry task where they have to respond to an everyday topic using academic lanuage. eg. "Why will the Seahawks win the Super Bowl? Answer using academic language."

// Post several sentence frames such as [include specific examples] on the board. //


 * 2. Casual vs. Academic Language Comparisons**
 * Create lists that illustrate casual and academic forms of language. Students can help make the list.

No way! clothes, threads ||<  ||< I have a different opinion. . . Have you considered another option? clothing, attire || // I will invite students to help me create a comparison between casual and academic language. [Provide a couple examples of possible comparisons.] Students will copy this list in their notebooks. //
 * < Casual ||<  ||< Academic ||
 * < I don't think so . ..


 * 3. Teach Key Vocabulary**
 * Present the word(s) in context
 * Ask students to provide/guess the meaning
 * Collaboratively come up with a definition(s) and post them
 * Provide additional models of the word in context (oral and written)
 * Provide oral partner practice with the vocabulary (sentence frames can help)
 * Provide written practice with the vocabulary (sentence frames can help)
 * Students record the new vocabulary (personal dictionary, academic language log, four-square chart (word, definition, image, word in context), etc.)
 * Recycle and review the vocabulary regularly

// I will teach key vocabulary [specify which words] by pointing out an example from the text where this word is used. I will invite students to guess the meaning. In pairs, they will write definitions. I will then ask them to discuss [specify the discussion focus] using the new vocabulary. Students will write an example sentence using the word and record the term in their vocabulary notebooks. //


 * 4. Structured Academic Discussions**
 * Teach norms for participation, appropriate language, and scaffold ideas (so students have something to say!)
 * The pattern: think, write, pair, share; provide supportive sentence frames and word banks
 * Example: http://www.scholastic.com/teachers/classroom_solutions/2009/08/engagement-routines-how-to-get-every-studdent-to-participate

// With supportive sentence frames on the board, I will model a discussion about [specify the discussion focus] with a student volunteer. After giving students time to think, they will write a two-sentence response to the prompt in their notebooks. Next, they will share with a partner. Finally, we will have a group discussion with participants chosen from various quadrants of the room. While students are discussing, I will highlight appropriate academic language use. //


 * 5. Spotlight AL Use**
 * When you and/or a student uses academic language appropriately, point it out
 * When you and/or a student doesn't use appropriate academic language, point it out and rephrase

// During the discussion, I will pay attention to the language students use. Occasionally, I will stop to compliment students on their AL. When necessary, I will invite students to rephrase something if their expression isn't academic. //


 * 6. Reward AL Use**
 * Make AL use lucrative and fun -- utilize points, prizes, contest, and gimmicks
 * Example - Post a "million dollar word" list on the board. Divide into teams. Anyone who uses that word correctly during the class period, gets a point. The team with the most points gets a treat.

// Each group who uses at least three words from the academic language word wall will earn a token. //


 * 7. AL Tune-Ups**
 * With the student's permission, display his/her written work. As a class, talk through the language used. Discuss how the text could be revised to make it more academic. AL tune-ups could also be done individually or in small groups.

// After students have finished their posters, I will ask permission to workshop one group's poster. As a class, we will discuss the language used on the poster focusing on correct academic vocabulary. Group members will be invited to revise their poster accordingly. //


 * 8. Assess AL Use**
 * In addition to assessing content, provide feedback on language use. You might have two scores for some assignments.
 * Allow/require students to revise work if the language is not academic

// Students will be graded on content and academic language use. After receiving my feedback, students will be invited to revise their summaries. //


 * 9. The Professor and the Punk**
 * Invite students to create and perform skits in which a "professor" and a "punk" talk and/or write about academic content.
 * They might have a debate, explain or teach something, or correspond with each other.

// As a fun way of encouraging students to use academic language, I will invite one student to be the "professor" and another student to be the "punk." Their task will be to role-play a situation where the "professor" and the "punk" discuss photosynthesis. After their skit, the class will discuss characteristics of the academic vs. casual language. //


 * 10. Think Aloud**
 * Model for students how you grapple with complex, academic texts. While you read, view, or listen to a text say out loud what you're thinking.
 * Example: While reading a history textbook, //"Hmm. I wonder what this chapter is about. First I'll look at the titles, pictures, and paragraph headings. It looks like this is about the Civil War. This reminds me of the movie I saw last week: Lincoln. I can imagine the time period I saw in the movie while I read this. . . . "//

// As part of the pre-reading activity, I will think-aloud comprehension strategies while I read the first section from the textbook. //