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<ul><ul><li>What is Academic Literacy? </li></ul></ul><ul><ul><li>The dispositions and habits of mind that enable students...
Teaching Reading is Teaching Thinking Pre- Assessment
Teaching Reading is Teaching Thinking Academic Language Instruction Pre- Assessment
Teaching Reading is Teaching Thinking Vocabulary Development Academic Language Instruction Pre- Assessment
Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Pre- Assess...
Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Independent...
Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Independent...
Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Independent...
Effective Reading and Writing Instruction Academic Language Knowledge Understanding of the language necessary to analyze a...
Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul>
Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul><ul><li>Less repetition...
Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul><ul><li>Less repetition...
Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul><ul><li>Less repetition...
Characteristics of Academic Language <ul><li>Typically the text must stand alone and is less interactive. </li></ul>
Characteristics of Academic Language <ul><li>Typically the text must stand alone and is less interactive. </li></ul><ul><l...
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Session3

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What is academic literacy?

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Transcript of "Session3"

  1. 2. <ul><ul><li>What is Academic Literacy? </li></ul></ul><ul><ul><li>The dispositions and habits of mind that enable students to enter the ongoing conversations appropriate to college thinking, reading, writing, and speaking are inter-related and multi-tiered. Students should be aware of the various logical, emotional, and personal appeals used in argument; additionally, they need skills enabling them to define, summarize, detail, explain, evaluate, compare/ contrast, and analyze. Students should also have a fundamental understanding of audience, tone, language usage, and rhetorical strategies to navigate appropriately in various disciplines. </li></ul></ul><ul><ul><li>Academic Literacy, page 13 </li></ul></ul>
  2. 3. Teaching Reading is Teaching Thinking Pre- Assessment
  3. 4. Teaching Reading is Teaching Thinking Academic Language Instruction Pre- Assessment
  4. 5. Teaching Reading is Teaching Thinking Vocabulary Development Academic Language Instruction Pre- Assessment
  5. 6. Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Pre- Assessment
  6. 7. Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Independent Choice Reading Pre- Assessment
  7. 8. Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Independent Choice Reading Pre- Assessment Writing Instruction
  8. 9. Teaching Reading is Teaching Thinking Reading Instruction Vocabulary Development Academic Language Instruction Independent Choice Reading Pre- Assessment Writing Instruction Post- Assessment
  9. 10. Effective Reading and Writing Instruction Academic Language Knowledge Understanding of the language necessary to analyze and express concepts in the domain or content area, including vocabulary, syntactic structures, and text types Domain Content Knowledge Understanding of the concepts and skills that need to be taught in a specific domain or content area Pedagogical Content Knowledge Ability to convey content knowledge through multiple models of teaching for student understanding and achievement Knowledge of Student Knowledge of student re: content (level, conceptual understanding, skill, attitudes), academic register (specific to domain), and background (cultural, linguistic, experiential) TEACHING ACADEMIC LANGUAGE LEARNERS
  10. 11. Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul>
  11. 12. Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul><ul><li>Less repetition. </li></ul>
  12. 13. Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul><ul><li>Less repetition. </li></ul><ul><li>Greater use of more complex grammatical structures to pack more information into a single sentence. </li></ul>
  13. 14. Characteristics of Academic Language <ul><li>Greater use of content-specific vocabulary. </li></ul><ul><li>Less repetition. </li></ul><ul><li>Greater use of more complex grammatical structures to pack more information into a single sentence. </li></ul><ul><li>Use of a greater variety of conjunctions and connective words and phrases to convey coherence between ideas (e.g. however, furthermore, nevertheless, as a result, first, second, third, in sum). </li></ul>
  14. 15. Characteristics of Academic Language <ul><li>Typically the text must stand alone and is less interactive. </li></ul>
  15. 16. Characteristics of Academic Language <ul><li>Typically the text must stand alone and is less interactive. </li></ul><ul><li>Greater use of formatting conventions and graphics to convey meaning (e.g. headings, paragraphs, charts, images). </li></ul>
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