Literacy as academic language, its importance, what academic language is and ways to begin embedding it across Palmer's College.

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4. Research by The National Literacy Trust 2013

7. At the end of AS Year I asked students to write a
letter to new AS students about the challenges
that they would face from September.
A male student said that: “A weakness of mine is
interpreting what the author is saying.” “I need to
develop my vocabulary and make sure I am using
academic language and not being conversational.”

8. During the parents’ meeting with a female student
and her mother in November:
“There were so many terms to learn.” “We never did
anything like this at GCSE.” We just learned what we
needed to pass.”
Her self-confidence in her ability to read and write
academically was a major issue for this student. It
affected her behaviour and attendance. She wanted to
be a primary school teacher.

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11. Extract from “The Class”

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46. “Comprehensible input”
Prof. Stephen Krashen
೦http://www.youtube.com/watch?v=4K11o19Y
Nvk

47. How can we embed A.L. across Palmer’s?

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51. Examples of Brick and Mortar Terms in Different Subject
Areas
Bricks Mortar
English
Literature
Imagery, alliteration,
theme, metaphor, plot,
genre, characterisation,
Presents, suggests, exemplifies,
compare the ways; what are
the methods . . .?
Maths Reciprocal, proof,
hypotenuse, obtuse,
equation, Pi
Find x, solve, hence, show that,
otherwise, rounding,
Biology Solvent, osmosis, thrombin,
fibrin,
Gene Therapy
Define, describe the meaning
of; what is meant by the term
. . .?
Graphics Collage, computerised,
tone, pattern, typography,
framing, contrast, texture,
What techniques? What are
the artist’s intentions? In what
style? What effect?
Adapted from Jeff Zwiers’ Building Academic Language (2009)

52. Avril Coxhead’s Academic Wordlist
A new academic word list. Tesol Quarterly 34 (2) 213-238 (2000)
೦There are 570 Word families with “headwords”
೦These words account for more than 75% of the
vocabulary students need to cope with the
language demands of university.
೦The most commonly used words are
in sub list one, then sub list 2, etc.
೦You could adapt and expand the AWL
to suit the needs of your classes.

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54. Guess which of these students got the
higher grade from his or her answer:
Martin: Like, to divide em, you turn the second one over and times it
by the first one. But ya gotta see if any numbers fit into the top and
bottom to cross em out and get em smaller so you don't get big
numbers at the end. At the end you see if you can make the top and
bottom as small as possible.
Leslie: In order to divide two fractions, take the reciprocal of the
second one and multiply it by the first. Before multiplying, though, see
if any numerators and denominators have common factors that cancel
out. For example, if a 9 is above and 3 below, divide by 3 and you end
up with 3 on top and 1 below. Multiply the numerators across the top
and the denominators across the bottom. See if the answer can be
further reduced.

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56. Tier 2 terms with specialised meanings in Maths
Balance Interest Difference
Coordinate Power Terms
Even Similar Radical
Imaginary Irrational Improper
Plane Axis Chance
Product Mixed Expression
Round Cube Principal
Scale Value Factor
Slope Represent Simplify
Square Find Function
Positive Field Real
Tangent Proof Odd
Adapted from table 4.10, “Building Academic Language” by Jeff Zwiers 2014

57. Some Maths
Imperatives
Maths Questions and
Expressions
Plot
Graph
Interpret
Calculate
Estimate
Construct
Convert
Compare
Substitute
Find the relationship between X
and Y
Design it to minimise
Work backward
Predict
Isolate
Which system of equations represents the
situation?
Which ratio represents an approximation of . . .?
What is the measure of . . .?
Average
Equivalent
Relevant information
Ascent, Descent, Altitude
Operations
Vary directly
Reasonable
Dimensions
If X equals . . . then what is . . .?
Adapted from table 4.11, “Building Academic Language” by Jeff Zwiers 2014
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58. A list of expressions often used in problem solving in Maths
We need to figure out exactly what they
want.
This is like the problem we did on . . .
Let’s break it down into parts. First, . . . We need to identity the . . .
Information that I need is . . . because . . We don’t know . . ., so let’s make it a variable.
There are different ways to solve it. Maybe the data table will work because . . .
The best solution is . . . because . . . This answer makes sense because . . .
I predict that . . . I think we need to try another way.
We can draw this part as . . . I think that the answer is . . . because . . .
We can check our answer by trying . . . This word means that the final units need to
be in . . .
I don’t think this information is
important because . . .
I bet that . . . because . . .
Adapted from table 4.12, “Building Academic Language” by Jeff Zwiers 2014

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63. Cross Subject Language
63

64. Tier 2 Words
64

65. https://www.iggy.net/gobbyacademy#g
obby

66. Term 1 Term 2 Term 3
Top Trump Comment
Interpret
Demonstrate
Investigate
Predict
Analyse
Assess
Create
Clarify
Contrast
Challenge
Debate,
Expand
Evaluate
Depth Charge Words Objectivity Culture Diversity
Inside Track Words Evidence,
Summary
Inference
Method
Reliability
Weighty Words Authority Theory Convention
Peacock Words Furthermore Controversially Conceptually, Contrary
Conversely

68. Example sentences
Speaking objectively, advanced maths can be
confusing for new students.
An aspect of objectivity in mathematics is
about the relationships between the
mathematical and the physical.
Does maths exist objectively or is it a human
creation?
For a maths expert, numbers have an
authority all their own

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73. Sample Academic Conversation Rubric for Science
Proficient (3) Approaching (2) Below (1)
(T) Thinks and talks like a scientist
Makes some connections; uses some
-Observes and hypothesises;
complex sentences and scientific terms;
-Proposes ways to experiment;
makes some applications.
Isolates variable; uses evidence.
-Refers to scientific terms and syntax.
-Applies science to real life.
Uses few connections or scientific reasons;
uses short sentences and mostly social
language.
(F) Stay focused.
-Builds comments.
-Connects ideas to topic well.
-Negotiates conflicting ideas and word meanings.
-Offers few, if any, tangential thoughts.
Stays mostly on topic; shows some idea
building and negotiation; goes on some
tangents and deviations; shows some
confusion.
Rarely connects or builds on ideas; go on
many tangents and offers unrelated
information; demonstrates no negotiation
of differing ideas.
(S) Supports ideas and opinions with examples
from texts, previous lessons and life; clearly
explains and elaborates on ideas.
Offers some prompting for and support
of ideas with examples and clarifications.
Offers little or no support of ideas and
reasons; shows lack of appropriate
prompting.
(P) Paraphrase partner ideas to clarify, deepen,
and stay focused; synthesise key points or steps
at end.
Offers some paraphrasing and
synthesising of key points or steps.
Offers little or no paraphrasing or
synthesising.
(C) Uses communication behaviours; actively
listens (eyes and body) takes turns; values
partner’s comments; respectful.
Shows some appropriate listening and
turn-taking behaviours.
Shows little eye contact or listening;
interrupts; dominates talk or does not
contribute at all.

74. Dimensions, Features, and Skills of Academic Language (complex language)
Dimensions Features Skills
Message
 Clarity & coherence
 Register for participants & purposes
 Density of ideas and their
relationships
 Message organisation & structure
(visuals, paragraphs)
 Organization of sentences
 Create a logical flow of and connections
between ideas, knowing how ideas develop
and need to develop
 Match language with the purpose of the
message (Clear, complete, focused, logical,
appropriate to the discipline)
 Create, clarify, fortify, & negotiate ideas
Sentence
 Sentence structure
(compound/complex) & length
 Transitions & connectives
 Complex verb tenses and passive
voice
 Pronouns and references
 Craft sentences to be clear
 Use of a variety of sentence types to clarify a
message and condense information
 Combine ideas, phrases, and clauses.
Word/ Phrase
 Cross-disciplinary terms
 Figurative expressions & multiple
meanings
 Content vocabulary
 Affixes, roots, and transformations
 Choose and use the best words and phrases
communicate
 Figure out the meaning of new words and
terms
 Use and clarify new words to build ideas or
create products
(Adapted from WIDA, 2012)
© 2013 ALDNetwork.org | From Zwiers, O’Hara, & Pritchard (in press) Common Core Standards in diverse classrooms: Essential practices for developing academic
language and disciplinary. Stenhouse.

75. How to design language objectives from content demands in course
specifications
Students will be able to ( skill or function )
Using ( specific language )
In or during a (type of activity ).
An example from Science
Students will be able to compare the features of two metals
using connectives ( however, on the other hand ),
during a lab discussion with a partner on the report.
An example from Maths
Students will be able to: evaluate two ways to solve a two-step algebra word problem
using reasoning language ( because, in order to, effective, )
during a conversation about the problem and in a quiz.

77. Next steps for Academic Language in
Palmer’s College
Establish PLCs = Professional Learning
Communities of two or more tutors
who could examine issues in
students’ learning by creating Inquiry-based
learning questions.

78. Inquiry Cycle for Action Research
•Teach and observe learning
•Gather evidence (Formative, Summative, Self-)
•Observe other teachers, co-support, & discuss
•Investigate existing research, models, theories,
cases, and practices that relate
Analyse Evidence
(e.g., student work)
Teach & Assess
Inquiry Focus
•Find patterns, surprises, gaps in data
•What is the evidence showing and not
showing?
•Brainstorm possible factors
that caused the patterns
•Brainstorm factors that might improve
outcomes
Reflect, Plan, Modify
•Agree on evidence types to bring in
that will show improvement
•Make a plan for assessment and
data collection
•Clarify teaching that will happen
•Clarify what we will do and how
(e.g., teach similarly/differently)
Adapted from Academic Conversations by Jeff Zwiers and Marie Crawford, 2011

79. How can I improve my students’ abilities to infer and
interpret themes in texts,
evidenced by essays and exit tickets; short
conferences with students,
using strategies of a theme visual organiser and
academic conversations?
How can I develop my students’ confidence to
speak in groups and whole class settings,
evidenced by observations of group work and class
discussion,
using strategies of paired academic conversations
and elaborated feedback?
How can I develop my students’ skills at writing coherent lab
reports,
evidenced by lab reports, exit tickets, and students’ oral
explanations of scientific phenomena,
using strategies of lab group conversations that focus on peer
editing and self-assessment of writing?

80. Developing an Inquiry Question
Desired Results Evidence Strategy Intervention
How can I improve the_________ ____[result] ___________,
demonstrated by ____________[evidence(s)]_____, by
using ______________________[strategy(s)] _________?
Adapted from ALLIES: Academic Language in Every Subject

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84. More experts worth Googling to find out
more about Academic Language
೦ Kate Kinsella Lily Wong Fillmore Robin Scarcella
Mary J.
Schelppegrel Jeff Zwiers