Steps for Running an Academic Language Discussion in which you introduce a new language function or vocabulary necessary for a cognitive academic language function:

1. Pose a concrete discussion task on the board and clarify the expectations for task completion.
2. If the question/task is open-ended, allow students time to jot down a few possible ideas before assigning a starter.
3. Assign a sentence starter including target lesson vocabulary.
4. Model a response using the starter and point out the grammatical expectations for sentence completion.
5. Give students adequate time to write a complete response.
6. Cue students to share responses with an assigned partner. To increase active listening, ask them to paraphrase their partner’s idea before adding it to their list.
7. Monitor students’ writing and “nominate” one or two volunteers to jump-start the discussion.
8. Assign a listening and note-taking task for the discussion.
9. Randomly call on students before inviting volunteers
10. Validate contributions, then establish clear connections to the lesson content/task.

-From "Academic Language Starter Toolkit" by Sweetwater District-Wide Academic Support Teams, 2010


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LESSON PLAN FOR Lesson 4 with Structured Word Inquiry - Introducing students to online resources that might be helpful for inquiries and introducing them to "Check the Joins!"...


I was thinking it might be good to start with their questions from the word sums activity:

1) Why is there no "ce" in <scientist>?
2) What is the prefix or suffix of <gone>?
3) How many "e"s are in <forced>?
4) What is <machinery>?
5) Why does the base sometimes change?
6) Does the word <scientist> have a prefix?
7) What does <application> mean?

In looking at these...there are some questions that can be solved with help of:
a dictionary (1,4,7);
an etymological dictionary (2,4,7)
the tree tool (2,6);
For number 3, we would have to do a pointed sort about what happens to base words that end with -e when you add a suffix that begins with a vowel.

For number 5, I'm hoping that students will get a sense of why bases/roots change when they see the variety of "word parts" that don't really stand by themselves because they are from old languages and are meant to combine with other word pieces to form new words.

Tomorrow...I would say give students a few tries to figure out the answers to some of these puzzles after we introduce them to the dictionary.com and the membean tree roots tool.

Perhaps we could cut these questions out, and students could try to answer a question or two with a partner for about 20 minutes. Then we could have a share. Students could also pick any new roots that they find, do some more word sums and matrixes, and then "hypothesise" about the word meanings?

* Terms to teach:

When students write word sums, as soon as -> is written say, "Check the Joins!"

Possible term to teach here is "no <e>" (if we get to the <forced> question). And I also have a series of exercises we can do in a group to illustrate when to drop the -e (maybe for later in the year?) Discovering a rule as to when to drop -e

Need to teach that <word-> means prefix: example <re->
Need to teach that <-word> means suffix: example <-ing>

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Word Inquiry template that wraps up all the skills taught at the beginning of structured word inquiry. (First teach: prefix/base/suffix, word sums, word matrix, resources like dictionary, etymological dictionary, and dictionaries of word roots.)

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Here is a guide for where to go after teaching word sums and word matrixes: CHECK THE JOINS!

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Very cool roots/base words resource for word study. Thanks +Marcelle Houterman!

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Excellent resource for word study and our school has a membership!!! Feel free to click on this link (and register if you are even more interested in keeping track of your searches and so on).

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This practice is kind of like lesson 2 for introducing Structured Word Inquiry. Lesson 2 was introduced as "giving you word scientists some more tools to help you as you inquire into words." The objective was to teach students to create (and say) word sums. Also wanted to teach them how to use the Mini Matrix...but that will be for next week.

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Example of a grade 1 student working "wonderfully" to read out her word sum.

Learning to break down (or create words in terms of sums) is the second step of teaching students a process for structured word inquiry.

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And while we are on the subject of vocabulary...let's talk about MATHEMATICS vocabulary, especially word problems...common assumption is we must teach keywords. Well, yes, we must but first and foremost is that children need to read and understand the whole problem!

http://www.colorincolorado.org/article/reading-and-understanding-written-math-problems
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