designing academic response frames supporting language acquisition and global competencies

Designing Academic Response Frames

Supporting Language Acquisition and Global Competencies

OUSD Mission Statement

“The Orange Unified School District, being committed to planning for continual improvement, will offer a learning environment of excellence, with high expectations, to provide each student with the opportunity to be able to compete in the global economy.”

Academic Response Frames Defined An academic response frame assists students in communicating the communication objective.

An academic response frame:

Requires students to perform a communication task.

Supports students in using academic vocabulary when speaking or writing.

Supports students in using correct grammar/usage when speaking or writing.

Provides a structure for academic discourse.

Designing Academic Response Frames Graphic Organizer

Designing Academic Response Frames

1. Begin with a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way.

2. Identify what you want the students to say.

3. Design academic response frame(s) for student use.

4. Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses.

Academic Response Frame Example 1:

Content Objective: Students will measure the length of an object.

Communication Objective: Students will describe the length of different classroom objects using numbers and academic vocabulary.

Academic Response Frame Sample 1:

Communication Objective: Students will describe the length of different classroom objects using numbers and academic vocabulary.

Basic Response Frame:

The length of the table is _________.

Advanced Response Frame:  

The ________ of the table is _________.

Academic Response Frame Sample 1:

Communication Objective: Students will describe the length of different classroom objects using numbers and academic vocabulary.

Basic Response Frame:

The length of the table is 46 inches.

Advanced Response Frame:  

The width of the table is 55 centimeters.

“Some differences I observe between the basic response frame and the advanced response frame are __________________. ”

structure cognitive demandscontent vocabulary

Tiered Vocabulary Instruction

The Three-Tier System

Tier One

Everyday Words

Basic words that most students know or can know with simple instruction

Tier Two

Educated Words

Frequently occurring words, words that students have a working concept of or words that would enhance their communication

Tier Three

Expert Words

Specialized words that tend to only be used in specific contexts

Academic Response Frame Vocabulary 1:

Word Bank:

Tier One Words (Everyday Words)

Tier Two Words(Educated Words)

InchesFeet

CentimetersMeters

LengthHeightWidth

Basic Response Frame: The length of the table is _________.

Advanced Response Frame:  The ________ of the table is _________.

Academic Response Frame Example 2:

Content Objective: Students will recount Lon Po Po using key details from the text.

Communication Objective: Using sequencing words and past tense verbs, students will summarize Lon Po Po.

Academic Response Frame Sample 2:

Communication Objective: Using sequencing words and past tense verbs, students will summarize Lon Po Po.

Basic Response Frame:

First, the mother _______________________.

Advanced Response Frame:

_______, the wolf _____________________.

Academic Response Frame Sample 2:

Communication Objective: Using sequencing words and past tense verbs, students will summarize Lon Po Po..

Basic Response Frame:

First, the mother visited the grandmother.

Advanced Response Frame:

Afterword, the wolf plummeted from the rope.

Academic Response Frame Vocabulary 2:

Word Bank:

Tier One Words (Everyday Words)

Tier Two Words (Everyday Words)

FirstNext Then LastFinallyLaterIn the beginning

LeftTricked Came Fell BlewDropped VisitedKnockedOpened

Subsequently Afterword

Outwitted OutsmartedPretended Concocted PlummetedConvinced

First, the mother _______________________.

_______, the wolf _____________________.

Response Frame Activities

Activity: Picture Frames

Overview: The teacher provides the class with a picture about the content. The teacher will provide the students with a communication objective and a response frame. Students will use these tools to craft a statement about the picture.

Example: Communication Objective: Students will provide evidence of

their thinking using sequential transition words such as: first, then, next, etc..

Academic Response Frames:

I believe this book will be about ___________________________.

My evidence _____________________________________________.

Picture Frames SampleI believe this book will be about ___________________________.

My evidence _____________________________________________.

Tier One Words and Phrases Tier Two Words and Phrases

then in addition to

next finally

first initially

also begins with

Designing Academic Response Frames Graphic Organizer

Designing Academic Response Frames:

1. Begin with a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way.

2. Identify what you want the students to say.

3. Design academic response frame(s) for student use.

4. Create vocabulary word bank(s) for the specific academic vocabulary and/or grammar/usage the students will be asked to use in their responses.

Creating Communication Objectives

2nd Grade Standard: RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Content Objective: Students will identify the main topic of a multi-paragraph text.

3rd Grade Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Content Objective: Students will describe how a character’s actions contribute to the sequence of events.

3rd Grade Standard: 3.G.2. Partition shapes into equal areas. Express the area of each part as a unit fraction of the whole.

Content Objective: Students will divide a circle into equal areas each expressed as a unit fraction of the whole.

Choose one of the communication objectives you wrote earlier today and write an academic response frame.

Communication Objectives Tuning Protocol

1. Individuals or partners present Communication Objectives.

2. Audience asks “Clarifying Questions.”

3. Audience provides “Warm Feedback.” During this time, the person presenting does not interact with the person

giving feedback, they simply listen.

4. Audience provides “Cool Feedback.” During this time, the person presenting does not interact with the person

giving feedback, they simply listen.

5. Audience suggests “Next Steps.”

6. Individual or partners reflect on feedback.

7. Repeat process until all individuals or partners have shared.

Clarifying“A clarifying question I have is _________.”“I am not clear about _________.”

Warm“I liked the way _________.”“One aspect I liked _________.”

Cool“You might consider_________.”“Have you thought about _________.”“ I am wondering if _________.”

Tuning Protocol Response Frames

Response Frame Activities

Activity: Speak Like a Scholar

Overview: The teacher provides the class with a very basic response frame. The students will strive to turn the basic response frame into a more advanced response frame.

Example:

Teacher gives this to students: I solve problems involving speed by first ____________________.

Sample Student Response When calculating problems involving speed one must first

____________________ .

Speak Like a Scholar Sample

A square is like a rectangle because _______________________.Do not fill in the frame.

Rewrite the frame using Tier Two words and a different grammatical structure.

Note: For students who are struggling a word bank can be incorporated into this activity.

“The word bank should include ____________________.”

Session Outcomes