building academic language at ctk college, august 27-29th 2014
DESCRIPTION
Helping academic literacy and language grow across the three college sites from 2014.TRANSCRIPT
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Research by The National Literacy Trust 2013
Table 1 shows the percentage of the population that read on a daily basis by age group, based on Great Britain’s National Statistics Time Use Survey 2005 and the work of Clark and Foster for the National Literacy Trust in 2005.
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Tier 2 terms with specialised meanings in Maths
Balance Interest DifferenceCoordinate Power Terms
Even Similar RadicalImaginary Irrational Improper
Plane Axis ChanceProduct Mixed ExpressionRound Cube PrincipalScale Value FactorSlope Represent Simplify
Square Find FunctionPositive Field RealTangent Proof Odd
Adapted from table 4.10, “Building Academic Language” by Jeff Zwiers 2014
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Some Maths Imperatives
Maths Questions and Expressions
PlotGraphInterpret CalculateEstimateConstructConvertCompareSubstituteFind the relationship between X and YDesign it to minimiseWork backwardPredictIsolate
Which system of equations represents the situation?Which ratio represents an approximation of . . .?What is the measure of . . .?AverageEquivalentRelevant informationAscent, Descent, AltitudeOperationsVary directlyReasonableDimensionsIf X equals . . . then what is . . .?
Adapted from table 4.11, “Building Academic Language” by Jeff Zwiers 2014
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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https://www.iggy.net/gobbyacademy#gobby
Academic Literacy Displays
Tier 2 vocabulary to emphasise across all subject areas in the first term
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29
Cross Subject Language
30
Tier 2 Words
Term 1 Term 2 Term 3
Top Trump CommentInterpretDemonstrateInvestigate Predict
AnalyseAssessCreate Clarify Contrast
ChallengeDebate, ExpandEvaluate
Depth Charge Words Objectivity Culture
Diversity
Inside Track Words Evidence, Summary
InferenceMethod
Reliability
Weighty Words Authority Theory Theory
Peacock Words Furthermore Controversially Conceptually, ContraryConversely
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
Example sentences
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