Groupwork and Language Development

Groupwork and Language Development

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Storyboard Text

  • How successful would you be with your langauge in the inner city?
  • I'm cool I swear!
  • Teach students how to use language to communicate with different audiences for different purposes.
  • The Declaration of Independence
  • The United States wanted to be independent, which means free from other people's control.
  • How would you explain this to an elementary student?
  • Language Rich Environments
  • Word Wall •acknowledge •incidence •incorporate •initiative •transport
  • Should schools sell junk food? Discuss with your group. Refer to the sentence starters.
  • Wait! What are we supposed to do?
  • Remember that students are masters of language, just not the language we think of as highly educated adults. They use language to navigate "their" world. We simply need to help guide them to use language in the broader academic and work world.
  • Access to the Learning Task
  • Um...I think something.
  • Blah, blah, blah, blah...
  • Let's look at the task card and see what it says.
  • I'm the resource manager I better get the supplies.
  • Modeling and explicitly describing the forms and functions of language used in academic settings and content areas.
  • Particpate in Group Interactions
  • I feel so safe in this class.
  • I know. It's so relaxing and anxiety free.
  • I always feel like I can share my thoughts and ideas.
  • After reading and annotating the article, we came to the conclusion that dropping the Atomic bomb was unnecessary.
  • Provide students with the opportunity to actively engage in authentic conversations with adults and peers.
  • Demonstrate Intellectual Competence and Growth
  • Discussion Starters •I/we found that... •Lisa agreed with me that... •I imagine/guess/predict that... •In my/our opinion...
  • I agree, but what other action could the U.S. have taken?
  • Sentence Starters •According to... •In the article... •______ says "______"
  • According to the article, Japan was about to surrender anyway.
  • To engage in the academic demands of the learning task, students need to listen and comprehend the teacher's instructions. Having task cards for them to read and discuss provides multiple avenues to access the instructions.
  • Following well-established discussion norms and assurances from the teacher that mistakes are expected and respected reduces anxiety and creates a comfortable level of physical and intellectual safety.
  • Increased rates of interaction with peers enhances academic achievemnt and language development, allowing for more instances of academic success.
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