Apps and
Academic
Language in PE
Phoebe Constantinou, Ed. D
Anya Eckhardt, MS
Ithaca College
Department Of Health Promotion & Physical Education
CSZ Mini Conference- January 30th , 2015
Todaysmeet.com/ALPE
 Go
to the above site
and give yourself a
name to join our room
discussion
Todaysmeet App
Academic Language Demands
 Vocabulary,
 Language
 Syntax
 Discourse
Signs, Symbols, Key Phrases
Function
Vocabulary
Language Function
LitLinks App
LitLinks App
Syntax & Discourse
Academic Language
Objectives
Academic Language Objectives
 Student
will be able to:

What do we want students to be able to do?

In what kind of situation?

How well we want them to be able to perform
the task?
What do we want students to be
able to do?
 Know
the word of the day (Vocabulary)
 Describe
the word of the day (Language
Function)
 Verbally
say the word of the day or write it in
complete sentence (Discourse & Syntax)
In what kind a situation?
 Peer
feedback or interaction
 Discussing
in complete sentences
 Word
Quilt
 Venn
Diagram
 Word
Wall
 Reciting
teaching cues
How well do we want them to
be able to perform the task?
Types
 Exit
of Assessment Tools:
Slip (labeling, writing, drawing)
 Venn
 Peer
Diagram
or Self Checklist
 Worksheets
Elementary Level
Objectives &
Assessments
Vocabulary Objective

Objective: Students will be able to name the motor
skill(s) of the (e.g., underhand throw) of the day by
correctly completing the exit slip.

Teacher Provides:



Word Quilt: - the words of the day
Read out loud to students while demonstrating the motor
skill (e.g., underhand throw)
Students Do:


Say the word out loud with the teacher together as a class
during demonstration
Requesting their partner to throw the ball using the
appropriate vocabulary (e.g., throw me an underhand
pass)
Assessment Tool: Vocabulary
Socrative
Socrative Other Functions
Language Function Objective

Objective: Students will be able to name the skill and sequence
the teaching cues (e.g., underhand and overhand) using
pictures, orally, or in writing.

Teacher Provides:





Names and demonstrates the skill – following with the teaching cues
Sequence pictures of the skill on the wall
Call out the skill and then students perform each teaching cue at the
teachers command
Opportunities for students to work with a partner
Students Do:



Repeat the name of the skill (vocabulary)
Perform the teaching cue as called by the teacher
Work with partners- one student calls out the name of the skill and
(vocabulary)follows with the teaching cues one step at a time. The
other student performs each cue. Rotating roles
Assessment Tool:
Language Function
LitLinks App
Language Function Objective

Objective: Students will be able to verbally compare and
contrast the throw of a light object and a heavy object during a
class discussion using grammatically correct sentences.

Teacher Provides:





Provide light and heavy objects and discuss the similarities and
differences
Partner students up to explore and experience what kind of skills they
can do with the light and heavy objects. Have them discuss it with
their partners in full sentences.
Allow students to use the Communication Station for support
Put up the Venn Diagram
Students Do:



Explore and experience using heavy and light objects
Work with partners- discuss what they find similar or different using a
light or heave object. Expect them to use correct grammar and full
sentences.
Are allowed to use Communication Center for support
Assessment Tool:
Language Function
Venn Diagram
As a class complete the Venn Diagram.
Heavy Force
Similarities
Light Force
Slow Motion Video Player
Secondary
Level
Objectives &
Assessments
Vocabulary Objective


Objective: Students will be able to write the name of the
skill and list all the teaching cues associated with the
motor skill of the day by using complete sentences on an
exit slip.
Teacher Provides:



Wall Skill Poster – a poster with the skill name and the
teaching cues
Check list with the name of the skill (vocabulary) and the
teaching cues (e.g., jump shot)
Students Do:


Can check the name of the skill and teaching cues on the
wall poster
Using the Check List (e.g., jump shot, defense positioning )
students give feedback to their partners and mark down
which teaching cues are met, need improvement or not
met
Assessment Tool- Vocabulary
Discourse: Writing
Word of the Day: Jump shot & Zone defense
Name: _______________________
Please correctly label the skill that the cues are describing.
Example One:







Three steps approaching the target
Plant opposite foot of the throwing arm and drive the knee up to a jump
Bring shooting arm up and back
Rotate shoulders
Whip throwing arm forward toward the goal (elbow, shoulder, forearm, wrist))
Follow through: throwing arm continues across the body
Land on takeoff foot
These cues explain a __________ (jump shot)
Example Two:
Understands each zone area and its responsibility
Stays in zone and plays the area not, the player

Keeps body between offender and the goal

Can play multiply zone areas
These cues explain a _____________(Zone defense).

Quizlet
Language Function Objective

Objective # 2f: Students will be able to interpret the
results of the defensive or offensive strategy used during
game play by responding on the question on the iPad.

Teacher Provides:



Explains how effective offensive and defensive strategies
would impact the score results of a game.
Puts students into groups.
Students Do:


Take time to interpret the score results in relation to the
offensive and defensive strategies used in the game.
Take time out of the game to discuss/interpret their scores
and how they can improve them.
Assessment Tool: Function
Assessment # 4v- Sample Playbook:
Discourse: Writing
Words of the day: Offensive and defensive strategies
Group Members’ Names: ______________________________
Offensive Play Name: __________________________
Using the complete sentences and correct vocabulary describe the offensive play.
_____________________________________________________________________________________________
In the box below, draw a diagram of the offensive play.
Defensive Play Name: __________________________
Using the complete sentences and correct vocabulary describe the defensive play.
___________________________________________________________________________________________
In the box below, draw a diagram of the defensive play.
CoachNote
CoachNote
CoachNote
CoachNote
Write Your Own Vocabulary
Objective- Word of the Way
Students will be able to ___________ (how the student will
perform, what we want them to do)
Vocabulary: Motor skill, Strategies, Benefits, Movements, Signals,
Forces, Levels, Teaching Cues
the _____________ (vocabulary of the day, in what kind of
situation)
by completing the _____________ (assessment tool).
Assessment Tools: Exit Slip, Peer Checklist, Worksheet, Prompt Sheet,
Journal Response, Playbook
Write Your Own Language
Function Objective
Students will be able to ___________ (how the student will
perform, what we want them to do)
Words Language Function: Compare & Contrast, Interpret,
Describe, Sequence, Recognize, Name, Recall, Analyze, Define
the _____________ (language function of the day, in what kind of
situation)
by completing the _____________ (assessment tool).
Assessment Tools: Exit Slip, Sequencing Sheet, Performance Analysis
Report, Peer Checklist, Worksheet, Venn Diagram, Prompt Sheet,
Journal Response, Playbook
Academic
Language in PE
App (Elementary
& Secondary)
Strategies for Promoting Academic
Language (Discourse & Syntax)
Expect students to use correct grammar and syntax
while practicing academic language demands.






Communication Center
Wall quilt (read)
Word wall (read & write)
Graphic Organizers (read, write)
Note Cards (listen, read, verbally )
Check Lists (verbally, read)
Communication Center
Word Wall
perasma
Pass
(Greek)
To move the
ball/object from one
person to another
Word Quilt
Petros passed me the
ball and I was able to
score.
Technology To Use for
Academic Language
 Doodle
Buddy
 Coach
Eye
References
Bowers, E. & Keisler, L. (2010). Building academic language through content-area text.
Strategies to support English language learners. Huntington Beach, CA. Shell Education.
Constantinou, P., & Wuest, D. A. (2013). Academic language toolkit. Retrieved from
http://www.pelinks4u.org/archives/0314.htm.
Hundley, M. (2012). Academic Language, edTPA TM [PowerPoint slides]. Retrieved from
http://www.nystce.nesinc.com/PDFs/edTPA_AcademicLanguage_NY_12_12_12.pdf
Kinsella, K. (2012). Disrupting Classroom Discourse: Preparing English Language Learners for
Common Core Academic Language [PowerPoint slides]. Retrieved from
http://www.azed.gov/english-languagelearners/files/2012/11/kinsella_az_oelas_keynotehandout.pdf
Lippincott, A. & Hill-Bonnet, L. (2008). Academic Language. What is it? How do I know if I see
it? [PowerPoint slides]. Retrieved from
http://www.csun.edu/coe/eed/holle/PACT/academiclanguage/PACT%20Academic%20Lang-08-2.ppt
Short, D. (2002). Language learning in sheltered social studies classes. TESOL Journal, 11(1),
18-24.
Sweetwater District-Wide Academic Support Teams, (2010). The Academic Language
Function Toolkit [PDF document]. Retrieved from
http://www.cojusd.org/cms/lib2/CA01001709/Centricity/Domain/198/Academic%20Langu
age%20Functions%20toolkit.pdf
Wasik, B. A. (2006). Building vocabulary one word at a time. Young Children, 61, 70-78.
Socrative
Quizlet
Quizlet
Quizlet
Quizlet
Quizlet
Technology

Quizlet


Create or have students create flashcards to
review terms in a unit
Spelling and pronunciation