ACADEMIC LANGUAGEStuff You Need to Know to Write Your Commentary and Lesson Plans

THE ACADEMIC LANGUAGE CONNECTION"If we think about academic language as the oral and written language that students need in order to understand (read, listen, think), communicate (listen, speak, write, connect), and perform (think, read, write, listen, speak, create) in the specific subject areas taught in schools, we realize that it is complex and complicated. We are teaching our students ways of participating in the content—how to think about it, how to question or talk about it, how to learn it."

Melanie Hundley, 2012

https://www.brockport.edu/oat/docs/ALanguage_Cimbricz%20FINAL1.pdf

LANGUAGE FUNCTION

LANGUAGE FUNCTION

oThe way students should think as a result of the lesson.

oWhat students DO. Strategy they use.

oRepresented by the action verb within the learning outcome (identify, list, explain, compare and contrast etc.)

oBloom’s Taxonomy

oWebb’s Depth of Knowledge

LANGUAGE FUNCTION Found in Central Focus in Commentary The central focus of this lesson is for students to analyze character traits of main characters by comparing and contrasting their traits.

Central Focus Main concept/idea Learning segment (several lessons connected)

Broad

Found in Lesson Plan The student will be able to compare and contrast three similarities and differences of two main characters.

Lesson Outcomes/Target/Objectives Target one/more aspects of the central focus

Specific Detailed

LANGUAGE FUNCTION

Central Focus: Students justify the branches of government

Learning Outcome for Lesson 2: The student will be able to (TSWBAT) identify two responsibilities for each

component of the executive branch.

LANGUAGE DEMAND

LANGUAGE DEMAND

oMethod students use to express their understanding of the subject matter.

oMethods fall into three categories: Vocabulary, Syntax or Discourse

oFound in the Lesson Plan and Commentary

oRepresented in the products, assignments, and practice activities in which students participate.

oCan involve writing, speaking, listening, reading, or drawing.

LANGUAGE DEMAND

Central focus of this lesson is for students to analyze character traits of main characters by comparing and contrasting their traits.

Syntax – completing venn diagram or T chart Discourse – writing sentences to describe character Vocabulary – use 3 synonyms to describe character or 3 adjectives to describe character

LANGUAGE DEMAND

Central Focus:

Interpret unfamiliar words as they are used in informational text.

Language demands:

List words by writing on paper (syntax)

Define words by using a dictionary (syntax)

Recite definitions to a partner (discourse)

Write personal interpretation of words in relation to text (discourse)

SYNTAX

System or tool used to organize writing or speech

Set of conventions for organizing symbols, words and phrases together into structures (e.g., sentences, graphs, tables)

How students organize the informationCompare & Contrast – Venn Diagram

SYNTAX

DISCOURSE

oWritten or spoken product used to convey informationoWriting or speaking to convey information.oEssays, debates, multimedia presentations, reports, discussions etc.

DISCOURSE

DISCOURSE

What should be included? Who, what, when, where, why? How are the pieces of information organized? What comes first etc.?

Common Core Text Types for composition Argument; Gather information and establish a position on the topic Expository; Provides evidence, characteristics are; first, next, finally etc. Informational; Analyzing and synthesizing informational; never personal opinions Narrative; Tells a story, to entertain

Writing requires something to say, the words to say it, and the structure with which to write it (McCracken & McCracken, 1986).

LANGUAGE SUPPORT

LANGUAGE SUPPORT

oInstructional strategies and supports used by the teacher to help the student meet the objectives of the lesson.

oIncludes teaching vocabulary (subject specific or general), teaching the organization method (syntax) or use of words (discourse) necessary to accomplish the learning function.

LANGUAGE SUPPORT

Central Focus –students to analyze character traits of main characters by comparing and contrasting their traits.

List adjectives about character (syntax) – show example on anchor chart

Complete Sentence stems (syntax) - demonstrate and create list

Describe character to nearby partner (discourse) – circulate, listen and model

Write a paragraph on character traits (discourse) – collect and provide feedback

LANGUAGE SUPPORT

Central Focus – Interpret unfamiliar words as they are used in informational text.

List words on paper (syntax) – show example on anchor chart

Define using dictionary (syntax) - demonstrate how to look up words & practice

Speak definition to nearby partner (discourse) – circulate, listen and model

Write interpretation (discourse) – collect and provide feedback

YOUR LESSON PLAN Central Focus

Learning Outcome - Comprehension (Text) or Composition (Tasks)

Language Function

Language Demand – Syntax (Organization) or Discourse (Words)

Language Supports

WRITING POINTERS

DISCOURSE CONNECTIVES

I SAW THE STUDENTS……..THE STUDENTSAvoid Using Personal Use Words Referring to

Evidence

I think From examining the findings,

I feel In light of the evidence,

I believe From previous research,

I am convinced that Considering the results,

I disliked According to the figures,

I liked As shown in the diagram,

I agree It is evident from the data,

I disagree The literature suggest,

I am sure that Given this information

It is my belief that Some theorists argue,