Academic Language Demands and Supports in Instructional Planning

Academic Language Demands and Supports are crucial in educational settings to ensure comprehension and usage of language by students. This content discusses embedding language demands in lesson plans, providing language supports, and peer review activities to enhance academic language skills. The focus is on understanding language functions, vocabulary, discourse, and syntax within the discipline and incorporating appropriate supports to aid student learning.

• Academic Language
• Instructional Planning
• Language Demands
• Language Supports
• Educational Strategies

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Uploaded on Apr 06, 2024 | 6 Views

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1. EDTPA SEMINAR TWO

2. Instructional Flow Academic Language Task 1B-Lesson Plans Task 1A-D Specifications Peer Critique: Task 1A-Context for Learning Due Next: Task 1B-Lesson Plans HW: Read all of Task 2 in edTPA Handbook

3. What is the Academic Language of my discipline? The set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts. Zwiers

4. THE ACADEMIC LANGUAGE FIT: INTENTIONALLY EMBED THE LANGUAGE DEMANDS IN EACH DAY S LESSON PLAN WITH LANGUAGE SUPPORTS TO ENSURE UNDERSTANDING AND USE OF THE LANGUAGE BY STUDENTS LANGUAGE DEMANDS: LANGUAGE SUPPORTS: Instructional Strategy by Teacher or Instructional Activity by Student Lang. Support: Model how to evaluate research data on marketing trends Language Function ex. Evaluate research data Lang. Support: Review vocabulary and word chart Vocabulary ex. Sub Specific market General Acad evaluate Discipline Def income, expenses Lang. Support: Model how to describe marketing trends in narrative form and oral explanation Discourse ex. Evaluate and describe marketing trends based on local marketing research data Lang. Support: Provide examples of 2 types of spreadsheet models for describing marketing trends Syntax ex. Create a spreadsheet

5. Language Demands and Supports Academic Language Supports edTPA Handbook: Planning Commentary: Q 4a, 4b, 4c, 4d Assessment Commentary: Q 3

6. Peer Review of Academic Language Demands (10 minutes) 1. Open the Academic Language Support for your Content Area. Read the definitions for * Language Function * Vocabulary Discourse * Syntax 2. Ask your partner to restate the definition in his/her own words for each language demand. 3. Review the examples of each demand. Highlight or underline each and save it. 4. Identify the support for each demand. Brainstorm an additional supports for each demand.

7. 1. Review Specifications for Task 1 2. Consider whole class, small groups & individual needs 3. Provide supports for challenge and weakness Task 1B: Lesson Plans 4. Focus: student engagement and student communication of thinking and understandings 5. Use TEAM rubric as guide

8. Note Descriptors: Lesson Overview: What will be taught To whom will it be taught Review Lesson Plan Template Instruction: Theory/Research Connections Academic Language Assessment: Adaptations for Varied Learners Evaluation Criteria

9. Peer Review 15 minutes) Partner with Content Related Person Read each other s work Peer Review of Task 1A- Context for Learning Use the Peer Review Guide to Offer Constructive Feedback

10. Wrap It Up! Questions for Clarification: Academic Language, Task 1A or 1B What s due? When? Bring to next seminar? Homework?