1. Stuff You Need to Know to Write Your Commentary and Lesson Plans
Academic Language
Stuff You Need to Know to Write Your Commentary and Lesson Plans

2. 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

4. Language Function

5. Language Function
The way students should think as a result of the lesson.
What students DO. Strategy they use.
Represented by the action verb within the learning outcome (identify, list, explain, compare and contrast etc.)
Bloom’s Taxonomy
Webb’s Depth of Knowledge

6. Language Function Found in Central Focus in Commentary Central Focus
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

7. Language Function Central Focus: Learning Outcome for Lesson 2:
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.

8. Language Demand

9. Language Demand
Method students use to express their understanding of the subject matter.
Methods fall into three categories: Vocabulary, Syntax or Discourse
Found in the Lesson Plan and Commentary
Represented in the products, assignments, and practice activities in which students participate.
Can involve writing, speaking, listening, reading, or drawing.

10. 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

11. 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)

12. Syntax

13. 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 information Compare & Contrast – Venn Diagram

15. Discourse

16. Discourse Written or spoken product used to convey information
Writing or speaking to convey information.
Essays, debates, multimedia presentations, reports, discussions etc.

17. 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).

18. Language Support

19. Language Support
Instructional strategies and supports used by the teacher to help the student meet the objectives of the lesson.
Includes teaching vocabulary (subject specific or general), teaching the organization method (syntax) or use of words (discourse) necessary to accomplish the learning function.

20. 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

21. 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

22. Your Lesson Plan Central Focus
Learning Outcome - Comprehension (Text) or Composition (Tasks)
Language Function
Language Demand – Syntax (Organization) or Discourse (Words)
Language Supports

23. Writing Pointers

24. Discourse Connectives

25. I saw the students……..The students
Avoid 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,