1. academic language development
The edtpa perspective

2. Added aspects to the lesson plan template
Language Objective
Language Function
Academic Vocabulary and Language Demands
Linguistic Competency (four)
Language Supports
Prior Knowledge and Cultural/L1 Connections

3. The WIDA Features of Academic Language
Amount of speech/written text
Structure of speech/written text
Density of speech/written text
Organization and cohesion of ideas (thinking)
Variety of sentences and sentence types
Discourse
Types and varieties of grammatical structures
Conventions, mechanics, and fluency
Match of language forms to purpose/perspective
Deep and thorough comprehension of content and language calls for learners to acquire and interact with all three tiers of vocabulary, resulting in purposeful academic discourse across all learning experiences.
Sentence
General, specific, transitional, and technical language
Words and phrases with multiple meanings
Formulaic and idiomatic expressions
Collocations, nuances, and shades of meaning
Word/Phrase

4. The Features of Academic Language
Understanding
Language Functions
Word/Phrase level,
Sentence level, and
Discourse levels
What exactly will the students DO with the language in the lesson and how will they USE it?
What language is associated with “proving” evidence from the text?

5. Developing Academic Language
Understanding Language Functions The WIDA Standards in the Classroom
What is the language of…
Inquiry
Summarizing
Informing
Comparing/Contrasting
Sequencing
Classifying
Analyzing
Predicting/Hypothesizing
Persuading/Justifying
And, how does culture/socio-cultural context impact discourse within these functions?

6. Developing Academic Language
Understanding Language Functions The WIDA Standards in the Classroom
The Language of
“COMPARING”
These are similar because…
Notice how these are same because…
On the other hand, this is different because….
The relationship between these includes…

7. Developing Academic Language
Understanding Language Functions The WIDA Standards in the Classroom
Cause and Effect
I believe this was caused by…
This could not be caused by_____ because_____
The main cause was probably…
This led to _____because of _____
This played a key role in …
I’m hypothesizing this based on
Now—let’s talk about these in the context of discussing and writing about a science experiment. What about a literature selection? Discourse!

8. Which words do I teach? Tier 2 Tier 1 Tier 3
Words that appear in a single context, often domain-specific/technical vocabulary that often needs to be explicitly taught.
Common every day words that many students know well.
*Tier 2 is the largest cog in the gear—explain the accuracy of this visual.
Tier 3 Subject-specific words that label content discipline concepts, subjects, and topics.
Tier 2 - Information processing words, e.g. polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions.
Tier 1 - Basic words ELLs need to communicate, read, and write
Do tiers move?
The number of words to teach for each tier moves with EL proficiency levels. In some years some classes need more T1. Some LT-ELLs can handle more T2 and T3. Newcomers need more T1 but also some T2 and T3 so they can progress quickly to the next proficiency level.
How can I be sure which Tier for a word?
Use the frame above. It is easier to determine T3. It is more difficult to determine T1 until you know your students. What is more important is that:
You feel it needs to be taught.
It is important so that ELLs comprehend the concept or big idea.
ELLs need to use it in their writing.
ELLs see it on a test.
This word will nest their T3 words.
Which words to teach?
When a word is needed to:
Understand a text
Use in their writing
Answer a test question
Enhance their academic verbal repertoire
High-utility words that occur in many contexts, may have multiple meanings, and are used to process Information. The “power” behind students’ curricular connections.

9. A Critical Question
Could you offer three compelling reasons why immigrants come to the United States today?

10. A Critical Question
Could you offer three compelling reasons why immigrants come to the United States today?
One compelling reason why immigrants come to the U.S. today is _______.
Another compelling reason for immigration to the U.S. is __________.
The most compelling reason why people immigrate to the U.S. is ____________.

11. Scaffolding Language for Understanding WIDA Language Support
Scaffolding Language for Understanding WIDA Language Support *The Importance of Specific Targets

12. Scaffolding Language for Understanding

13. A Look at Language Features, Language Functions, and Language Targets
Content Objective: We will understand the distinct stages of the life cycle of seed plants. Language Focus: We will use the words soil, sprout, growth, and mature to describe the life cycle of a soybean plant using pictures while talking to a partner.
Be sure students know the language associated with describing.

14. A Closer Look at Language Features, Language Functions, and Language Targets
C: We will understand the distinct stages of the life cycle of seed plants. L: We will use at least four adjectives and at least two complex sentences to elaborate the life cycle of a soybean plant. We can use pictures, work in our small groups, and use sentence starters.
Be sure students understand the language associated with elaborating.

15. An Expanded Look at Language Features, Language Functions, and Language Targets
C: We will understand the distinct stages of the life cycle of seed plants. L: We will use future tense verbs to write two paragraphs to predict how the life cycle of a soybean plant would change in a mild drought. We can work in our table teams, use an illustration, and our “paragraphs posters.” We can also use our science journals.
How is the language of predicting different than the language of describing? Elaborating?

16. An Student-centered Look at Language Features, Language Functions, and Language Targets
How does this level of specificity authentically support students’ academic language development? How does it promote student-centered ownership within the process?

17. Finding Ways to Structure Engagement
All teacher candidates need to demonstrate how to operationalize the extension of language use in the classroom. Processing and Producing new language