ACADEMIC LANGUAGE
Stuff 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%20FI
NAL1.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
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
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
DISCOURSE
DISCOURSE
oWritten or spoken product used to convey
information
oWriting or speaking to convey information.
oEssays, debates, multimedia presentations,
reports, discussions etc.
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 omposition
 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 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,