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Academic language must be planned for and taught during the lesson. This includes having students demonstrate use of the academic language within the lesson . To do this, explicit sequence, with opportunities for evaluation and feedback.
Academic Language Scaffolds and Supports
What additional scaffolds and supports are needed to support academic language success for these learners?
Explicit supports must be provided within the lesson.
Some examples of these supports include the use of:
- Diagrams, charts, graphic organizers, and other visuals
- Sentence frames
- Learner-friendly definitions
- Multiple exposures
- Semantic maps to expand the word
- Demonstrations
- Modeling
- Authentic examples/non-examples and application with authentic purposes
- Word learning strategies such as inferring and use of context cues
- Opportunities to use the academic language with peers; reporting out; writing about the learning
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- identify the language function by telling what students are being asked to do through language in relation to your lesson objective,
- identify the form(s), you will explicitly teach to help students perform the function. These are the words, or bricks.
- identify syntax issues that may be troublesome and work through these with students. These are the phrases and sentences, or mortar.
- identify discourse guidelines, specifically how you expect students to talk about the content or concept; what vocabulary and understandings should be represented in their sharing of information; and the opportunities you
- Identify the opportunities you will provide to have students express their understanding of content. In addition,
- identify the supports you will use to help students express their understanding of the content being taught.
Academic Language Scaffolds and Supports
What additional scaffolds and supports are needed to support academic language success for these learners?
Student WIDA Proficiency Scores
Example Multilingual Learner Profile:
View file name sample-english-learner-profile.pdf height 250
Differentiating with WIDA's CAN DO Descriptors
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