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Locate-- define, seek information, count, identify, indicate, match, name, point, recall, recite, repeat, reproduce, state, select, recall.
- Compare/Contrast— Describe (similarities and differences), distinguish, identify, recognize, separate, differentiate.
- Order—Categorize, organize, develop, discover, complete, process, outline, retell, order
- Describe— inform, explain, identify, report, retell, recount, reorder, represent, depict, paraphrase, summarize, conclude, prepare, convert, translate, generalize, extrapolate, narrate.
- Classify— arrange, organize, categorize, construct, create, generate, summarize, arrange, groupAnalyze— calculate,
- Compare/Contrast— Describe (similarities and differences), distinguish, identify, recognize, separate, differentiate.
- Analyze— calculate, interpret, classify, categorize, predict, deduce, differentiate, examine, discriminate, distinguish, group, illustrate, infer, order, recognize, relate, transformInfer-- predict, hypothesize, extrapolate, restate
- , summarize, reconstruct, synthesize, derive, Synthesize— Arrange, categorize, combine, compile, compose, construct, create, deduce, explain, create, construct
- Justify— argue, persuade, discriminate, prove, deduce, document, support, question, validate, verify, debate, construct, persuade
- Synthesize— Arrange, categorize, combine, compile, compose, construct, create, deduce, explain, formulate, generalize, generate, integrate, modify, organize, prepare, plan, produce, formulate, generalize, generate, integrate, modify, organize, prepare, plan, produce, propose, rearrange, reconstruct, relate, reorganize, revise, solve, summarize.Evaluate-
- Justify— argue, appraisepersuade, assessdiscriminate, compareprove, concludededuce, document, considersupport, contrastquestion, criticize, validate, verify, debate, construct, persuade
- Infer-- predict, hypothesize, extrapolate, restate, summarize, reconstruct, synthesize, derive, deduce, explain, create, construct
- Evaluate- argue, appraise, assess, compare, conclude, consider, contrast, criticize, critique, decide, describe, determine, discriminate, grade, judge, justify, recommend, validate, verify, test, support, rate, rank, measure, interpret, relate, identify, explain, indicate, confirm.
- Describe— inform, explain, identify, report, retell, recount, reorder, represent, depict, paraphrase, summarize, conclude, prepare, convert, translate, generalize, extrapolate, narrate.
Form
Students Form
Students also need to be taught and need to demonstrate use of forms of language. Forms are new words, (including content-specific vocabulary). When you think of form, think about words used to convey the message, words used to build or convey the concept, multiple meaning words, or words that will be important to understand the overall meaning of the text. You will need to identify these for (or with) students at the beginning, and throughout the lesson. Also, provide opportunities for students to use this vocabulary during the lesson to demonstrate their understanding of the vocabulary. Though content area vocabulary lists are often long, identifying academic language forms informs instructional goals by narrowing down to 1-3 words, selected because of their great impact on communication and learning.
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- Form: Phonology (word sounds) = _______________________________ (commonly misheard word from your content area; includes misspelled words)
- Form: Semantics (word meaning) = ______________________________ (commonly misapplied or misunderstood word from your content area)
- Form: Morphology (word parts) = ______________________________ (an incorrectly used a commonly incorrect prefix, suffix, or root word part that is common in from your content area)
Syntax
Syntax refers to structure of words, phrases and sentences. When you think about syntax, think about sentence structure and length, transitions and connectives such as ‘because’ and ‘however’. Syntax also include a myriad of grammatical constructs and elements, including but not limited to verb tenses, passive voice, pronoun references, order of words in sentences, conventions of print, and musical, mathematical, and scientific notations. Consider how syntax may affect students’ understanding and communication of important content and concepts through analyzing how students will SWRL throughout your intended instructional sequence.
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- I can identify the syntax related to my content area using ______________________________________________ (name a language structure used above), such as ___________________________________________________________ (your example of this structure) with the support of this sentence frame and lesson plan handbook guided notes.
Note that in the above example objective frame, the underlined form "identify" communicates the academic language function and the phrase "this sentence frame and guided notes" communicates the supports or tools provided to assist in developing language use and understanding" communicates the academic language function and the phrase "this sentence frame and guided notes" communicates the supports or tools provided to assist in developing language use and understanding. An example of completing the above syntax might be: "I can identify the syntax related to my content area using grammatical terminology, such as 'phrases' with the support of this sentence frame and lesson plan handbook guided notes."
This exercise does illustrate how providing a support such as a sentence frame can extend syntax, but more importantly first illustrates that the instructor needs to reflectively think through and describe the academic language that is necessary to meet demands of the lesson objective.
Discourse
Discourse is the broadest of the four language demands. Discourse refers to how we talk in our specific disciplines. To engage in the discourse of the discipline, students need to know the terminology and way of speaking in the discipline in order to be successful. We also use a different discourse when we speak in reading class than we do in social studies or music class. Did you know that nonverbal gestures are even a part of discourse-specific language? Discourse describes a more holistic view of the academic language for communication that is required, or the largest conceptual segments of language.
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Rather than list all the possible types that exist, it is potentially more helpful to identify discourse that is most often used within your content area major. Label the "buildings" below with 4 types of discourse that are used most often to communicate in your subject-specific area, related to the language domains (SWRL). The first one is done for you, but feel free to add think of your own example as well.
Speaking Speaking Discourse: Writing Writing Discourse: Reading Reading Discourse: Listening Listening Discourse:
Example: _partner informal partner discussion__ _________________________ _________________________ ___________________________
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