{"id":82,"date":"2018-10-01T16:59:11","date_gmt":"2018-10-01T16:59:11","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-five-academic-language\/"},"modified":"2026-04-09T00:37:41","modified_gmt":"2026-04-09T00:37:41","slug":"chapter-five-academic-language","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-five-academic-language\/","title":{"raw":"Chapter Five: Academic Language","rendered":"Chapter Five: Academic Language"},"content":{"raw":"
\r\n

Academic Language<\/strong><\/span><\/h1>\r\n<\/header>\r\n
\r\n\r\nOnce you have begun your intermediate level clinical courses at CPS, you will be required to address academic language<\/em> in your lesson plans.\u00a0 You will identify the essential academic language<\/strong><\/em> directly related to the learning objective. This is the language that deepens students' understanding of the skill\/concept being taught, as well as the process students are following in their learning.\u00a0 All academic language should be directly related to your lesson objective.<\/strong>\u00a0 You may focus upon language directly related to the process<\/em><\/strong> of the lesson as well as language aligned with the lesson content.\u00a0\u00a0<\/strong><\/em>It is important that you remember the length of your lesson and the goal of having students use this language themselves.\u00a0 Limiting the number of words\/terms focused upon is extremely important.\u00a0 At times, depending on your students and the content as well as the lesson's timeframe you will focus on a couple of words that your students need to understand in order to deepen their understanding of the content.\r\n\r\n<\/div>\r\n
\r\n\r\nExample of Academic Language Section of CEP Student's Lesson Plan:<\/em><\/strong>\r\n\r\nContent Language:<\/strong>\r\n\r\nsentence - a group of words that state a complete thought & have a subject and a predicate\r\n\r\nsubject - who or what the sentence is about\r\n\r\npredicate - the part of the sentence that contains the verb (action word) that tells about the subject\r\n\r\nProcess Language:<\/strong>\r\n\r\nthink-aloud - stating what you are thinking as you model a task\r\n\r\nicon - a small drawing used as a symbol\r\n\r\ncollaborate - work together\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n
\r\n
\r\n\r\nIf teaching a reading lesson on cause and effect, you will likely focus on words and\/or phrases that communicate the concept of your objective: cause, reason, effect, result, signal words, text structure,\u00a0<\/em>etc.<\/span>\r\n\r\nExample: Elementary Reading Lesson Objective<\/em><\/strong><\/span>\r\n\r\nStudents S and P: By the end of this 30 minute lesson, when dictated 7 CVC words containing vowels: a,e,i,o,u, students will write at least 6 of the words correctly, showing understanding of letter\/sound correspondence and combination of beginning, middle, ending sounds.\r\n\r\nStudent C will have 5 words dictated and write at least 4 of the words correctly.\r\n\r\nAcademic Language:\u00a0 List the vocabulary clusters targeted in this lesson.\r\n\r\n\r\n\r\n\r\n\r\n\r\n
 \r\n\r\n\u00a0 \u00a0 Content words:\u00a0<\/strong>\r\n
    \r\n \t
  • \u00a0 \u00a0 \u00a0consonant: Any letter that is not a vowel.<\/li>\r\n \t
  • \u00a0 \u00a0 \u00a0vowel: a,e,i,o,u<\/li>\r\n \t
  • \u00a0 \u00a0 \u00a0CVC words: words that have a vowel surrounded by two consonants.<\/li>\r\n<\/ul>\r\nProcess words:\u00a0<\/strong>\r\n
      \r\n \t
    • \u00a0 \u00a0 \u00a0tapping: a way to segment the sounds in a word, usually done with fingers<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n\r\n\r\n\r\n
\r\n
\r\n\r\nCPS's Aligned <\/span>LOFT Evaluation Criteria and Annotations<\/span><\/span><\/strong><\/em>\r\n\r\n<\/div>\r\n
\r\n\r\n\r\n\r\n
\r\n
    \r\n \t
  • Present a list of new words\/terms crucial to students\u2019 understanding of the content along with their definitions students are expected to know.<\/span><\/li>\r\n \t
  • Present a list of new words\/terms related to the processes students will use to build understanding of the content along with their definitions that students are expected to know.<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
    \r\n

    Scaffolding Academic Language<\/strong><\/span><\/h1>\r\n<\/header>\r\n
    \r\n\r\nState which instructional strategies you will use to support individual students' academic language proficiency and how these supports will be removed as students demonstrate proficiency.\u00a0 How will you meet each student's language needs?\u00a0 Scaffolding noted should be specific<\/strong><\/em> aligned with individuals' needs. Your goal is for all students to use the academic language in discussion and\/or written work related to the lesson objective.\r\n\r\n<\/div>\r\n<\/div>\r\n
    Example: Elementary Reading Lesson<\/em><\/span><\/strong><\/div>\r\n
    For student C this language will be the most challenging. It will be more important that she has a mastery of tapping and combining sounds than an understanding of exactly what a consonant is.\u00a0 I will provide extensive modeling of tapping for C and also have the vowels and consonants categorized and written on the board for easy reference.\u00a0 When C taps out sounds I will question what she is doing, requiring her to use the process word, 'tapping'.\u00a0 As C demonstrates competency in tapping independently, modeling will cease.\u00a0 When C consistently identifies the consonants and vowels, visual representation will be removed.<\/div>\r\n \r\n
    \r\n

    More Examples of Scaffolding of Academic Language:<\/strong><\/p>\r\n\r\n<\/header>\r\n

    \r\n
      \r\n \t
    • Students who are reading below grade level (A.B., F. H., and T. P.) will be provided with a graphic organizer that presents a visual representation of each word.\u00a0 Observation of students' decreasing reliance on this tool will provide evidence that it is no longer needed.<\/em><\/li>\r\n \t
    • In this first lesson, Group A will refer to a a word wall presenting both picture cues and definitions of academic language being addressed.\u00a0 As students demonstrate proficiency, the word wall will be removed.<\/em><\/li>\r\n \t
    • To support students' acquisition of the academic language introduced in this lesson, students will participate in a 'Turn and Talk' in which they will be requested to explain these terms to their partners.\u00a0 A 'Turn and Talk' format will be implemented in subsequent lessons with those students not yet demonstrating appropriate contextual use of the academic language.<\/em><\/li>\r\n<\/ul>\r\nExample of Scaffolding Language in CEP Student's Lesson Plan:<\/strong><\/em>\r\n
      \r\n\r\n\r\n\r\n
      \u25cf\u00a0 \u00a0 \u00a0 \u00a0With this small group, content language and process skills language are explicitly taught with the simultaneous integration of auditory, visual, and kinesthetic sensory pathways to maximize understanding and retention. These are the top three learning pathways identified as preferred learning styles for these students. Skills introduced are broken into smaller units, moving from simple to complex.\r\n\r\n\u25cb \u00a0 \u00a0 \u00a0 Auditory - auditory\/visualization introduction, using think aloud teaching strategy, class discussion, questioning\r\n\r\n\u25cb \u00a0 \u00a0 \u00a0 Visual - auditory\/visualization introduction, use of picture icons, and picture labeling\r\n\r\n\u25cb \u00a0 \u00a0 \u00a0 Kinesthetic - drawing icons, and writing tasks\r\n\r\nVocabulary will be taught using student-friendly language and used when providing corrective feedback to maximize exposure and increase proficiency.\u00a0 Students will be questioned, with the correct responses requiring students' use of the academic language of the lesson.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n \r\n
      \r\n

      CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h4>\r\n<\/header><\/div>\r\n\r\n\r\n\r\n
      \r\n
      \r\n\r\n\r\n\r\n
      \r\n
        \r\n \t
      • Academic language is not only used by the teacher but made accessible to the students. <\/span><\/li>\r\n \t
      • There is evidence that students have a grasp of the vocabulary by the way they are using it.<\/span><\/li>\r\n \t
      • Process language is aligned to integrated SEL criteria ('collaborate', 'critical thinking', 'cooperation' and specific instructional strategies such as 'think pair share<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n ","rendered":"
        \n
        \n

        Academic Language<\/strong><\/span><\/h1>\n<\/header>\n
        \n

        Once you have begun your intermediate level clinical courses at CPS, you will be required to address academic language<\/em> in your lesson plans.\u00a0 You will identify the essential academic language<\/strong><\/em> directly related to the learning objective. This is the language that deepens students’ understanding of the skill\/concept being taught, as well as the process students are following in their learning.\u00a0 All academic language should be directly related to your lesson objective.<\/strong>\u00a0 You may focus upon language directly related to the process<\/em><\/strong> of the lesson as well as language aligned with the lesson content.\u00a0\u00a0<\/strong><\/em>It is important that you remember the length of your lesson and the goal of having students use this language themselves.\u00a0 Limiting the number of words\/terms focused upon is extremely important.\u00a0 At times, depending on your students and the content as well as the lesson’s timeframe you will focus on a couple of words that your students need to understand in order to deepen their understanding of the content.<\/p>\n<\/div>\n

        \n

        Example of Academic Language Section of CEP Student’s Lesson Plan:<\/em><\/strong><\/p>\n

        Content Language:<\/strong><\/p>\n

        sentence – a group of words that state a complete thought & have a subject and a predicate<\/p>\n

        subject – who or what the sentence is about<\/p>\n

        predicate – the part of the sentence that contains the verb (action word) that tells about the subject<\/p>\n

        Process Language:<\/strong><\/p>\n

        think-aloud – stating what you are thinking as you model a task<\/p>\n

        icon – a small drawing used as a symbol<\/p>\n

        collaborate – work together<\/p>\n<\/div>\n<\/div>\n

         <\/p>\n

        \n
        \n

        If teaching a reading lesson on cause and effect, you will likely focus on words and\/or phrases that communicate the concept of your objective: cause, reason, effect, result, signal words, text structure,\u00a0<\/em>etc.<\/span><\/p>\n

        Example: Elementary Reading Lesson Objective<\/em><\/strong><\/span><\/p>\n

        Students S and P: By the end of this 30 minute lesson, when dictated 7 CVC words containing vowels: a,e,i,o,u, students will write at least 6 of the words correctly, showing understanding of letter\/sound correspondence and combination of beginning, middle, ending sounds.<\/p>\n

        Student C will have 5 words dictated and write at least 4 of the words correctly.<\/p>\n

        Academic Language:\u00a0 List the vocabulary clusters targeted in this lesson.<\/p>\n\n\n\n\n\n\n
         <\/p>\n

        \u00a0 \u00a0 Content words:\u00a0<\/strong><\/p>\n

          \n
        • \u00a0 \u00a0 \u00a0consonant: Any letter that is not a vowel.<\/li>\n
        • \u00a0 \u00a0 \u00a0vowel: a,e,i,o,u<\/li>\n
        • \u00a0 \u00a0 \u00a0CVC words: words that have a vowel surrounded by two consonants.<\/li>\n<\/ul>\n

          Process words:\u00a0<\/strong><\/p>\n

            \n
          • \u00a0 \u00a0 \u00a0tapping: a way to segment the sounds in a word, usually done with fingers<\/li>\n<\/ul>\n<\/td>\n
        		<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n\n\n\n
        \n
        \n

        CPS’s Aligned <\/span>LOFT Evaluation Criteria and Annotations<\/span><\/span><\/strong><\/em><\/p>\n<\/div>\n

        \n\n\n\n
        \n
          \n
        • Present a list of new words\/terms crucial to students\u2019 understanding of the content along with their definitions students are expected to know.<\/span><\/li>\n
        • Present a list of new words\/terms related to the processes students will use to build understanding of the content along with their definitions that students are expected to know.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

           <\/p>\n

          \n
          \n

          Scaffolding Academic Language<\/strong><\/span><\/h1>\n<\/header>\n
          \n

          State which instructional strategies you will use to support individual students’ academic language proficiency and how these supports will be removed as students demonstrate proficiency.\u00a0 How will you meet each student’s language needs?\u00a0 Scaffolding noted should be specific<\/strong><\/em> aligned with individuals’ needs. Your goal is for all students to use the academic language in discussion and\/or written work related to the lesson objective.<\/p>\n<\/div>\n<\/div>\n

          Example: Elementary Reading Lesson<\/em><\/span><\/strong><\/div>\n
          For student C this language will be the most challenging. It will be more important that she has a mastery of tapping and combining sounds than an understanding of exactly what a consonant is.\u00a0 I will provide extensive modeling of tapping for C and also have the vowels and consonants categorized and written on the board for easy reference.\u00a0 When C taps out sounds I will question what she is doing, requiring her to use the process word, ‘tapping’.\u00a0 As C demonstrates competency in tapping independently, modeling will cease.\u00a0 When C consistently identifies the consonants and vowels, visual representation will be removed.<\/div>\n

           <\/p>\n

          \n
          \n

          More Examples of Scaffolding of Academic Language:<\/strong><\/p>\n<\/header>\n

          \n
            \n
          • Students who are reading below grade level (A.B., F. H., and T. P.) will be provided with a graphic organizer that presents a visual representation of each word.\u00a0 Observation of students’ decreasing reliance on this tool will provide evidence that it is no longer needed.<\/em><\/li>\n
          • In this first lesson, Group A will refer to a a word wall presenting both picture cues and definitions of academic language being addressed.\u00a0 As students demonstrate proficiency, the word wall will be removed.<\/em><\/li>\n
          • To support students’ acquisition of the academic language introduced in this lesson, students will participate in a ‘Turn and Talk’ in which they will be requested to explain these terms to their partners.\u00a0 A ‘Turn and Talk’ format will be implemented in subsequent lessons with those students not yet demonstrating appropriate contextual use of the academic language.<\/em><\/li>\n<\/ul>\n

            Example of Scaffolding Language in CEP Student’s Lesson Plan:<\/strong><\/em><\/p>\n

            \n\n\n\n
            \u25cf\u00a0 \u00a0 \u00a0 \u00a0With this small group, content language and process skills language are explicitly taught with the simultaneous integration of auditory, visual, and kinesthetic sensory pathways to maximize understanding and retention. These are the top three learning pathways identified as preferred learning styles for these students. Skills introduced are broken into smaller units, moving from simple to complex.<\/p>\n

            \u25cb \u00a0 \u00a0 \u00a0 Auditory – auditory\/visualization introduction, using think aloud teaching strategy, class discussion, questioning<\/p>\n

            \u25cb \u00a0 \u00a0 \u00a0 Visual – auditory\/visualization introduction, use of picture icons, and picture labeling<\/p>\n

            \u25cb \u00a0 \u00a0 \u00a0 Kinesthetic – drawing icons, and writing tasks<\/p>\n

            Vocabulary will be taught using student-friendly language and used when providing corrective feedback to maximize exposure and increase proficiency.\u00a0 Students will be questioned, with the correct responses requiring students’ use of the academic language of the lesson.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n

             <\/p>\n

            \n
            \n

            CPS’s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h4>\n<\/header>\n<\/div>\n\n\n\n
            \n
            \n\n\n\n
            \n
              \n
            • Academic language is not only used by the teacher but made accessible to the students. <\/span><\/li>\n
            • There is evidence that students have a grasp of the vocabulary by the way they are using it.<\/span><\/li>\n
            • Process language is aligned to integrated SEL criteria (‘collaborate’, ‘critical thinking’, ‘cooperation’ and specific instructional strategies such as ‘think pair share<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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