Coach ES
Avery Elementary
Acquiring
Academic
Language
What does Academic Language Instruction
currently look like in your classroom?
Today’s Objectives
Content Objectives: What?
1. Identify the Academic Language (Tier 2 and 3 Vocabulary) of our
standards.
90%
70%
50%
30%
20%
10%
1
Reading
Writing Listening
See it, Say it!
Speaking/Reading
I Have, Who Has to USE the terms in
Choral Reading to Introduce Terms conversations
I have infer.
Who has the word that
means to judge?
Scaffolded Instruction
Scaffolded Instruction
Vocabulary Foldables
Writing and Speaking with Math Language Frames!
My answer is __________ because __________.
Another way to solve this would be __________.
The solid figure is a __________ because it has __________
vertices, __________ edges and __________ faces.
My answer is __________. This answer is reasonable because
__________.”
In order to solve this problem, I need to know __________.
Describe the process: First, I __________ (step/process). Then,
I __________ (step/processes). Next, I __________. Finally, I
__________.
The __________ is a polygon because __________.
Variations:
Have students write the ideas shared as an Exit Ticket.
Have students repeat the idea of the person before them
before sharing their own idea.
So, where do I start?
Lift the language from your next set of standards
(Remember Tier 2 and 3)
Choose ONE strategy that includes one or more of the
SWIRL Domains.
Think about when it is appropriate to teach the
strategy? How will you use it in an ongoing manner to
formatively assess?
Use the strategy each week (daily/weekly) so students
have plenty of practice and can begin applying the
strategy to other lessons.
MGES4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results
of the comparisons with the symbols <, =, or >, and justify the conclusions, e.g. by using a visual
model.
Prioritize
Which Tier 2 and 3 words and phrases are ESSENTIAL? How do I teach them in the
context of the Standards?
Lift the Language from your standards…..start here!
Highlight
• Tier 2 words in blue
• Tier 3 words in yellow
M1GM.6a: Distinguish between contrasts (pitch, dynamics, tempo, timbre) in various pieces of
music.
Prioritize
Which Tier 2 and 3 words and phrases are ESSENTIAL? How do I teach them in the
context of the Standards?
Let’s Review and Assess:
Content Objectives: What?
1. Identify the language of Tier 2 and 3 Vocabulary from standards.