addressing language demands
Language demands are related to the language function and provide greater detail about how students will need to use language in your lesson. Three forms of language demands address the larger organizational structure of text (discourse), the patterns within smaller segments of text at the sentence level (syntax), and the role of individual phrases and terminology (vocabulary). Building support for language demands is important to ensure that you are assessing students' content understandings--not their language abilities. In this example, we will look at academic vocabulary as a starting point for your instruction.
Tiers of academic vocabulary
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Academic vocabulary is often discussed in terms of three tiers. As you design your lessons, you will want to identify vocabulary terms that are good candidates for explicit instruction, meaning they are important enough to spend time teaching well. Tier 2 words are often addressed across content areas, but you will still want to examine how such terms may hold similar but different meanings within the context of your discipline. These terms are excellent candidates for explicit instruction! You should also consider domain-specific terminology (specific to your discipline) that are critical within a lesson or unit in order for students to use language successfully. Take a minute to explore this EXCELLENT resource from Empowering ELLs that provides a specific example and video of engaging with Tier 3 Words in a science classroom.
Practice application 2: Why choices matter
Kudos to any teacher for addressing vocabulary acquisition, yes, BUT...BUT...BUT...not all instruction is created equal. The vocabulary terms you choose matter, and so do the strategies you select to support student learning. Take a look at the following scenarios to see how two teachers, teaching the same text, might make very different instructional choices. Complete the corresponding activity on the module assignment sheet.
Scenario 1: Mrs. Ornelas
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Scenario 2: Mr. Engelhart
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These scenarios are excerpted from: Echevarria, J., Vogt, M., & Short, D. J. (2013). Making content comprehensible for English Learners: The SIOP Model (4th Edition). Boston, MA: Pearson.