Academic Language Demand - Teacher Planner Template
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1Academic Language Demand
Specific ways language
Specific ways language
Specific ways language
Specific ways language (reading, writing, listening and speaking) will need to be used by students to
will need to be used by students to
will need to be used by students to
will need to be used by students to
participate in learning tasks and demonstrate their learning. Language demands vary by discipline and
language function/form.
•
Are the language demands high or low?
•
High = notes from lecture, writing a paragraph, reading from a content text or primary source
document.
•
Low = dramatization, illustration, filling in a graphic organizer or labeling with a word bank
Academic Language Demand in Lesson
The academic language demand for this lesson is: Students will use inferences to make meaning from a
text.
The language demand is high because students are working with and applying the definition and
characteristics of inference to a passage from several texts.
What do I want students to know by the end of
What do I want students to know by the end of
What do I want students to be able to do by
What do I want students to be able to do by
What do I want students to know by the end of
What do I want students to know by the end of
What do I want students to be able to do by
What do I want students to be able to do by
the unit?
the unit?
the end of the unit? What will that look like?
the end of the unit? What will that look like?
the unit?
the unit?
the end of the unit? What will that look like?
the end of the unit? What will that look like?
Define inference and prediction.
Use inferences to make meaning from a text.
•
Develop inferences in a passage of text
•
Explain the difference between inference and
Support inferences with evidence from the text
prediction.
(discussion, group work, individual)
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Tools/Scaffolds/Structures
Anchor chart
Modeling from teacher/include class
Exit Slip
Graphic organizer for group work
Graphic organizer for individual work
Sentence frame for comparing/contrasting prediction
Sentence frames for explaining inference
and inference. (Develop as class if needed)
_____ and _____ happened in the text and I
know _____. Therefore, I can infer that _____.
I can infer that _____ because _____, _____, and
_____.
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