Documente Academic
Documente Profesional
Documente Cultură
According to DPI: Student 3: Requires academic support during math, language, writing
At my school, the percentage breakdown of ethnicity is 48% White, and reading.
22% African American and 22% Hispanic. Of all of the students at the
school, 75% qualify for free/reduced lunch. Student 4: Requires speech therapy.
Academic Language:
What is the key language demand and function?
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?
Key Language Demands and Functions Academic Language Practice Support
Demand principal Students will practice their The teacher will model the
This is a low complexity text because of creek academic language words by vocabulary strategies in whole
the repeated phrases: This is such a fine, fine using: group. Next, teacher will give
fine school. I love this school! Lets have strolled Vocabulary webs students a word (not a focus
more school. From now on, lets have announce Concept definition maps vocabulary word, but one that
school on and The teachers and matches the story. Possibly
students did not want to go to school on school or teacher) to do as guided
(blank), but no one knew how to tell Mr. practice. Last, teacher will send
Keene that. He was so proud of the students off to complete the
children and the teachers of all the vocabulary strategies with the
learning they were doing every day. target academic language.
Teacher will walk and monitor
Function students work.
The student will seek information by
observing and exploring and acquiring
information.
Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.
Strategy: Inferencing- Whats in the Bubble?
Rationale: Inferencing is a foundational process that leads to higher-level thinking processes necessary for the 21st century learner. Students
generate inferences all the time, and with the guidance of teachers and specific strategies, they can now become more thoughtful with their
inferences (Marzano 2010).
Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01. Available online at http://www.ascd.org/publications/educational-
leadership/apr10/vol67/num07/Teaching-Inference.aspx.
Differentiation:
The Frayer Model can be differentiated for higher-level students by asking them to think of two different examples for each box. This
same model can be differentiated for lower-level students by taking away one or two boxes as to not overwhelm the student. It is
important for the student to have exposure to all vocabulary words, so removing a key vocabulary is not an option.
Resources-
Think Bubble Inferencing Strategy
Reading Strategies Book by: Jennifer Serravallo
Prior Student Knowledge: Students have prior knowledge of character traits and why characters might be feeling a certain way. They are
learning to combine their prior knowledge with what they see or read from the text.
Time Anticipatory Set: 5 minutes
Teacher will invite two participants to come up to the front and act out a small skit on bullying. The person being bullied will not share
how their feeling aloud, instead the students will need to write on their white-board what they infer he is feeling. Then we will lead into
our discussion about character inferencing.
Differentiation:
Students will be able to use a think bubble stick with lines on it, to help them write. They can use a think bubble stick with no lines,
or they can draw a think bubble on a post-it. There will be three different strategies to be used, for the many levels of the classroom.
Students also have great choice in the different complexity of text they choose to model this strategy.
Objectives-
CCR Anchor Standard 2: Determine central
ideas or themes of a text and analyze their
development; summarize the key supporting
details and ideas.
Resources
Students are encouraged to be The Importance of Evidence in the Common Core by: Diane Fettrow
responsible and autonomous https://assets.pearsonschool.com/asset_mgr/current/201326/CommonCoreFettrow_med.pdf
Prior Student Knowledge: Cite evidence of: What do they know? What can they do based on this knowledge? What skills and knowledge are
they still building? What tool did you use to answer this question?
Differentiation:
The number of specific pieces of evidence that each students gives will differentiate depending on how well they comprehended the text.