Academic Language Instruction Using Sentence Frames

Component 1: Vocabulary Identification

Variation 1: The Vocabulary is...

Variation 2:

Variation 3:

Variation 4:

Chosen from State Standards.

Includes Bloom's Taxonomy verbs.
Identified by grade-level/content teams
as well as vertically-aligned teams.
Generated by students and teachers.
Taught in context with examples and
pictures.

Chosen from assessments.

Represents high-frequency words
that are found across multiple
domains. Identified by grade-level
teams. Generated by students.

Chosen by topic or unit.

Involves low frequency,
domain specific words.
Vocabulary is chosen by
teacher without student
input.

Chosen randomly
and in isolation.

Component 2: Creating Sentence Frames

Variation 1: Sentence Frames
are...

Variation 2:

Variation 3:

Created by grade-level and/or content

teams. Designed for speaking and
writing. Constructed to model how
language is authentically used and
designed to foster interaction in
appropriate contexts. Written to match
assessments. Differentiated for varying
levels of proficiency in the classroom.
Generated by both teachers and
students. Useful in multiple contexts
and create opportunity for student
practice.

Created by teams. Designed for

speaking activities. Connected to
context but not necessarily
assessments. Constructed to
provide an opportunity for students
to practice language. Written with
conversations in mind. Designed
for one level of English proficiency
and ability. Useful in a single
context.

Created differently by each

teacher. Loosely tied to unit
or topic. Providing students
with memorized chunks of
language to repeat.

Created by: Patrick Andrus, Jill Baller, Gordon Decker, Heidi Earle, Molly Ewen, David Flom, Max Ginsberg, Kerry Hallee, Jeff Lindlief, Beth Pederson

Component 3: Modeling Usage of Sentence Frames

Variation 1: The Teacher...

Variation 2:

Variation 3:

Variation 4:

Variation 5:

Models usage of sentence frames in

varying contexts. Includes students in
modeling. Identifies proper and
improper usage. Provides opportunity
for students to practice and receive
feedback. Facilitates a discussion on
how to properly use sentence frames.
Compares and contrasts usage.
Involves students in evaluation and/or
self-reflection of usage. Explains why
frames are displayed and how using
sentence frames will aid in language
development of all students.

Models how to use frames and

incorporates student
demonstrations. Tells students
what needs to be improved upon
and why. Informs students they
must use displayed sentence
frames.

Models how to use frames.

Tells students to use
displayed frames.

Instructs students
to use displayed
frames.

Displays
sentence
frames on the
board.

Component 4: Student Practice

Variation 1: The Students...

Variation 2:

Variation 3:

Variation 4:

Utilize sentence frames in multiple

contexts throughout the day and
across content areas for oral
interaction. Follow the progression of
language learning: starting with oral
communication and ending with written
practice. Interact authentically. Engage
in conversations that require active
listening and speaking. Use target
vocabulary naturally embedded in
conversations. Use sentence frames
that are prominently displayed in the
room. Access sentence frames in
multiple ways including posters,
handouts and through the use of
technology.

Use the opportunity to orally

practice in a single content area.
Interact authentically and
communicate with
partners/groups. Use target
vocabulary and sentence frames
naturally. Access sentence frames
from posters and writing on the
board.

Recite memorized or
rehearsed language frames.
Use frames that are written
on the board.

Define target
vocabulary by
individually writing
sentences using
frames.

Created by: Patrick Andrus, Jill Baller, Gordon Decker, Heidi Earle, Molly Ewen, David Flom, Max Ginsberg, Kerry Hallee, Jeff Lindlief, Beth Pederson