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It also defines language supports and how teachers scaffold learning. The document further covers student assets (personal, cultural, community) and instructional planning constructs such as central focus, learning segment, learning task, and planned supports. Additional sections provide essential literacy strategies and related skills, plus important concepts across elementary literacy, mathematics, early childhood education, and secondary social studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/general-vocabulary-key-definitions/410451/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/general-vocabulary-key-definitions/410451.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-13","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “academic language” mean in this document?","Question",{"text":112,"@type":113},"Academic language is the oral and written language used for academic purposes. It helps students develop and express understandings and reflects the language of the discipline they must learn to engage meaningfully.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main components of language demands?",{"text":117,"@type":113},"Language demands include language functions, vocabulary and/or symbols, discourse, and syntax. These describe how students participate through reading, writing, listening, and speaking to demonstrate disciplinary understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"How do planned supports connect to the central focus and learning tasks?",{"text":121,"@type":113},"Planned supports include the learning environment, instructional strategies, tasks, materials, accommodations, assistive technology, prompts, and scaffolding selected to facilitate learning the central focus. Learning tasks engage students to develop, practice, and apply skills and knowledge toward specific learning goals, often with formative assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},410451,1791600273,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","General Vocabulary:  \n● Academic language: Oral and written language used for academic purposes. Academic language is the means by which students develop and express content understandings. Academic language represents the language of the discipline that students need to learn and use to participate and engage in the content area in meaningful ways. There are language demands that teachers need to consider as they plan to support student learning of content. These language demands include language functions, vocabulary and/or symbols, discourse, and syntax.  \n○ Language Demands: Specific ways that academic language (vocabulary and/or symbols, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding (e.g.,  \n○ Language Functions: The content and language focus of the learning task, represented by the active verbs within the learning outcomes. (e.g.,  \n○ Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline (e.g.,  \n○ Discourse: Discourse includes the structures of written and oral language, as well as how students talk, write, and participate in knowledge construction in ways that are appropriate both to their development and to the discipline (e.g., . Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated.  \n○ Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g.,  \n○ Language Supports: The scaffolds, representations, and pedagogical strategies teachers provide to help learners understand, use, and practice the concepts and language they need to learn within disciplines (e.g., . The language supports planned within the lessons in edTPA should directly support learners to understand and use identified language demands (vocabulary and/or symbols, language function, and discourse or syntax) to deepen content understandings.  \n● Assets (knowledge of students)  \n○ Personal: Refers to specific background information that students bring to the learning environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to support learning.  \n○ Cultural: Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages and dialects, worldviews, literature, art, and so on, that a teacher can draw upon to support learning.  \n○ Community: Refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning.  \n● Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts  \nand skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment. Examples include:  \n● Learning Segment: A set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end.  \n● Learning Task: Includes activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal. Learning tasks may be scaffolded to connect prior knowledge to new knowledge and often include formative assessment.  \n● Planned Supports: Planned supports are the learning environme","cbCaiofIUVyI597Y","https://ap.wps.com/l/cbCaiofIUVyI597Y","pdf",143860,"English","# General Vocabulary\n## Academic language\n### Language demands\n### Language supports\n## Assets (knowledge of students)\n## Central focus\n## Learning segment and task\n## Planned supports\n# Elementary Literacy\n## Essential literacy strategy\n## Related skills\n# Elementary Mathematics\n## Important concepts\n# Early Childhood Education\n## Important concepts\n# Secondary Social Studies\n## Important concepts (partial)","[{\"question\":\"What does “academic language” mean in this document?\",\"answer\":\"Academic language is the oral and written language used for academic purposes. It helps students develop and express understandings and reflects the language of the discipline they must learn to engage meaningfully.\"},{\"question\":\"What are the main components of language demands?\",\"answer\":\"Language demands include language functions, vocabulary and/or symbols, discourse, and syntax. These describe how students participate through reading, writing, listening, and speaking to demonstrate disciplinary understanding.\"},{\"question\":\"How do planned supports connect to the central focus and learning tasks?\",\"answer\":\"Planned supports include the learning environment, instructional strategies, tasks, materials, accommodations, assistive technology, prompts, and scaffolding selected to facilitate learning the central focus. Learning tasks engage students to develop, practice, and apply skills and knowledge toward specific learning goals, often with formative assessment.\"}]","General Vocabulary - Key Definitions | PDF",1790585323]