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Designing Academic Response Frames
Supporting Language Acquisition and Global
Competencies
OUSD Mission Statement
“The Orange Unified School District, being
committed to planning for continual
improvement, will offer a learning environment
of excellence, with high expectations, to
provide each student with the opportunity to be
able to compete in the global economy.”
Academic Response Frames Defined
An academic response frame assists students in communicating the
communication objective.
An academic response frame:
 Requires students to perform a communication task.
 Supports students in using academic vocabulary when speaking
or writing.
 Supports students in using correct grammar/usage when speaking
or writing.
 Provides a structure for academic discourse.
Designing Academic Response Frames Graphic Organizer
Designing Academic Response Frames
1. Begin with a communication objective that includes the
communication task, grammar/usage, and/or the academic
vocabulary students will need in order to communicate their
understanding of the lesson content in a clear, coherent way.
2. Identify what you want the students to say.
3. Design academic response frame(s) for student use.
4. Create vocabulary word bank(s) for the specific academic
vocabulary and/or grammar/usage the students will be
asked to use in their responses.
Academic Response Frame Example 1:
Content Objective: Students will measure the length of an object.
Communication Objective: Students will describe the length of
different classroom objects using numbers and academic
vocabulary.
Academic Response Frame Sample 1:
Communication Objective: Students will describe the length of different classroom
objects using numbers and academic vocabulary.
Basic Response Frame:
The length of the table is _________.
Advanced Response Frame:
The ________ of the table is _________.
Academic Response Frame Sample 1:
Communication Objective: Students will describe the length of different classroom
objects using numbers and academic vocabulary.
Basic Response Frame:
The length of the table is 46 inches.
Advanced Response Frame:
The width of the table is 55 centimeters.
“Some differences I observe between the basic response frame and
the advanced response frame are __________________. ”
structure
cognitive
vocabulary
demands
content
Tiered Vocabulary Instruction
The Three-Tier System
Tier One
Everyday Words
Tier Two
Educated Words
Tier Three
Expert Words
Basic words that most students
know or can know with simple
instruction
Frequently occurring words, words
that students have a working
concept of or words that would
enhance their communication
Specialized words that tend to only
be used in specific contexts
Academic Response Frame Vocabulary 1:
Word Bank:
Tier One Words
(Everyday Words)
Inches
Feet
Tier Two Words
(Educated Words)
Centimeters
Meters
Basic Response Frame:
The length of the table is _________.
Advanced Response Frame:
The ________ of the table is _________.
Length
Height
Width
Academic Response Frame Example 2:
Content Objective: Students will recount Lon Po Po using key
details from the text.
Communication Objective: Using sequencing words and past
tense verbs, students will summarize Lon Po Po.
Academic Response Frame Sample 2:
Communication Objective: Using sequencing words and past
tense verbs, students will summarize Lon Po Po.
Basic Response Frame:
First, the mother _______________________.
Advanced Response Frame:
_______, the wolf _____________________.
Academic Response Frame Sample 2:
Communication Objective: Using sequencing words and past
tense verbs, students will summarize Lon Po Po..
Basic Response Frame:
First, the mother visited the grandmother.
Advanced Response Frame:
Afterword, the wolf plummeted from the rope.
Academic Response Frame Vocabulary 2:
Word Bank:
Tier One Words
(Everyday Words)
First
Next
Then
Last
Finally
Later
In the beginning
Left
Tricked
Came
Fell
Blew
Dropped
Visited
Knocked
Opened
Tier Two Words
(Everyday Words)
Subsequently
Afterword
First, the mother _______________________.
_______, the wolf _____________________.
Outwitted
Outsmarted
Pretended
Concocted
Plummeted
Convinced
Response Frame Activities
 Activity: Picture Frames
 Overview: The teacher provides the class with a picture about
the content. The teacher will provide the students with a
communication objective and a response frame. Students will
use these tools to craft a statement about the picture.
 Example:

Communication Objective: Students will provide evidence of their
thinking using sequential transition words such as: first, then, next, etc..

Academic Response Frames:
I believe this book will be about ___________________________.
My evidence _____________________________________________.
Picture Frames Sample
I believe this book will be about ___________________________.
My evidence _____________________________________________.
Tier One Words and Phrases
Tier Two Words and Phrases
then
in addition to
next
finally
first
initially
also
begins with
Designing Academic Response Frames Graphic Organizer
Designing Academic Response Frames:
1. Begin with a communication objective that includes the
communication task, grammar/usage, and/or the academic
vocabulary students will need in order to communicate their
understanding of the lesson content in a clear, coherent way.
2. Identify what you want the students to say.
3.
Design academic response frame(s) for student use.
4. Create vocabulary word bank(s) for the specific academic
vocabulary and/or grammar/usage the students will be
asked to use in their responses.
Creating Communication Objectives
2nd Grade Standard: RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of
specific paragraphs within the text.
Content Objective: Students will identify the main topic of a multi-paragraph text.
3rd Grade Standard: RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.
Content Objective: Students will describe how a character’s actions contribute to the sequence of
events.
3rd Grade Standard: 3.G.2. Partition shapes into equal areas. Express the area of each part as a unit
fraction of the whole.
Content Objective: Students will divide a circle into equal areas each expressed as a unit fraction of
the whole.
 Choose one of the communication objectives you wrote
earlier today and write an academic response frame.
Communication Objectives Tuning Protocol
1.
Individuals or partners present Communication Objectives.
2.
Audience asks “Clarifying Questions.”
3.
Audience provides “Warm Feedback.”

4.
During this time, the person presenting does not interact with the person
giving feedback, they simply listen.
Audience provides “Cool Feedback.”
 During this time, the person presenting does not interact with the person
giving feedback, they simply listen.
5.
Audience suggests “Next Steps.”
6.
Individual or partners reflect on feedback.
7.
Repeat process until all individuals or partners have shared.
Tuning Protocol Response Frames
Clarifying
“A clarifying question I have is _________.”
“I am not clear about _________.”
Warm
“I liked the way _________.”
“One aspect I liked _________.”
Cool
“You might consider_________.”
“Have you thought about _________.”
“ I am wondering if _________.”
Response Frame Activities
 Activity: Speak Like a Scholar
 Overview: The teacher provides the class with a very basic
response frame. The students will strive to turn the basic response
frame into a more advanced response frame.
 Example:
 Teacher gives this to students:

I solve problems involving speed by first ____________________.
 Sample Student Response

When calculating problems involving speed one must first
____________________ .
Speak Like a Scholar Sample
A square is like a rectangle because
_______________________.
Do not fill in the frame.
Rewrite the frame using Tier Two words and a different grammatical
structure.
Note: For students who are struggling a word bank can be incorporated
into this activity.
“The word bank should include ____________________.”
Session Outcomes
Outcomes
Global Context
& Common
Core
Communication
Objectives
Academic
Response
Frames