I always thought that Language Demands were supposed to be specific and broken down into their functions. So, if the Language Demand is "Write", then the function would be "...write the definitions to these terms..." or "...write your predictions for this scenario...". The exemplar does not follow this pattern. I also was under the impression that each Language demand should have at least three Language Functions. I am curious if this is fluid and subject to the discretion of the teacher based on time and pacing?
As an emerging science teacher, I recognize that all Academic Language Demands are important and requisite of content learning and retention. However, I am always seeking ways to create opportunities for students to have discourse among themselves. I like to watch students interact with content by creating a conversation where students can agree, disagree, challenge one another and navigate their own natural inquiry. I feel that students learn best when they are in charge of their own discourse under the guidance of a teacher. Presenting facts under the Language Demands of reading & writing and then allowing them to pose questions, predictions, opinions or arguments under the listening and speaking Language Demands is how I hope to incorporate Language Demands in my lessons. This provides the teacher an opportunity to teach students effective listening as well as how to have proper discourse. I have watched videos on the Teacher Channel where this was facilitated brilliantly. The students were fully engaged, emotional and best of all they didn't even realizing they were learning. I hope to become skillful in this practice. To me, this is the most effective way to use Language Demands in science learning.