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BL
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| Record Number
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839826
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| Main Entry
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Zwiers, Jeff
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| Title & Author
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Building academic language : : meeting common core standards across disciplines, grades 5-12 /\ Jeff Zwiers.
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| Edition Statement
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Second edition.
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| Publication Statement
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San Francisco :: Jossey-Bass,, 2014.
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, ©2014
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| Page. NO
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1 online resource
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| ISBN
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1118744802
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: 1118744810
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: 1118744853
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: 9781118744802
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: 9781118744819
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: 9781118744857
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9781118744857
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12; Contents; Preface to the Second Edition; 1 Understanding How Students Use Language; THE ROLE OF HOME AND COMMUNITY; DIVERSITY OF STUDENTS; CAPITALS, REGISTERS, AND EXPECTATIONS; Types of Capital; Registers; Invisible Criteria; THE NEED TO VALUE AND CHALLENGE; Being on the Same Page; Agreeing on Importance; Working with Diverse Ways of Organizing Knowledge; Getting to Know Students; CONCLUSION; CHAPTER REFLECTIONS; References; 2 Language Skills Required by the Common Core State Standards.
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A BRIEF HISTORY OF ACADEMIC LANGUAGE PROFICIENCYGeneral and Specialized Language; Tools and Skills; FUNCTIONS OF ACADEMIC LANGUAGE; To Describe Complexity; To Describe Higher-Order Thinking; To Describe Abstraction; FEATURES OF ACADEMIC LANGUAGE; Using Figurative Expressions; Being Explicit for "Distant Audiences"; Remaining Detached from the Message; Supporting Points with Evidence; Conveying Nuances of Meaning with Modals; Softening the Message with Qualifiers; Using Prosody for Emphasis; FEATURES OF ACADEMIC GRAMMAR; Long Sentences; Passive Voice; Nominalization; Condensed Complex Messages.
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Clarity CONCLUSION; CHAPTER REFLECTIONS; References; 3 Cultivating Academic Language Acquisition; LANGUAGE ACQUISITION BASICS; Processing Input; Producing Language; Negotiating Meaning; Modeling Academic Language; Modeling with Think-Alouds; Scaffolding Thinking and Language; BUILDING HABITS OF CONNECTION; Connect with Metaphors; Connect with Examples; Personify; Use Language to Authentically Do and Think; BUILDING HABITS OF COMMUNICATION; Use Controversial or Provocative Statements; Coshape Conversations; Repeat Student Responses for Emphasis; Rephrase Student Responses.
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Have Students ParaphraseUse Comments to Enrich Classroom Talk; Conduct Metadiscussions; Focus on Deeper Levels of Talk; CONCLUSION; CHAPTER REFLECTIONS; References; 4 Content-Area Variations of Academic Language; LANGUAGE OF LANGUAGE ARTS; Interpretation in Language Arts; Argumentation in Language Arts; Cause and Effect in Language Arts; LANGUAGE OF HISTORY; Cause and Effect in History; Interpretation in History; Perspective Taking in History; LANGUAGE OF SCIENCE; Description of Scientific Inquiry; Cause and Effect in Science; Interpretation in Science; Comparison in Science; LANGUAGE OF MATH.
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Interpreting in MathProblem Solving in Math; CONCLUSION; CHAPTER REFLECTIONS; References; 5 Facilitating Whole-Class Discussions for Content and Language Development; CHALLENGES AND BENEFITS OF CULTIVATING RICH CLASSROOM TALK; ASKING QUESTIONS; Display Questions; Open-Ended Questions; Questions in Response to Student Responses; Rethinking the Use of Questions; Pseudo-Discussions; CRAFTING WHOLE-CLASS DISCUSSIONS; Leading Classroom Discussions; Building Classroom Discussion Language; Lecturing; Improving Academic Listening; Providing Silence and Time to Think.
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| Abstract
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"The introductory pages of the Common Core State Standards call for the following distributions of text: 50% literary/50% information (4th grade); 45% literary/55% information (8th grade); 30% literary/70% information (12th grade). This is a major shift in encouraging teachers to get students understanding and using more academic language as they progress through middle and high school. Many students today, whether they are native English speakers or recent immigrants, need help in understanding and using the language of academic learning. An essential resource for teaching all students, this book explains what every teacher needs to know about language for supporting reading, writing, and academic learning. Based on theory, research and practice, it includes activities, exercises, and practical strategies for building vocabulary, grammar, and language learning approaches routinely into math, science, history, and language arts lessons. This second edition includes new strategies to address specific standards and answers key questions about reading across content areas, including:--What is academic language and how does it differ by content area?--How can language-building activities support content understanding?--How can students be assisted in using language more effectively?--How can academic language usage be modeled routinely in the classroom?--How can lesson planning and assessment support academic language development? "--
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| Subject
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Academic language-- Study and teaching.
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| Subject
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EDUCATION-- Teaching Methods Materials-- General.
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| Dewey Classification
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407.1
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| LC Classification
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P120.A24
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| NLM classification
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EDU029000bisacsh
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