LEADER 00000cam a2200277 4500
001 u43761
003 SIRSI
008 170607s2014 xxua b 001 0 ara u
020 9781118744857 (pbk.)
020 1118744853 (pbk.)
020 9781118744819 (ebk.)
049 JURF
050 P120.A24|bZ85 2014
100 1 Zwiers, Jeff
245 10 Building academic language :|bmeeting Common Core
standards across disciplines, grades 5-12 /|cJeff Zwiers.
246 30 Meeting Common Core standards across disciplines, grades 5
-12
250 Second edition
260 San Francisco, CA :|bJossey-Bass,|c[2014]
300 xiv, 320 pages ;|c24 cm.
504 Includes bibliographical references and index.
505 Machine generated contents note: Preface 1 Understanding
How Students Use Language Chapter 1 introduces
foundational social and cultural perspectives of complex
uses of languages in and out of school. It introduces
readers to ways in which the Common Core State Standards
provide new opportunities and challenges with respect to
building academic language. The Common Core State
Standards present new cognitive and literacy targets that
can only be reached with heightened cultivation of
academic language. 2 Language Skills Needed to Exceed
Common Core State Standards Chapter 2 clarifies the
functions and features of academic language with direct
references to the Common Core Standards. This includes
academic grammar and "whole message" discourse levels of
language use. Science, math, and history teachers must
teach use of language beyond vocabulary knowledge, given
that each discipline emphasizes different ways of thinking
and communicating in complex ways. When students learn
these ways of using language, they gain access to the
"codes" and strategies that accelerate their disciplinary
abilities and knowledge. 3 Cultivating Academic Language
Learning Chapter 3 provides an overview of how students
acquire language, along with key teacher habits and
strategies for modeling and scaffolding its development
across content areas. Examples of activities in lessons
based on Common Core State Standards are provided. This
chapter also helps us improve our own language use in
classroom settings. 4 Content Area Variations of Academic
Language Given that not all disciplines are alike in their
content, thinking, and ways of communicating, Chapter 4
describes variations of language that correspond to the
main content areas taught in schools: math, language arts,
history, and science. This chapter addresses some of the
"shifts" in instruction that have emerged in response to
the Common Core State Standards. 5 Facilitating Whole
Class Discussions for Content and Language Development
This chapter focuses on making whole class discussions
more effective for building academic language, content
knowledge, and thinking skills. The chapter starts with a
rationale for using classroom talk in a variety of
settings and offers tips for leading discussions in ways
that deepen and extend student thinking, as opposed to
just promoting the accumulation of facts. The chapter
offers more effective alternatives to common questioning
strategies and teacher-controlled formats such as
initiation-response-feedback (IRF). The latter half of the
chapter focuses on improving academic listening, engaging
all students in whole-class communication activities, and
building language through simulations and role plays.
Examples of Common Core State Standards are used in the
activities. 6 Academic Listening and Speaking in Small
Groups and Pairs This chapter focuses on building oral
academic language, content knowledge, and thinking skills
in pairs and small groups. The chapter offers ideas for
supporting small group and pair discussions in ways that
deepen and extend student thinking, as well as create
ideas, as opposed to just regurgitating someone else's
knowledge. Examples of Common Core State Standards are
used in the activities. 7 Language for Reading Complex
Texts Chapter 7 looks at the language of reading,
emphasizing the learning of language skills beyond
vocabulary to help in comprehending difficult texts, as
outlined by the Common Core State Standards. It also
includes a section on teaching content area and general
academic vocabulary -- in context. 8 Language for Creating
Complex Texts Chapter 8 provides ways to develop language
for the types of academic writing addressed in the Common
Core State Standards. It emphasizes a deep analysis of the
complex ways in which students must think, organize,
fortify, negotiate, and communicate knowledge in a
discipline as experts might do. It provides ideas for
modeling, scaffolding, and analyzing texts that students
will be asked to write. 9 Building Language Development
into Lessons and Assessments Chapter 9 introduces ways to
formatively and summatively assess ways of using academic
language to show learning of Common Core State Standards,
as well as hints for planning for instruction based on
assessments. It emphasizes the importance of identifying
the thinking and language that we want students to learn
before we leap into instruction. 10 Concluding Thoughts
Chapter 10 offers some final thoughts and next steps for
weaving the previous chapters' ideas into daily practice.
Appendix A Highly Recommended Resources on Academic
Language Appendix B Frequently-Used Academic Words
Appendix C Suggestions for Before, During, & After Mini-
lectures References About the Author About the Sponsor
Index .
520 "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? "--
Provided by publisher
520 Includes bibliographical references and index
650 00 Academic language|xStudy and teaching
