Zwiers, Jeff, author.
San Francisco, CA : Jossey-Bass, [2014]
Added to CLICnet on 11/07/2014
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Notes:
- Includes bibliographical references and index.
- 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 discus
- 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.
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Requested by MacGuire, C