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Building academic language : meeting common core standards across disciplines, grades 5-12 /
"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 u...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco :
Jossey-Bass,
2014.
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| Edición: | Second edition. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.