Jeff Zwiers

Building Academic Language (eBook, PDF)

Meeting Common Core Standards Across Disciplines, Grades 5-12

• Format: PDF

Produktbeschreibung

"Of the over one hundred new publications on the Common Core State Standards (CCSS), this one truly stands out! In the second edition of Building Academic Language, Jeff Zwiers presents a much-needed, comprehensive roadmap to cultivating academic language development across all disciplines, this time placing the rigor and challenges of the CCSS front and center. A must-have resource!" --Andrea Honigsfeld, EdD, Molloy College "Language is critical to the development of content learning as students delve more deeply into specific disciplines. When students possess strong academic language, they are better able to critically analyze and synthesize complex ideas and abstract concepts. In this second edition of Building Academic Language, Jeff Zwiers successfully builds the connections between the Common Core State Standards and academic language. This is the 'go to' resource for content teachers as they transition to the expectations for college and career readiness." --Katherine S. McKnight, PhD, National Louis University With the adoption of the Common Core State Standards (CCSS) by most of the United States, students need help developing their understanding and use of language within the academic context. This is crucially important throughout middle school and high school, as the subjects discussed and concepts taught require a firm grasp of language in order to understand the greater complexity of the subject matter. Building Academic Language shows teachers what they can do to help their students grasp language principles and develop the language skills they'll need to reach their highest levels of academic achievement. The Second Edition of Building Academic Language includes new strategies for addressing specific Common Core standards and also provides answers to the most important questions across various content areas, including: * What is academic language and how does it differ by content area? * How can language-building activities support content understanding for students? * How can teachers assist students in using language more effectively, especially in the academic context? * How can academic language usage be modeled routinely in the classroom? * How can lesson planning and assessment support academic language development? 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.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: For Dummies
• Seitenzahl: 336
• Erscheinungstermin: 13. März 2014
• Englisch
• ISBN-13: 9781118744819
• Artikelnr.: 40613925

Autorenporträt

JEFF ZWIERS, EdD, is a senior researcher at the Stanford University Graduate School of Education. He consults internationally on language and literacy instruction, curriculum development, and teacher education program development. A former middle school language arts teacher, he has also taught teacher preparation courses at the university level.

Inhaltsangabe

Preface to the Second Edition ix
1 Understanding How Students Use Language 1
This chapter introduces foundational social and cultural perspectives of
complex uses of languages in and out of school. It explores ways in which
the Common Core State Standards provide new opportunities and challenges
with respect to building academic language. These standards present new
cognitive and literacy targets that can be reached only with heightened
cultivation of academic language, the language used to describe complex
ideas, abstract concepts, and critical thinking.
2 Language Skills Required by the Common Core State Standards 21
This chapter clarifies the functions and features of academic language with
direct references to the Common Core State Standards. This includes
academic grammar and discourse levels of language use. Science, math, and
history teachers must teach the 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 Acquisition 47
This chapter provides an overview of how students acquire language, along
with key teacher habits and strategies for modeling and scaffolding its
development across content areas. This chapter also helps us improve our
own language use in classroom settings.
4 Content-Area Variations of Academic Language 79
Given that not all disciplines are alike in their content, thinking, and
ways of communicating, this chapter 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
113
The focus of this chapter is 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. The latter half of the chapter examines
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 151
Building oral academic language, content knowledge, and thinking skills in
pairs and small groups is important. This 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 183
This chapter 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 219
This chapter 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 245
This chapter 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 281
This book ends with some final thoughts and next steps for weaving the
ideas presented in it into daily practice.
Appendix A - Recommended Resources on Academic Language 287
Appendix B - Frequently Used Academic Words 293
Appendix C - Suggestions for Before, During, and After Minilectures 299
About the Author 303
About the International Reading Association 305
Index 307