Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12

Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5–12......Page 1
Contents......Page 7
Preface to the Second Edition......Page 11
1 Understanding How Students Use Language......Page 19
THE ROLE OF HOME AND COMMUNITY......Page 21
DIVERSITY OF STUDENTS......Page 22
CAPITALS, REGISTERS, AND EXPECTATIONS......Page 24
Types of Capital......Page 25
Registers......Page 26
Invisible Criteria......Page 27
THE NEED TO VALUE AND CHALLENGE......Page 29
Being on the Same Page......Page 31
Agreeing on Importance......Page 32
Working with Diverse Ways of Organizing Knowledge......Page 33
Getting to Know Students......Page 34
CONCLUSION......Page 35
References......Page 36
2 Language Skills Required by the Common Core State Standards......Page 39
A BRIEF HISTORY OF ACADEMIC LANGUAGE PROFICIENCY......Page 40
General and Specialized Language......Page 41
Tools and Skills......Page 42
FUNCTIONS OF ACADEMIC LANGUAGE......Page 43
To Describe Higher-Order Thinking......Page 44
To Describe Abstraction......Page 46
FEATURES OF ACADEMIC LANGUAGE......Page 47
Using Figurative Expressions......Page 48
Being Explicit for “Distant Audiences”......Page 49
Supporting Points with Evidence......Page 51
Conveying Nuances of Meaning with Modals......Page 52
Using Prosody for Emphasis......Page 53
Long Sentences......Page 55
Nominalization......Page 57
Clarity......Page 59
CHAPTER REFLECTIONS......Page 60
References......Page 61
3 Cultivating Academic Language Acquisition......Page 65
Producing Language......Page 66
Negotiating Meaning......Page 67
Modeling Academic Language......Page 68
Modeling with Think-Alouds......Page 70
Scaffolding Thinking and Language......Page 72
Connect with Metaphors......Page 77
Connect with Examples......Page 78
Personify......Page 79
Use Language to Authentically Do and Think......Page 80
Use Controversial or Provocative Statements......Page 81
Coshape Conversations......Page 82
Rephrase Student Responses......Page 84
Have Students Paraphrase......Page 86
Use Comments to Enrich Classroom Talk......Page 87
Conduct Metadiscussions......Page 88
Focus on Deeper Levels of Talk......Page 90
References......Page 92
4 Content-Area Variations of Academic Language......Page 97
Interpretation in Language Arts......Page 99
Argumentation in Language Arts......Page 103
Cause and Effect in Language Arts......Page 105
Cause and Effect in History......Page 107
Interpretation in History......Page 109
Perspective Taking in History......Page 112
LANGUAGE OF SCIENCE......Page 113
Description of Scientific Inquiry......Page 114
Cause and Effect in Science......Page 116
Interpretation in Science......Page 117
Comparison in Science......Page 118
LANGUAGE OF MATH......Page 119
Interpreting in Math......Page 121
Problem Solving in Math......Page 123
CONCLUSION......Page 126
CHAPTER REFLECTIONS......Page 127
References......Page 128
5 Facilitating Whole-Class Discussions for Content and Language Development......Page 131
CHALLENGES AND BENEFITS OF CULTIVATING RICH CLASSROOM TALK......Page 132
Display Questions......Page 134
Open-Ended Questions......Page 137
Questions in Response to Student Responses......Page 139
Rethinking the Use of Questions......Page 140
Pseudo-Discussions......Page 141
CRAFTING WHOLE-CLASS DISCUSSIONS......Page 143
Leading Classroom Discussions......Page 144
Lecturing......Page 147
Improving Academic Listening......Page 149
Providing Silence and Time to Think......Page 152
Conversation Circles and Lines......Page 153
Interview Grids and Mixers......Page 154
Take a Side......Page 156
Voting......Page 157
Simulations......Page 158
Radio Talk Show......Page 161
Structured Academic Controversy......Page 162
CONCLUSION......Page 163
CHAPTER REFLECTIONS......Page 164
References......Page 165
6 Academic Listening and Speaking in Small Groups and Pairs......Page 169
CHALLENGES OF USING GROUPS......Page 170
FORMS OF GROUP DISCUSSION......Page 172
PROCESS OVER PRODUCT: THINKING TOGETHER......Page 173
DESIGNING AND SUPPORTING ACADEMIC GROUPS......Page 174
LANGUAGE FOR WORKING IN GROUPS......Page 177
TECHNIQUES FOR REPORTING OUT......Page 178
Conversation Scaffolds......Page 179
Drama-Based Group Activities......Page 182
Jigsaw-Like Group Activities......Page 187
Pair Activities......Page 189
CONCLUSION......Page 196
References......Page 197
7 Language for Reading Complex Texts......Page 201
BENEFITS OF ACADEMIC READING......Page 202
KEY COMPREHENSION STRATEGIES FOR ACADEMIC READING......Page 203
Read-Aloud......Page 206
Comprehend-Aloud......Page 207
Improv Read-Aloud......Page 209
Lyric Summaries......Page 210
TEXT DISCUSSION ACTIVITIES......Page 211
Anticipation Chats......Page 212
Role-Based Discussion Groups......Page 213
Partner Problem Solving......Page 215
Figuring Out the Figuratives......Page 216
ACTIVITIES FOR UNDERSTANDING TEXT ORGANIZATION......Page 217
Dissection of Textbook Thinking and Language......Page 218
Brain Folders......Page 219
READING ACTIVITIES THAT BUILD ACADEMIC GRAMMAR......Page 221
Marking Up Long Sentences......Page 222
Using Hand Motions for Cohesive Devices, Transitions, and Conjunctions......Page 224
Analyzing Tests......Page 225
VOCABULARY INSTRUCTION......Page 226
Teaching Content-Specific Terms......Page 227
Building Word-Learning Habits......Page 228
Using Word Walls......Page 230
CHAPTER REFLECTIONS......Page 231
References......Page 232
8 Language for Creating Complex Texts......Page 237
THE INFLUENCE OF ORAL LANGUAGE......Page 238
WRITING EXPOSITORY GENRES......Page 240
Using Prewriting Visual Organizers......Page 242
Dissecting and Analyzing......Page 243
Understanding Cohesion......Page 248
A CLOSER LOOK: WRITING ARGUMENT ESSAYS......Page 249
Explaining Prompt Language......Page 250
Using Oral Scaffolds......Page 251
Organizing Ideas with an Argument Scale......Page 253
INFORMAL WRITING ACTIVITIES......Page 255
Learning Logs and Journals......Page 256
Written Recap......Page 257
Written Dialogues......Page 258
Try These Terms......Page 259
Perspective Papers......Page 260
CHAPTER REFLECTIONS......Page 261
References......Page 262
9 Building Language Development into Lessons and Assessments......Page 263
Assessment-Driven Instruction......Page 264
Integration of Ongoing Language Goals into Lessons......Page 265
Sample Lesson Plan......Page 269
ACADEMIC LANGUAGE IN SUMMATIVE ASSESSMENTS......Page 274
Building Language with Performance Assessments......Page 276
Performance Assessment Examples......Page 278
Designing Rubrics......Page 280
Oral Presentations......Page 282
FORMATIVE ASSESSMENT OF ACADEMIC LANGUAGE......Page 286
Academic Feedback......Page 287
Diagnostic Observations......Page 289
Minute-by-Minute Assessment of Learning......Page 290
Individualized Assessment......Page 292
CONCLUSION......Page 295
CHAPTER REFLECTIONS......Page 296
References......Page 297
10 Concluding Thoughts......Page 299
TEACHING THE TOOLS OF THE TRADE......Page 300
Connect......Page 301
Reinforce......Page 302
CONCLUSION......Page 303
Appendix A – Recommended Resources on Academic Language......Page 305
Appendix B – Frequently Used Academic Words......Page 311
Appendix C – Suggestions for Before, During, and After Minilectures......Page 317
About the Author......Page 321
About the International Reading Association......Page 323
Index......Page 325