Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12 PDF
Preview Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12
3GFFIRS 02/22/2014 21:5:35 Pageii 3GFFIRS 02/22/2014 21:5:35 Pagei BUILDING ACADEMIC LANGUAGE 3GFFIRS 02/22/2014 21:5:35 Pageii 3GFFIRS 02/22/2014 21:5:35 Pageiii BUILDING ACADEMIC LANGUAGE Meeting Common Core Standards Across Disciplines, – Grades 5 12 Second Edition Jeff Zwiers 3GFFIRS 02/22/2014 21:5:36 Page iv Cover design by Adrian Morgan Cover photograph Vjom | Thinkstock Copyright 2014 by John Wiley & Sons, Inc. All rights reserved. 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P120.A24.Z852014 407.1—dc23 2013044987 PrintedintheUnitedStatesofAmerica SECONDEDITION PBPrinting 10987654321 3GFTOC 02/22/2014 21:12:24 Pagev Contents Preface to the Second Edition ix (cid:129) (cid:129) (cid:129) 1 UnderstandingHowStudentsUseLanguage 1 Thischapterintroducesfoundationalsocialandculturalperspectivesof complexusesoflanguagesinandoutofschool.Itexploreswaysin whichtheCommonCoreStateStandardsprovidenewopportunitiesand challengeswithrespecttobuildingacademiclanguage.Thesestandards presentnewcognitiveandliteracytargetsthatcanbereachedonlywith heightenedcultivationofacademiclanguage,thelanguageusedtodescribe complexideas,abstractconcepts,andcriticalthinking. 2 LanguageSkillsRequiredbytheCommonCoreStateStandards 21 Thischapterclarifiesthefunctionsandfeaturesofacademiclanguage withdirectreferencestotheCommonCoreStateStandards.Thisincludes academicgrammaranddiscourselevelsoflanguageuse.Science,math, andhistoryteachersmustteachtheuseoflanguagebeyondvocabulary knowledge,giventhateachdisciplineemphasizesdifferentwaysof thinkingandcommunicatingincomplexways.Whenstudentslearnthese waysofusinglanguage,theygainaccesstothecodesandstrategiesthat acceleratetheirdisciplinaryabilitiesandknowledge. 3 CultivatingAcademicLanguageAcquisition 47 Thischapterprovidesanoverviewofhowstudentsacquirelanguage,along withkeyteacherhabitsandstrategiesformodelingandscaffoldingits developmentacrosscontentareas.Thischapteralsohelpsusimproveour ownlanguageuseinclassroomsettings. v 3GFTOC 02/22/2014 21:12:24 Pagevi 4 Content-AreaVariationsofAcademicLanguage 79 Giventhatnotalldisciplinesarealikeintheircontent,thinking,and waysofcommunicating,thischapterdescribesvariationsoflanguagethat correspondtothemaincontentareastaughtinschools:math,language arts,history,andscience.Thischapteraddressessomeoftheshiftsin instructionthathaveemergedinresponsetotheCommonCoreState Standards. 5 FacilitatingWhole-ClassDiscussionsforContentandLanguage Development 113 Thefocusofthischapterisonmakingwhole-classdiscussionsmore effectiveforbuildingacademiclanguage,contentknowledge,andthinking skills.Thechapterstartswitharationaleforusingclassroomtalkina varietyofsettingsandofferstipsforleadingdiscussionsinwaysthat deepenandextendstudentthinking,asopposedtojustpromotingthe accumulationoffacts.Thechapteroffersmoreeffectivealternativesto commonquestioningstrategiesandteacher-controlledformatssuchas initiation-response-feedback.Thelatterhalfofthechapterexamines improvingacademiclistening,engagingallstudentsinwhole-class communicationactivities,andbuildinglanguagethroughsimulationsand roleplays.ExamplesofCommonCoreStateStandardsareusedinthe activities. 6 AcademicListeningandSpeakinginSmallGroupsandPairs 151 Buildingoralacademiclanguage,contentknowledge,andthinkingskills inpairsandsmallgroupsisimportant.Thischapteroffersideasfor supportingsmallgroupandpairdiscussionsinwaysthatdeepenand extendstudentthinking,aswellascreateideas,asopposedtojust regurgitatingsomeoneelse’sknowledge.ExamplesofCommonCoreState Standardsareusedintheactivities. 7 LanguageforReadingComplexTexts 183 Thischapterlooksatthelanguageofreading,emphasizingthelearningof languageskillsbeyondvocabularytohelpincomprehendingdifficulttexts, asoutlinedbytheCommonCoreStateStandards.Italsoincludesasection onteachingcontentareaandgeneralacademicvocabularyincontext. 8 LanguageforCreatingComplexTexts 219 Thischapterprovideswaystodeveloplanguageforthetypesofacademic writingaddressedintheCommonCoreStateStandards.Itemphasizesa deepanalysisofthecomplexwaysinwhichstudentsmustthink,organize, fortify,negotiate,andcommunicateknowledgeinadisciplineasexperts vi Contents 3GFTOC 02/22/2014 21:12:24 Pagevii mightdo.Itprovidesideasformodeling,scaffolding,andanalyzingtexts thatstudentswillbeaskedtowrite. 9 BuildingLanguageDevelopmentintoLessonsandAssessments 245 Thischapterintroduceswaystoformativelyandsummativelyassessways ofusingacademiclanguagetoshowlearningofCommonCoreStateStan- dards,aswellashintsforplanningforinstructionbasedonassessments.It emphasizestheimportanceofidentifyingthethinkingandlanguagethat wewantstudentstolearnbeforeweleapintoinstruction. 10 ConcludingThoughts 281 Thisbookendswithsomefinalthoughtsandnextstepsforweavingthe ideaspresentedinitintodailypractice. (cid:129) (cid:129) (cid:129) 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 (cid:129) (cid:129) (cid:129) About the Author 303 About the International Reading Association 305 Index 307 vii Contents 3GFTOC 02/22/2014 21:12:24 Pageviii
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