Building Academic Language : Essential Practices for Content Classrooms, Grades 5-12. (eBook, 2013) [WorldCat.org]
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Building Academic Language : Essential Practices for Content Classrooms, Grades 5-12.

Author: Jeff Zwiers
Publisher: Somerset : John Wiley & Sons, 2013. ©2008
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

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  Read more...

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Zwiers, Jeff.
Building Academic Language : Essential Practices for Content Classrooms, Grades 5-12.
Somerset : John Wiley & Sons, ©2013
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jeff Zwiers
ISBN: 9780470639849 0470639849
OCLC Number: 1039458486
Description: 1 online resource (315 pages)
Contents: Building Academic Language --
CONTENTS --
LIST OF FIGURES AND TABLES --
PREFACE --
Chapter ONE 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 --
Chapter TWO Language for Academic Thinking --
A BRIEF HISTORY OF ACADEMIC LANGUAGE PROFICIENCY --
General and Specialized Language --
Bricks and Mortar --
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 (Hedges) --
Using Prosody for Emphasis --
FEATURES OF ACADEMIC GRAMMAR --
Long Sentences --
Passive Voice --
Nominalization --
Condensed Complex Messages --
Clarity --
CONCLUSION --
Chapter Reflections --
Chapter THREE Cultivating Academic Language Acquisition --
LANGUAGE ACQUISITION BASICS --
Receiving 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 --
Co-Shape Conversations --
Repeat Student Responses --
Rephrase Student Responses --
Have Students Paraphrase --
Use Comments to Enrich Classroom Talk. Conduct Meta-Discussions --
Stop to Think About How We Think --
Focus on Deeper Levels of Talk --
CONCLUSION --
Chapter Reflections --
Chapter FOUR Content-Area Variations of Academic Language --
LANGUAGE OF LANGUAGE ARTS --
Interpretation in Language Arts --
Persuasion 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 Math --
Problem Solving in Math --
CONCLUSION --
Chapter Reflections --
Chapter FIVE Academic Classroom Discussions --
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 with IRF --
CRAFTING WHOLE-CLASS DISCUSSIONS --
Leading Classroom Discussions --
Building Classroom Discussion Language --
Lecturing --
Improving Academic Listening --
Providing Silence and Time to Think --
USING ACTIVITIES TO IMPROVE DISCUSSIONS --
Conversation Circles and Lines --
Interview Grids and Mixers --
Take a Side --
Prediction Cafe --
Voting --
Simulations --
Radio Talk Show --
Structured Academic Controversy --
CONCLUSION --
Chapter Reflections --
Chapter SIX Academic Listening and Speaking in Small Groups --
CHALLENGES OF USING GROUPS --
FORMS OF GROUP DISCUSSION --
PROCESS OVER PRODUCT: THINKING TOGETHER --
DESIGNING AND SUPPORTING ACADEMIC GROUPS --
LANGUAGE FOR WORKING IN GROUPS --
TECHNIQUES FOR REPORTING OUT --
GROUP ACTIVITIES --
Conversation Scaffolds --
Drama-Based Group Activities --
Jigsaw-esque Group Activities --
Pair Activities --
CONCLUSION --
Chapter Reflections. Chapter SEVEN Language for Academic Reading --
BENEFITS OF ACADEMIC READING --
KEY COMPREHENSION STRATEGIES FOR ACADEMIC READING --
ORAL SCAFFOLDS FOR ACADEMIC READING --
Read-Aloud --
Comprehend-Aloud --
Improv Read-Aloud --
Lyric Summaries --
TEXT DISCUSSION ACTIVITIES --
Anticipation Chats --
Role-Based Discussion Groups --
Partner Problem Solving --
Figuring Out the Figuratives --
ACTIVITIES FOR UNDERSTANDING TEXT ORGANIZATION --
Dissection of Textbook Thinking and Language --
Historical Source Analysis Table --
Brain Folders --
READING ACTIVITIES THAT BUILD ACADEMIC GRAMMAR --
Marking Up Long Sentences --
Using Hand Motions for Cohesive Devices, Transitions, Conjunctions --
Analyzing Tests --
VOCABULARY INSTRUCTION --
Teaching the Bricks --
Building Word-Learning Habits --
Using Word Walls --
CONCLUSION --
Chapter Reflections --
Chapter EIGHT Language for Academic Writing --
THE INFLUENCE OF ORAL LANGUAGE --
THE INFLUENCE OF READING --
WRITING EXPOSITORY GENRES --
SCAFFOLDING ACADEMIC WRITING --
Using Pre-Writing Visual Organizers --
Dissecting and Analyzing --
Teaching Academic Grammar --
Understanding Coherence and Cohesion --
A CLOSER LOOK: PERSUASIVE WRITING --
Explaining Prompt Language --
Using a Rubric --
Using Oral Scaffolds --
Organizing Ideas with a Persuasion Scale --
INFORMAL WRITING ACTIVITIES --
Learning Logs and Journals --
Written Recap --
Written Dialogs --
Try These Terms --
Perspective Papers --
CONCLUSION --
Chapter Reflections --
Chapter NINE Building Language into Lessons and Assessments --
LESSON PLANNING --
Assessment-Driven Instruction --
Integration of Ongoing Language Goals into Lessons --
Sample Lesson Plan --
ACADEMIC LANGUAGE IN SUMMATIVE ASSESSMENTS --
Building Language with Performance Assessments --
Performance Assessment Examples --
Designing Rubrics --
Oral Presentations. ONGOING ASSESSMENT OF ACADEMIC LANGUAGE --
Academic Feedback --
Diagnostic Observations --
Recording the Language of Thinking --
Minute-by-Minute Assessment of Learning --
Individualized Assessment --
CONCLUSION --
Chapter Reflections --
Chapter TEN Concluding Thoughts --
BUILDING FRAMEWORKS AND FILLING IN GAPS --
TEACHING THE TOOLS OF THE TRADE --
CONCLUSION --
Appendix A Recommended Resources on Academic Language --
Appendix B Frequently Used Academic Terms --
Appendix C Suggestions for Before, During, and After Mini-Lectures --
Appendix D Permanently Borrowing the Language of Standards --
References --
About the Author --
INDEX.

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