Download PDF by Margo Gottlieb, Gisela Ernst-Slavit: Academic Language in Diverse Classrooms: English Language

By Margo Gottlieb, Gisela Ernst-Slavit

ISBN-10: 1452234795

ISBN-13: 9781452234793

Make each pupil fluent within the language of learning.

The universal center and ELD criteria supply pathways to educational good fortune via educational language. utilizing an built-in Curricular Framework, districts, colleges studying groups can:

  • Design and enforce thematic devices for studying
  • Draw from content material and language criteria to set ambitions for all scholars
  • Examine standards-centered fabrics for educational language
  • Collaborate in making plans guideline and evaluate inside of and throughout classes
  • Consider linguistic and cultural assets of the scholars
  • Create differentiated content material and language ambitions
  • Delve deeply into tutorial options related to educational language
  • Reflect on instructing and studying

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Extra resources for Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning

Example text

Describe, compare, explain) students use in processing or producing language related to the content or theme? • How might this target be practiced from lesson to lesson? Linguistic and Cultural Resources are plentiful in our diverse classrooms. Each student brings a personalized history with its own cultural orientation; family members also contribute to each student’s linguistic and cultural repertoire. The people, events, and places in the community in which the students reside provide cultural layers.

There are four basic sentence structures that seem to represent progressions of language development: (1) simple sentences, (2) compound sentences, (3) complex sentences, and (4) compound-complex sentences. • What are some grammatical forms important to understanding the specific text? • What are some of the sentence types within the text? • How do the different sentences types lend voice or perspective? Word/Phrase Level For most teachers, the mainstay of academic language is vocabulary, the words and expressions specific to a content area, within a given context or situation.

Although instruction and assessment are shown as separate components, when students engage in activities based on predetermined criteria and produce original work, instruction and assessment blur to become instructional assessment (Gottlieb, 2006). It encourages reflection on teaching and learning The Framework acknowledges that teaching and learning are dynamic processes that occur in classrooms where both teachers and students take time to think and interact with each other. Ideally, the metacognitive, metalinguistic, and sociocultural awareness being fostered throughout the unit is also being systematically shared among teachers and students.

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Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning by Margo Gottlieb, Gisela Ernst-Slavit

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