By Margo Gottlieb, Gisela Ernst-Slavit
Make each scholar fluent within the language of learning.
The universal middle and ELD criteria supply pathways to educational good fortune via educational language. utilizing an built-in Curricular Framework, districts, faculties studying groups can:
- Design and enforce thematic devices for studying
- Draw from content material and language criteria to set pursuits for all scholars
- Examine standards-centered fabrics for tutorial language
- Collaborate in making plans guide and evaluation inside of and throughout classes
- Consider linguistic and cultural assets of the scholars
- Create differentiated content material and language goals
- Delve deeply into educational ideas regarding educational language
- Reflect on instructing and studying
Read Online or Download Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning PDF
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Extra resources for Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning
2006). Literacy for English Learners and regular students, too. Education Digest, 71(8), 32–40. , & Gonzalez, N. (2001). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. Next Generation Science Standards (NGSS). (2013). org/next-generation-science-standards Scarcella, R. (2003). Academic English: A conceptual framework (technical report no. 2003–1) Irvine, CA: The University of California Linguistic Minority Research Institute.
2003). Academic English: A conceptual framework (technical report no. 2003–1) Irvine, CA: The University of California Linguistic Minority Research Institute. Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum. , & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass. Tomlinson, C. A. (2001). ). Alexandria, VA: Association for Supervision and Curriculum Development.
With this series, we recognize the diversity of classrooms throughout the country and how to bring academic language into everyday conversations for all educators and students to partake of and enjoy. In the pages that follow, we describe each component of the Framework. These descriptions are followed by a set of questions to guide professional learning communities, grade-level teams, or collaborating teacher pairs in thinking about how to apply the Framework to their own settings. We invite you to share, select, and use the questions as a starting point for designing a linguistically and culturally responsive curriculum.