By Margo Gottlieb, Gisela Ernst-Slavit
Make each pupil fluent within the language of learning.
The universal middle and ELD criteria supply pathways to educational luck 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 ambitions for all scholars
- Examine standards-centered fabrics for tutorial language
- Collaborate in making plans guide and overview inside and throughout classes
- Consider linguistic and cultural assets of the scholars
- Create differentiated content material and language pursuits
- Delve deeply into tutorial recommendations concerning educational language
- Reflect on instructing and studying
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Make each pupil fluent within the language of studying. the typical middle and ELD criteria offer pathways to educational luck via educational language. utilizing an built-in Curricular Framework, districts, colleges studying groups can: layout and enforce thematic devices for studying Draw from content material and language criteria to set ambitions for all scholars learn standards-centered fabrics for educational language Collaborate in making plans guide and review inside of and throughout classes think about linguistic and cultural assets of the scholars Create differentiated content material and language goals Delve deeply into educational ideas concerning educational language consider instructing and studying
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Extra info for Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning
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.
Identify the developmental progressions in acquiring language. Have a single set of outcomes. Have a set of expectations that represent a continuum of language proficiency levels. Academic Language Content Standards, Including the Common Core State Standards and the Next Generation Science Standards Language Proficiency/Development Standards Have no systematic support. Often have built-in sensory, graphic, and/ or interactive supports. Scaffold vertically across grades. Scaffold vertically across grades and horizontally across language proficiency levels.
As students represent a multitude of languages and cultures, there should be Academic Language ample opportunities for them to express their experiences with content and concepts from their linguistic and cultural vantage points. Their contributions should be welcome in building a classroom climate and be incorporated into instruction. It extends supports for learning across instruction and assessment Visual, sensory, graphic, and interactional supports are a means of bringing additional ways of meaning making into classrooms.