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| 001 | EBC3058904 | ||
| 003 | MiAaPQ | ||
| 005 | 20240729124449.0 | ||
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| 008 | 240724s2007 xx o ||||0 eng d | ||
| 020 |
_a9780470639849 _q(electronic bk.) |
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| 020 | _z9780787987619 | ||
| 035 | _a(MiAaPQ)EBC3058904 | ||
| 035 | _a(Au-PeEL)EBL3058904 | ||
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| 035 | _a(OCoLC)922955002 | ||
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_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aP120.A24 -- Z85 2008eb | |
| 082 | 0 | _a407.1 | |
| 100 | 1 | _aZwiers, Jeff. | |
| 245 | 1 | 0 |
_aBuilding Academic Language : _bEssential Practices for Content Classrooms, Grades 5-12. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aSomerset : _bJohn Wiley & Sons, Incorporated, _c2007. |
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| 264 | 4 | _c©2007. | |
| 300 | _a1 online resource (315 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 505 | 0 | _aIntro -- 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. | |
| 505 | 8 | _aUse 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. | |
| 505 | 8 | _aCONCLUSION -- 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. | |
| 505 | 8 | _aONGOING 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. | |
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aAcademic language -- Study and teaching. | |
| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _aZwiers, Jeff _tBuilding Academic Language _dSomerset : John Wiley & Sons, Incorporated,c2007 _z9780787987619 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3058904 _zClick to View |
| 999 |
_c66989 _d66989 |
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