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 luck 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 goals for all scholars
- Examine standards-centered fabrics for tutorial language
- Collaborate in making plans guideline and evaluation inside of and throughout classes
- Consider linguistic and cultural assets of the scholars
- Create differentiated content material and language ambitions
- Delve deeply into tutorial thoughts related to educational language
- Reflect on 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
In addition, research has substantiated that students who are proficient in both their home language and English tend to outperform their monolingual peers. For Hawaiian students in the Kamehameha Project, oral language development through “talk story” practices, a culturally responsive teaching strategy, improved their literacy when this strategy was integrated into reading instruction (Au, 1998). What do these findings mean to teachers? It is quite clear that teachers must intentionally build in instructional time for pair and small group work so that students can collaborate, interact with each other, and engage in academic conversations in English and their home languages.
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. As contexts are sociocultural in nature, students without the schema, prior background knowledge, and educational experiences may encounter challenges when faced with words that have multiple meanings, idiomatic expressions, and nuances unique to English language arts.
What are some words that may serve as cognates, particularly for Spanish? • Which key words or phrases contribute to the understanding of the theme? • What are some nuanced expressions, idiomatic expressions, or metaphors that lend meaning to the topic or theme? Content and Language Targets represent the overall goals or focal points of the unit that are intended for all students. The content target relates the “big idea,” “essential understanding,” or primary concept of the unit and directly corresponds with the content standard.