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Academic Language in Diverse Classrooms: Mathematics, Grades 3–5

Academic Language in Diverse Classrooms: Mathematics, Grades 3–5
Promoting Content and Language Learning

Foreword by Judit Moschkovich

February 2013 | 200 pages | Corwin
While most educational researchers and practitioners agree that that mastery of academic language is the key to students' academic success, many teachers are not well-versed in its major components and would benefit by learning how to integrate these components into curriculum and instructional assessment. The construct of academic language is of increasing importance to educators as the Common Core State Standards, the new national anchor for curriculum, instruction, and assessment, have set a high bar of rigorous and challenging content, especially for ELs and SELs. This title -- one of a seven book series -- will offer guidance to educators in how to target academic language in planning for student learning as states undergo the implementation of the Common Core and corresponding English language proficiency standards in preparation for the upcoming consortia-led assessments. The series consists of six separate volumes for English Language Arts and Mathematics segmented according to grade band (K-2; 3-5; 6-8).
Foreword by Judit N. Moschkovich
About the Editors
1. Academic Language: A Foundation for Academic Success in Mathematics by Margo Gottlieb and Gisela Ernst-Slavit
CCSS for Mathematics and Related Academic Language
2. Grade 3: What Time Is It? by Judith B. O'Loughlin
3. Grade 4: Who Needs Fractions? by Gisela Ernst-Slavit, Margo Gottlieb, and David Slavit
4. Grade 5: Algebra Describes the World! by Jennifer M. Bay-Williams, Rose M. Glasser, and Tricia A. Bronger

“With growing numbers of English Language Learners in our classrooms, teachers need to be able to help students as they learn academic vocabulary and concepts. This series offers teachers a practical support, complete with abundant rubrics and detailed plans for teaching math vocabulary!”

Renee Peoples, Teacher
Swain County Schools, Bryson City, NC

“With the many visuals, charts, activity suggestions, and examples of student-teacher conversations, this series is a real-world resource for teachers.”

Deb Bible, Literacy/Math Interventionist
Dundee Highlands Elementary School, West Dundee, IL

“The importance of academic language is often overlooked, or educators assume that students have a solid understanding of it. This series neatly explains why it is vital and demonstrates how it is possible to focus on vocabulary instruction that doesn’t take away from the conceptual lesson, but actually enhances it.”

Julie Duford, Teacher
Polson Middle School, MT

Margo Gottlieb

Margo Gottlieb, Ph.D., is a staunch advocate for multilingual learners and their teachers. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA’s English and Spanish language development standards frameworks and their derivative products. Being a bilingual teacher, facilitator, consultant, and mentor across K-20 settings, she has worked with universities, organizations, governments, states, school districts, networks, and schools in co-constructing linguistic and culturally sustainable curriculum and reconceptualizing... More About Author

Gisela Ernst-Slavit

Gisela Ernst-Slavit, PhD, is a Professor in the College of Education at Washington State University Vancouver. She investigates language teacher education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives. In addition to other publications, she is co-author of Access to Academics: Planning Instruction for K-12 Classrooms with ELLs (Pearson, 2010), From Paper to Practice: Using the TESOL’s English Language Proficiency Standards in PreK-12 Classrooms (TESOL, 2009), and TESOL PreK-12 English Language Proficiency Standards (TESOL, 2006). Dr. Ernst-Slavit, a native from Peru, has given... More About Author

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ISBN: 9781452234823