Common Core Standards in Diverse Classrooms

Essential Practices for Developing Academic Language and Disciplinary Literacy

The Common Core State Standards require students to do more with knowledge and language than ever before. Rather than be mere consumers of knowledge, students must now become creators, critics, and communicators of ideas across disciplines. Yet in order to take on these new and exciting roles, many students need daily teaching with an extra emphasis on accelerating their academic communication skills.

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Description

The Common Core State Standards require students to do more with knowledge and language than ever before. Rather than be mere consumers of knowledge, students must now become creators, critics, and communicators of ideas across disciplines. Yet in order to take on these new and exciting roles, many students need daily teaching with an extra emphasis on accelerating their academic communication skills.

Common Core Standards in Diverse Classrooms describes seven research-based teaching practices for developing complex language and literacy skills across grade levels and disciplines: using complex texts, fortifying complex output, fostering academic interaction, clarifying complex language, modeling, guiding, and designing instruction. Most important, you will find clear descriptions and examples of how these essential practices can—and should—be woven together in real lessons. You will also find the following:

  • Classroom activities based on the practices
  • Dozens of classroom examples from lessons in different grade levels and disciplines
  • Detailed lessons with annotations focused on language and literacy development
  • Strategies and tools for building system-wide capacity for sustained growth in the practices

Common Core Standards in Diverse Classrooms is a concise guide for helping us improve our practices to strengthen two vital pillars that support student learning: academic language and disciplinary literacy.

 

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About the Author(s)

Jeff Zwiers, Ed.D., is a senior researcher at the Stanford Graduate School of Education. He has taught in diverse elementary and secondary schools and has worked as an instructional coach in urban school settings. His current research and professional development work consist of collaborating with teachers to learn what works best in real classrooms to help students learn through rich interactions and conversations.

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Susan O'Hara is executive director of the Center for Cooperative Research and Extension Services for Schools (CRESS) at the University of California, Davis.

Robert Pritchard is a professor of education at Sacramento State University. A frequent consultant for schools, districts, and departments of education, Robert brings extensive experience as a former ESL teacher and reading specialist to his work with teachers and administrators.

Table of Contents

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Contents

Acknowledgments
Introduction
Chapter 1: Framing the Teaching of Academic Language and Disciplinary Literacy
Chapter 2: Designing Activities and Lessons
Chapter 3: Clarifying, Modeling, and Guiding
Chapter 4: Using Complex Texts
Chapter 5: Lessons Focused on Using Complex Texts
Chapter 6: Fortifying Complex Output
Chapter 7: Lessons Focused on Fortifying Complex Output
Chapter 8: Fostering Academic Interactions
Chapter 9: Lessons That Focus on Fostering Academic Interactions
Chapter 10: Coaching, Collaboration, and Capacity
Conclusion
Appendixes
References
Index

Product Details

Grade Range: 2-12
Media: 304 pp/paper
Year: 2014
Item No: 0997
ISBN: 978-157110-997-2

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