Foreword by Douglas Fisher Preface Acknowledgments About the Editors 1. Academic Language: A Centerpiece for Academic Success in English Language Arts by Margo Gottlieb and Gisela Ernst-Slavit Examples From the CCSS for English Language Arts of Related Academic Language 2. Grade 6: Legends and Life by Emily Y. Lam, Marylin Low, and Ruta' Tauiliili-Mahuka 3. Grade 7: Diving Into the Depths of Research by Darina Walsh and Diane Staehr Fenner 4. Grade 8: A Gothic Story: "The Cask of Amontillado" by Liliana Minaya-Rowe Glossary Index
Increasingly as important 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. 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 need to learn how to integrate them into curriculum and instructional assessment. One of a seven book series, this text gives guidance to educators in how to target academic language in planning for student learning for grades 6-8. It provides a concise, logical, and practical approach to identifying grade-level academic language associated with the Common Core State Standards for English Language Arts, academic content standards, as well as English Language Proficiency Standard, to readily incorporate into teaching and learning.
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 classroom assessment policy and practice. Margo's passion has always been assessment in its many forms, starting with her dissertation, a K-12 multilingual test in Spanish, Lao, and English that integrated content and language. Since then, she was appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. In her travels, Margo has enjoyed keynoting and presenting across the United States and in 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 20 books and guides, Margo's 3rd edition of her best-selling book, Assessing Multilingual Learners: Bridges to Empowerment, is the latest addition to her Corwin compendium. 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 numerous presentations in the United States and Canada as well as in Japan, Pakistan, Peru, Spain, Thailand, and The Netherlands.