Gottlieb (education research, U. of Wisconsin, Madison) and Ernst-Slavit (education, Washington State U.) demonstrate methods teachers can implement when teaching academic language related to math in primary classrooms. They first examine the language of math and the role of academic language in the eight Standards for Mathematical Practice of the Common Core State Standards, outline a curricular framework for standards-based instruction and assessment, and present the major math domains of the standards, with examples of academic language associated with them for grades three through five. Subsequent chapters contributed by teachers are case studies of grade-level classrooms and topics: a partnership between a content teacher and an ESL teacher planning a unit on time for third grade students, fourth grade students learning fractions, and a fifth grade classroom learning algebraic thinking at an ESL academy. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
Make every student fluent in the language of learning.
The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can:
- Design and implement thematic units for learning
- Draw from content and language standards to set targets for all students
- Examine standards-centered materials for academic language
- Collaborate in planning instruction and assessment within and across lessons
- Consider linguistic and cultural resources of the students
- Create differentiated content and language objectives
- Delve deeply into instructional strategies involving academic language
- Reflect on teaching and learning
Recenzijas
"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 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 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 doesnt take away from the conceptual lesson, but actually enhances it. -- Julie Duford, Teacher
| Foreword |
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vii | |
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| Preface |
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xiii | |
| Acknowledgments |
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xvii | |
| About the Editors |
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xix | |
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1 Academic Language: A Foundation for Academic Success in Mathematics |
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1 | (38) |
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CCSS for Mathematics and Related Academic Language |
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35 | (4) |
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2 Grade 3: What Time Is It? |
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39 | (42) |
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3 Grade 4: Who Needs Fractions? |
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81 | (42) |
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4 Grade 5: Algebra Describes the World! |
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123 | (42) |
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| Glossary |
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165 | (6) |
| Index |
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171 | |
Margo Gottlieb, Ph.D., has been a bilingual teacher, coordinator, facilitator, consultant, and mentor across K-20 settings. Having worked with universities, organizations, governments, states, school districts, networks, and schools, Margo has co-constructed linguistic and culturally sustainable curriculum and reconceptualized classroom assessment, policy, and practice. 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 WIDAs English and Spanish language development standards frameworks and their derivative products. She has been 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. An avid traveler, Margo has enjoyed keynoting and presenting across the United States, territories, and 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 22 books, Margos 3rd edition of Assessing Multilingual Learners: Bridges to Empowerment (2024) and Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (with A. Honigsfeld, 2025) are the latest additions to her Corwin compendium.
In 2025, Margo was inducted into the Multilingual Education Hall of Fame.
Dr. Gisela Ernst-Slavit (PhD University of Florida) is a Professor Emerita at Washington State University with an active program of research. Dr. Ernst-Slavit is a native from Peru who grew up languaging in Spanish, German and English at school. She is the author, co-author, or co-editor of 12 books and over 100 articles and chapters, and she frequently speaks at regional, national, and international conferences on multilingual learner education, with a particular focus on teacher preparation for multilingual youth. Dr. Ernst-Slavit has served as President of the Washington Association for English to Speakers of Other Languages and as an officer in several professional organizations, including the American Educational Research Association, the Council of Anthropology and Education, and TESOL International Association.
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