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3.13 Documenting Key Uses of Academic Language for Science Themes 144

       Resource 3.14 A Sample Scenario for an Explanation Chart for Classes 145

       Resource 3.15 A Summary Chart of Key Uses of Academic Language: Ideas for Instructional Assessment Across the Content Areas 146

       Resource 4.1 Signs of Student Agency in Teaching and Learning 178

       Resource 4.2 A Checklist of Classroom Strategies That Promote Student Agency 179

       Resource 4.3 Moving From Dependence on Others to Independence: A Continuum of Student Change of Classroom Roles 180

       Resource 4.4 Creating the Opportunity to Learn Through Student Engagement 181

       Resource 4.5 Building Student Participation Around DARE in the Teaching and Learning Cycle 182

       Resource 4.6 Evidence of Key Uses in Instructional Materials 183

       Resource 4.7 Representation of the Principles of Universal Design for Learning in Instructional Materials 184

       Resource 4.8 Strategies for Engaging Students in Key Uses of Academic Language Inclusive of Multiple Learning Styles and Materials 185

       Resource 4.9 Instructional Materials Rating Scale 186

       Resource 4.10 Recount Based on a Movie or Video 187

       Resource 4.11 An Example of Argue Based on Informational Text 188

       Resource 4.12 Explain Using Real-Life Objects and Materials 189

       Resource 4.13 Revisiting Instructional Materials Through the Lens of Linguistic and Cultural Sustainability 190

       Resource 4.14 Examples of Key Uses of Academic Language for Scaffolding Instruction 191

       Resource 4.15 A Checklist Rating Scale for Scaffolding Instruction and Assessment Inclusive of Language and Content 192

       Resource 4.16 Applying Key Uses to Student Think-Aloud Strategies for Literature 193

       Resource 4.17 Thinking About Language Use in Student Conversations: A Self-Assessment Checklist 194

       Resource 4.18 Visibility of Key Uses of Academic Language in English and Spanish 195

       Resource 5.1 Students Making Their Own Semantic Maps 233

       Resource 5.2 Students Responding to “I Can” Statements Related to English Language Arts Standards and Language Development Standards 234

       Resource 5.3 Extending “I Can” Statements to a Rating Scale for Middle School 235

       Resource 5.4 An Example of Student and Teacher Coconstruction of an Analytic Rubric for Arguments in Middle School 236

       Resource 5.5 A Template for Designing Analytic Rubrics for Key Uses of Academic Language 237

       Resource 5.6 A Family Interview 238

       Resource 5.6 Entrevista con la Familia 239

       Resource 5.7 Community Language Resources 240

       Resource 5.8 Ideas for Encouraging Family Members to Participate in Language-Rich Activities 241

       Resource 5.9 Planning for Extending the Engagement of Families 242

       Resource 5.10 Formulating, Asking, and Answering Questions 243

       Resource 5.11 Extending Conceptual Learning With Families and Students 244

       Resource 5.12 Teacher Ideas for Student Choice 245

       Resource 5.13 Teachers Collaborating With Other Teachers and Students: Using the Frayer Model to Promote Exploration of Key Uses of Academic Language 246

       Resource 5.14 The Inclusion of Language Policy in the Mission and Vision of School 247

       Resource 5.15 School Leaders Forging the Can-Do School Spirit: Evaluating Linguistic and Culturally Sustainable Schools 249

      Foreword

      Margo Gottlieb and Mariana Castro have chosen some challenging and inspirational words to begin the final chapter of this thoughtful, carefully designed, and practical book. Drawing the reader’s attention to some of the major challenges for teachers, they include these words from the work of Barnett Berry (2016):

      It is time for America’s young people—all of them, not just a privileged few—to take part in deeper learning. And it is time for policymakers and practitioners to create the system of teacher leadership for them to do so.

      Few educators would disagree with these words. Ongoing research has shown that students from all backgrounds are more engaged in learning, and achieve at higher levels, when they have opportunities to participate in a cognitively challenging curriculum and the kind of “deeper learning” to which Berry refers.

      School success therefore also depends largely on a student’s ability to control disciplinary and subject-specific language, and to participate in the higher-level thinking that this language makes possible.

      The development of academic language is of particular relevance to students who are English language learners (ELLs). While most ELLs quickly develop the “everyday” language used in informal contexts, such as the language used between peers in the playground, this kind of informal language is very different from the academic

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