By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the “code” that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language. The subject of this volume is grammar and syntax. Here, David and Yvonne Freeman shatter the myth that academic language is all about vocabulary, revealing how grammar and syntax inform our students’ grasp of challenging text. With this book as your roadmap, you’ll learn how to: • Teach grammar in the context of students’ speech and writing • Use strategies such as sentence frames, passives, combining simple sentences into more complex sentences, and nominalization to create more complex noun phrases • Assess academic language development through a four-step process Look inside and discover the tools you need to help students master more sophisticated and complex grammatical and syntactical structures right away. Better yet, read all four volumes in the series and put in place a start-to-finish instructional plan for closing the achievement gap.
Chapter Six: Conclusions, Challenges, and Connections
Conclusions, Challenges, and Connections
This book has focused on the grammar and syntax of academic language. Chapter 2 discussed four views of grammar. Grammar has been seen as a prescription for correct use, a functional command of sentence structure, a description of syntactic structures, and a functional resource for making meaning. Each view of grammar has led to different approaches to teaching grammar and syntax to ELLs and SELs. Chapter 2 also discussed the characteristics of academic language. Chapters 3 and 4 provided examples from elementary and secondary classes of how grammar and syntax can be taught in context to elementary and secondary students at the text, paragraph, and sentence levels. Chapter 5 outlined a four-step approach to formative assessment for ...