Read-Alouds in the Upper Elementary Classroom: Developing Academic Vocabulary

Autor/in	Roessingh, Hetty
Titel	Read-Alouds in the Upper Elementary Classroom: Developing Academic Vocabulary
Quelle	In: TESOL Journal, 11 (2020) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roessingh, Hetty)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.445
Schlagwörter	Elementary School Students; Academic Standards; Difficulty Level; Oral Language; Academic Language; Scaffolding (Teaching Technique); Teacher Education Programs; Faculty Development; Oral Reading; Teaching Methods; Vocabulary Development; Literacy; Preservice Teachers; Greek; Latin; Morphemes; Learning Processes; Communities of Practice; English (Second Language) + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Oral interpretation; Mündlicher Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Alphabetisierung; Schreib- und Lesefähigkeit; Grieche; Griechisch; Latein; Morphem; Learning process; Lernprozess; Community; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This article highlights the potential of teacher read-alouds of informational texts for building academic vocabulary. These represent the general, high-utility words with Greek and Latin roots and the discipline-specific words associated with increased academic rigor of curriculum in the upper elementary grades. The author provides the theoretical underpinnings and underscores the importance of building and bridging oral academic vocabulary to written academic literacy through a series of linked, scaffolded learning tasks. These tasks provide opportunities for recycling and practice with new words and transforming them to written modes, resulting in deep learning. These ideas are suited for working with preservice teachers in initial teacher preparation programs. In-service teachers could also use these materials in their classrooms or for professional development in a community of practice setting where collaborative work, discussion, and shared reflection are valuable adjuncts for introducing new teaching ideas. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01