From Words to Wisdom

Erica M. Barnes is an associate professor in the Department of Literacy Teaching and Learning at the University of Albany and a former teacher, teacher consultant, and progress monitoring specialist. Jill F. Grifenhagen is an assistant professor of literacy education at North Carolina State University and a former early elementary classroom teacher and instructional coach. David K. Dickinson is professor emeritus at Vanderbilt University’s Peabody College.

• ContentsForeword Susan B. Neuman ixPreface: Learning the Language of School xiiAcknowledgments xvii1. An Overview of Academic Language 1Academic or Casual Language? 1How Might Academic Language Look in Early Childhood Classrooms? 4Conclusion 92. Language Learning 10Principles of Language Learning 10Facilitating Language 13Conclusion 173. Linguistic Diversity and Registers 18The Academic Register 18Teaching Linguistically Diverse Students 23Celebrating Linguistic Diversity While Fostering Academic Language Development 25Conclusion 294. Academic Vocabulary 30Selecting Words to Teach 32Teaching Academic Vocabulary 35Conclusion 405. Complex Syntax 41Coauthored by Katherine NewmanDevelopment of Complex Syntax 42Common Syntactic Structures 42Complex Syntax in Academic Texts 45Modeling and Instructing 46Conclusion 526. Academic Discourse 53Features of Academic Discourse 53Academic Discourse in Early Childhood Classrooms 56Conclusion 667. Mealtimes and Sharing Time 67Mealtimes 68Sharing Time 74Conclusion 798. Playful Learning 80Coauthored by Katherine Newman and Jessica Lawson-AdamsDrama and Imaginative Play 80Games 83Music 85Conclusion 919. Scientific Language 92What Is Scientific Language? 92Teaching Scientific Vocabulary 94Pulling It All Together 100Conclusion 10210. Mathematical Language 103What Is Mathematic Language? 103Modeling Mathematical Language Through Reads-Alouds 104Teaching Mathematical Vocabulary 106Mathematical Discourse 109Conclusion 11311. Assessment 114Principles of Language Assessment 114Informal Assessments 116Formal Assessments 119Assessing Classroom Support 119Conclusion 122Appendix A. Observing Academic Language in Science and Mathematics 123Appendix B. Academic Language Observation Tool (ALOT) 125Appendix C. Academic Language Implementation Assessment (ALIA) 127Appendix D. Children’s Literature for Building Academic Language 132Appendix E. Digital Resources 134References 137Index 149About the Authors 157

“As the authors point out, mastery of academic language leads children to better comprehension and composition of complex text. Starting early builds a strong foundation. Any teachers who want to be among the foundation builders would greatly benefit from reading this inspiring book!”—Illinois Reading Council Journal