Assessment of Key Uses of Academic Language 133
Resource 3.3 Exemplifying Key Uses of Academic Language Through Blogging 134
Resource 3.4 Gaining Metalinguistic Awareness Through Blogs 135
Resource 3.5 Student Self-Assessment for Participating in Discussions: A Checklist for Grades 3–5 136
Resource 3.6 Student Self-Assessment for Participating in Discussions: A Checklist for Grades 5–8 137
Resource 3.7 A Peer Assessment Checklist for Debates or Persuasive Speeches 138
Resource 3.8 A Blog About the Death of Michael Jackson 139
Resource 3.9 Documenting Metalinguistic Awareness 140
Resource 3.10 A Checklist to Apprentice Students Into Math Discourse Through Key Uses of Academic Language 141
Resource 3.11 The Language of Mathematics: Expressions of Key Uses of Academic Language 142
Resource 3.12 An Assessment Checklist for ELLs and Other Language Learners Based on DARE for Scientific Investigation 143
Resource 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
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