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I learned more about how the power of academic language can be found in student's writing and their daily conversation. Academic Language empowers our students not only through new vocabulary, but also through listening and reading. Overall communication can excel. This also brought to light how any time is a good time to incorporate academic language in a child's education. Establishing a familiarity with academic language helps students develop an overall better understanding of language in general.

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I learned that academic language is an important tool within the classroom, and it can/should be taught in any grade. By equipping students with academic language, we are providing them with ways acquire new knowledge through listening, reading, etc. and use that knowledge to express contexts accurately through their own writing or other modes of communication.

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I learned that students acquire an understanding during instruction when it is explicit as well as consistent pausing for engagement checks and answering their questions. When a teacher thinks out loud students will model this as well when doing their independent work. I also learned that physical gestures can help students who are acquiring a 2nd language make connections with content in the classroom.

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The importance of learning academic language expands to more that simply learning new words and their meanings. It allows for students to "own" the new vocabulary and know how to integrate it in writing and in conversations. As teachers we need to learn how our students learn and also recognize that by using scaffolding we can get further. Taking a lesson step by step is a better way of building to our learning. Once the students feel confident and have masters one step, then it's time to add another step. That way the student can go back to what they have learned and build up with more knowledge .

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I want to know how you can best support overall classroom learning with multiple types of learners styles?

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I know that students may know more about a subject than we think they do. They may not know every detail or what we call the specific standard but they have a brief overview.

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I want to learn about differentiating instruction for students at different reading levels or 2nd language acquisition with the use of scaffolding.

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Melissa Gonzalez- I know that students who are learning a second language need to be in an environment that has no anxiety. Therefore, connecting with students in different ways and providing students with diverse instructions is very important. 

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Melissa Gonzalez- I know that students who are learning a second language need to be in an environment that has no anxiety. Therefore, connecting with students in different ways and providing students with diverse instructions is very important. 

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Both scaffolding and zone of proximal development are vital ideas to consider when teaching. I additionally find it that students do not only scaffold material with the teacher, but they as well scaffold with other students. There have been instances where students help their classmates. One student had who had developed skills in tracing letters had tried to assist a classmate next to them, who was struggling to get a good grasp on their writing tool. When thinking about this particular example, you have one student who is in the comfort zone of tracing letters while the other students is experiencing anxiety in the ZPD. Again, I very much agree how social learning is a fundamental aspect of school and learning. It helps build individual confidence as students help, support and encourage each other in completing a task.

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I learned about the importance of teaching academic language in the classroom. In the classroom, there will be a lot of social interactions. Teachers should encourage the students' social language to shift to academic language- but not by completely banning informal conversation. Teachers can do this by providing students with diverse books in which academic language is embedded. Students can also use summary frames to get their point across in an academic manner. Another thing could be to create scripts of academic routines that present their ideas. AN example of this is "I will be presenting information on ... First, I will speak on ... Next, I will explain ... Lastly, I will close with ..." Something I would use in my classroom is handing out a transition handout. I remember receiving one years ago, and it helped me become more organized in my writing and build my vocabulary. I want my students to know why we use and how to incorporate academic language in their everyday language.

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I learned that providing students tools to participate in small-group academic discussion allows for scaffolding within lessons without making some students feel smarter and others feel less smart. In the Teaching Channel video of "Number Talks," all students are encouraged to engage in academic language as they solve equations. While math may still come easier to some students, the lesson is structured in such a way where multiple intelligences are incorporated, so even students who struggle with math can bring value and insight to their academic discussion. This is different from math lessons when I was in school, where some students were labeled "math whizzes" and others hated when math time rolled around.

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I am curious about how to address the curriculum and standards? Is there a degree of flexibility to it all?

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I know that children can thrive and learn in a space that supports their social-emotional development. Children do enjoy having rules that help them know the expectations, which may be made known in the classroom and/or community. Additionally, I have always liked the idea of multiple intelligences that helps support the concept of people individual strengths for learning.

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I learned that although students come into the classroom equipped with the knowledge of thousands of words, not all words have equal importance in language instruction. In order for teachers to know what relevant words they should teach their students, they must consider the three tiers of vocabulary. The three tiers of vocabulary assists teachers in both teaching and assessing what words students know. The first tier involves basic vocabulary such as "song, horse, couch, and dog." The second tier consists of high frequency words, descriptive words, and contain multiple meanings for example. The third tier is reserved for content specific vocabulary only utilized in specific domains such as science textbooks, medical terms, or geographic locations.

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I learned that children learn through social interaction and explicit instruction. Social interaction is bound to occur either at home or at school or in the community, this helps to increase student's prior knowledge. This prior knowledge is an asset, especially as students learn academic language. Academic language helps students increase their communication and comprehension skills which then helps them tackle other learning objectives that will lesser their zone of proximal development and scaffolding needs overtime.

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I want to learn strategies for scaffolding instruction and grouping students that allow for differentiation without making students feel like they are not smart or are falling behind. What techniques can I use to help students who are struggling without them feeling like everyone else is smarter than they are?

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I know that students cognitively develop at different paces. For example, some students in my kindergarten class write their letters backwards because of the way their brain is forming connections in its current stage of development.

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I want to know how the curriculum varies for each grade level.
How often does the curriculum and standards change?

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I would like to know what teachers use in order to place students in different levels when working in small groups. How do they decide reading levels, math groups etc. And what they do to help them more forward.

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Students learn in various ways, what works for one may not work for another. Connecting to something they already know helps the student engage and help them want to learn some more. I also find that having the students learn visually and hands on makes the lessons more meaningful .

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I want to know what we should do when there are students who understand a concept in minutes while others take the entire day. How do we find a balance for the time allotted to a lesson or unit so that we don't have some students under stimulated or others overwhelmed.

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I know that no child is alike. They each have their own strengths, and, therefor, each learn differently. That is why differentiation is so important, so that students are given a more fair opportunity to learn and demonstrate their learning to the best of their potential.

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I want to know if there are different ways to teach each type of learner and are they diffident methods for the different ages ?

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How do teachers accelerate students learning without remediation? I hear it often that we need to teach the grade level standards, but how do we do that when the majority of students are not at grade level?

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How do teachers manage their time when a group of students have not mastered a concept and the rest of the class is ready to move on? Do you just allow them to fall behind? Does it affect your plan?

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I know that students learn in different ways and paces. Some students are one step ahead while others need extra time to understand concepts.

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Do most teachers who have been in their careers for 10/20 plus years utilize the child development theories that we cover in our courses?

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I know that scaffolding is a technique that is effective in any classroom environment and it's also a way to build community among students.

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Are students able to learn quicker when it is taught in their preferred learning style or is it the same as if it were taught in a style that is not preferred?

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I know that there are many ways that students learn. The ways I am thinking are auditory (listening), visual (seeing), and kinesthetic (hands-on).