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1.  A strong framework in the academic language of social studies comes from being able to emphasize concepts that focus on student’s development of the capacity to know, analyze, explain, and argue about changes in our social world. (p.83)

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2. Identifying dates, places, people and events that students will encounter during a social studies lesson relates to the content. Using academic language it is important to be able to describe, explain and compare the content being used. (p. 83)

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3. For ELL student’s social studies can be a challenge seeing how any with limited education will be unfamiliar with many of its concepts that include historical events, and famous figures. (p. 84)

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4. Beginning with a strong word base will help ELL students form and make connections using prior knowledge, language and culture. This will also expand what they already know. (p. 84)

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5. When teaching and using academic language in social studies there are instructional strategies, supports and methods that help ELL students develop the language and its understanding, best to follow a scaffold of strategies. (p. 84)

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6. There are 4 types of discourses that can be used in academic language these are Discussion, Explanation, Argumentation, and recount.  (p. 85)

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7.  The dimensions of academic language focus on genres, syntax and vocabulary. Discourse in genres help contribute to historical debates and focuses on the language associated with disciplines that constitute social studies. Syntax becomes aware of their voice and vocabulary allows understanding of cognates and abstract words. (p. 85)

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8.  The NGSS helps emphasize communication and collaboration. As we expect students to participate and collaborate with a partner on grade level topics in small group or partner settings. Yet, the oral language is what we should focus more on as it is easier to monitor and for teachers to see who understands. It is also an easier way to implement the NGSS standards. Cooperative learning helps promote academic conversations among all students including ELL’s. The strategies used will be helpful in the classroom.   (p. 85-86)

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9.  The use of graphs and other visuals contribute to the teacher's instruction and assessment to help facilitate their student’s oral language. (p. 87)

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10.     As ELLs progress through school they will begin to see less and less visuals and graphs and encounter more text. Assessments in social studies turn out to be more literacy based. This is when teachers decide what ahead of time what students should be measured on during an assessment including which vocabulary relates to the topic and text. (p. 88)

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1. Science is considered “learning by doing” which promotes language and conceptual development simultaneously. (pg.79)

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2. The NGSS is used in K-12 which helps introduce scientific learning as the interaction among the three dimensions; science and engineering, disciplinary core ideas and cross cutting concepts. (pg.79)

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3.  Language is the key to the success among our students to be able to participate and stay engaged in scientific practices. Teachers will provide discourse to challenge the students to be engaged. (pg.79)

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4. The world around us and its culture influence things that are taught in science. An example of this is “Native Americans may categorize plants and animals according to their function. (pg.80)

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5. Discourse is a big part of the academic language especially in science. The 4 different types of discourse are; discussion, explanation, argumentation, and recount. (pg.80)

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6. The use of sentence structure in science use complex nouns phrases used in scientific contexts. These help formulate questions for research. (pg.81)

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7.  Vocabulary is key, which will help with the explanations of scientific words. Be cautious of such words that include “photo/photo-electron, photogenic, and photography. (pg. 81)

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8. Scientific materials help ELL students make connections between their home language and English in science, which provides the visual support that is needed for ELL’s. (pg. 81)

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9. Assessments given in science allow ELLs to make observations, draw an illustration, and make conclusions from their drawing. This allows teachers to see the process and understanding of each student. (pg. 81)

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10. A checklist/rubric is a great way for ELL students to visually see what they are being required to complete to ensure that they have met the criteria of the academic language and its function. (pg. 82)

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1. The language in language arts that are used are considered these four domains; listening, speaking, writing and reading. (pg.72)

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2.  When teaching language it is important to understand the content target and the language target as they correlate with one another to teach the standard. (pg.72)

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3. Language arts can be described as using implicit and explicit

Information, using quotations from the text and types of textual

evidence help describe the usage for language.  (pg.73)

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4. There are 4 key components to what we use in the academic

language these are; discussion, explanation, argumentation,

and recount. (pg.75)

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5. The way the text is organized and the way we communicate these meanings allow the academic language in the text to begin with a thesis statement with background information. Any arguments that are stated to justify a claim as long as there is evidence. (pg.75)

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6. The way sentences are formed using nouns, past and present tense along with connectives and phrases all serve a different purpose in the academic language. (pg.75)

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7. Words and expressions come from the usage of nouns, verbs, and expressions. They affect the meanings of words and the way they are used. (pg.75)

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8. The usage and understanding of Academic language is key and beneficial when students take assessments and teachers examine it. (pg.76)

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9. Students need to be able to read and understand the academic language in order to distinguish certain meanings that come within sentences and phrases. Some concepts that students may need to distinguish between are prepositions, multiple meaning words, articles and idiomatic expressions. (pg.77)

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10.Different genres are important to identify. They help you understand the language of multiple genres, such as folktales, fairy tales, biographies, and autobiographies. (pg.76)

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1. In order to carry out a math       discussion in the classroom

You must be able to use the

math terminology and understand

its meaning. (pg.68)

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2.  Explanations are widely used in math to help describe the different ways  you may come up with a certain solution in a math

problem as we all do not solve for the solution the same. (pg.68)

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3. Argumentation helps defend how to solve theorems using numerical representations to help support claims. (pg.68)

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4. When you give step by step directions during a think aloud this is using language of math to

Solve mathematical problems, which we call recounting.  (pg.68)

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5.  Using graphs, charts, and lists will help generate and boost the language that is spoken during

Math. (pg.68)

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6. Having strong curriculum and instruction will help improve the necessary language needed

In math. (pg.69)

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7. When taking an assessment in language in math this will become a great target in the assessment. (pg.69)

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8. Vocabulary is something that is commonly used in math to solve the four basic math operations, especially in speaking and writing. (pg.70)

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9.The way sentences are formed and phrased using mathematical operations are used with nouns

which helps the language of mathematics. (pg.70)

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10. Being able to explain mathematical language by using sequence and recounting steps is a big part of being able to explain and understand. (pg.71)