# data[].attributes.body
Acquiring the mathematical language is as important as applying their knowledge for problem -solving (Page 71)

# data[].attributes.body
Use multiple modes and modalities for the instruction (e.g., calculators, graphs, counters, clocks, blocks, and cubes; Pages 71-72)

# data[].attributes.body
To check for understanding of the mathematical language, have students manipulate real objects (Page 72)

# data[].attributes.body
Interchange math sentences using varying grammatical structures, words, and expressions (Page 71)

# data[].attributes.body
Introduce and reinforce mathematical operators and operations considering various cultural interpretations (Page 70)

# data[].attributes.body
Use a series of oral commands and observe if students respond correctly (verbal and nonverbal responses; graphs, charts, and tables; Page 72)

# data[].attributes.body
The linguistic complexity of math story problems negatively impacts ELL’s math achievements. (Page 72)

# data[].attributes.body
Teacher should maximize opportunities to make meaning from the content. (Page 72)

# data[].attributes.body
Recount steps in solving problems using sequential language and explain how to arrive at the answers using reasoning (Page 70)

# data[].attributes.body
Use different prepositions and prepositional phrases in sentences, complex noun phrases, and synonyms for math operators, and numerical adjectives in speaking and writing (Page 70)

# data[].attributes.body
Use scaffolding to expose students to grade-level content while building the academic language they need to progress (Page 74)

# data[].attributes.body
Keep students’ language level in mind and differentiate instruction accordingly (Page 74)

# data[].attributes.body
Use instructional supports such as sequenced pictures or cartoons, sentence strips, graphic organizers, interactive apps, use of home language (Page 74)

# data[].attributes.body
Explain differences in the language of multiple genres and discuss how to use rhetorical markers (Page 74)

# data[].attributes.body
Indicate time through the use of tense markers and identify and use words with multiple meanings (Page 74)

# data[].attributes.body
Allow students to use their full linguistic repertoire to maximize their understanding and communication by drawing from both languages (Page 78)

# data[].attributes.body
Utilize cognates, that is, words in languages from the same root, and morphology for vocabulary development (Page 78)

# data[].attributes.body
Based on the use of their full linguistic repertoire, students can take more responsibility for their own learning and become independent world learners. (Page 78)

# data[].attributes.body
Teacher should teach metalinguistic skills to boost student achievement. (Page 78)

# data[].attributes.body
ELLs should be able to distinguish the use of stock phrases associated with genres, prepositions, articles, multiple meanings, idiomatic expressions, and collocations. (Page 77)

# data[].attributes.body
“Science itself is a language and each different science is a separate language.” (Page 78)

# data[].attributes.body
Connect with prior knowledge, language, and culture and expand on what he or she knows. (Page 84)

# data[].attributes.body
Active science is important. “Learning by doing” promotes language and conceptual development. (Page 79)

# data[].attributes.body
Teachers should use academic language development strategies as scaffolds. (Page 84)

# data[].attributes.body
Teachers should foster authentic discourse among students. (Page 79)

# data[].attributes.body
Teach to argue using claims and evidence and discuss language associated with social studies. (Page 85)

# data[].attributes.body
Students should engage in argument from evidence. (Page 79)

# data[].attributes.body
Make students aware of the passive voice and historical present. (Page 85)

# data[].attributes.body
Teachers must keep cultural differences and different world perceptions in mind. (Page 80)

# data[].attributes.body
Identify cognates and explain abstract concepts (e.g., democracy, liberty; Page 85)

# data[].attributes.body
Key use of Academic Language should include discussion, explanation, argumentation, and recount. (Page 80)

# data[].attributes.body
Intentionally plan academic talk such that all students can develop the academic discourse within and across content areas and are engaged. (Page 85)

# data[].attributes.body
Teacher should discuss the language of scientific research and explain how to use a lab report. (Page 81)

# data[].attributes.body
Use cooperative learning to promote academic conversations and social interaction in the classroom (Page 86), teach the necessary skills first

# data[].attributes.body
Use complex noun phrases in scientific contexts and formulate research questions. (Page 81)

# data[].attributes.body
Use graphic and visual support (e.g., maps, globes, timelines, atlases, artifacts, video clips, gaming, GPS; Page 87)

# data[].attributes.body
Students must be made aware of Greek and Latin roots of scientific terms. (Page 81)

# data[].attributes.body
Use cloze or rational cloze assessment and word banks in middle and high school (Page 88)

# data[].attributes.body
Use authentic or real-life materials to help students understand the language and content of science (e.g., instruments, physical models, natural materials, actual substances, simulations; Page 81) and multimedia (Page 82)

# data[].attributes.body
Allow multiple forms of expression of subject matter knowledge (e.g., bullets, outlines, digital record; Page 89)