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Maslow's hierarchy of ________ teaches us that there are ___ levels in the pyramid. Each ______ needs to be completed before the next level can be _______.

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The common functions are important because that is what we ask students to do in formal academic discussions. It gets them participating and following the expectations which boosts their confidence.

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If you're increasing their interaction, speaking and listening are automatically going to improve.

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Choral response is a little weird to use in secondary ed.
Think, pair, share
partners

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Display starter with one color, then add response using another color, read the response, have students read response, point out grammatical expectations, provide relevant word bank

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There are so many ways! Here are some suggestions: use visuals, give access in home language, model it for them, give mentor examples--I do, we do, you do.

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ELLs need academic
vocabulary to access curriculum across the content areas

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He is ___-ing.
She is ____-ing.

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I think bats are ____ to our world because _______.

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I think bats are ____ to our world because _______.

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It helps a student know how to respond, and feel more comfortable in trying to respond. 

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It helps a student know how to respond, and feel more comfortable in trying to respond. 

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They are important because there are so many ways we can use language! They need to understand ways to express their ideas in more than one context.
We've taught this in many contexts from social to articulation tasks. We use sentences frames every day.

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Posting language strategies in the classroom can give students something to refer to in situations involving academic language.

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Posting language strategies in the classroom can give students something to refer to in situations involving academic language.

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I teach kindergarten.  I have tried to use some sentence frames in math such as:  I agree with that answer because... or to help students form opinions and explain reasons with :  I like ___ because ----.

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I teach kindergarten.  I have tried to use some sentence frames in math such as:  I agree with that answer because... or to help students form opinions and explain reasons with :  I like ___ because ----.

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An example of effective educational design is _______________.

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An example of effective educational design is _______________.

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Word bank:
-flipped learning
-project based learning
-blended learning

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Language is a social process. Language is developed through interaction.

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Language is a social process. Language is developed through interaction.

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because

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Something I learned over the weekend is 

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Something I learned over the weekend is 

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Practice the skill, hear feedback from peers, bounce ideas off of each other, hear new perspectives, the opportunity to speak is so important!

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It helps studnets know what to expect in your classroom.

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It helps studnets know what to expect in your classroom.

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Because it prompts participation in the different areas of literacy (listening, reading, writing, speaking).

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It is important so all students know the appropriate way to respond and communicate in class. I have taught students how to ask for things in class or how to talk with a partner.

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It is important so all students know the appropriate way to respond and communicate in class. I have taught students how to ask for things in class or how to talk with a partner.

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Wonders vocabulary, writing responses, partner responses, choral responses.  These are times we have used them in the classroom.

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Wonders vocabulary, writing responses, partner responses, choral responses.  These are times we have used them in the classroom.

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We use sentence frames consistently in speech therapy. We need to make some aspects of the therapy "easy" so we can target their specific goal.

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When students are encouraged and given an opportunity to learn at higher levels, and are scaffolded to support their learning, they are getting a better education. 

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When students are encouraged and given an opportunity to learn at higher levels, and are scaffolded to support their learning, they are getting a better education. 

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any collaborative work  will increase a student's language abilities.

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any collaborative work  will increase a student's language abilities.

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When students hear their peers use the language, it helps them use it. 

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When students hear their peers use the language, it helps them use it. 

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a sentence starter, grammar target, word bank

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When my students write in their journals, I always give them a sentence with 2 or 3 blanks, or an open-ended question that they can answer in order to get started in their journal entries. My level 1 kids depend upon a structure to just get started expressing what they want to write

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When my students write in their journals, I always give them a sentence with 2 or 3 blanks, or an open-ended question that they can answer in order to get started in their journal entries. My level 1 kids depend upon a structure to just get started expressing what they want to write

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We use partner and choral responses. It helps with our students reading and math

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We use partner and choral responses. It helps with our students reading and math

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When they  have to use the language, they internalize it.

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When they  have to use the language, they internalize it.

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Model it! Pre-teach it. Use vocabulary strategies. Set them up for success.

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I have considered and used similar ideas.  I have had students share with a partner and we often do choral responses in kindergarten.  Group responses and partner sharing keeps everyone engaged.

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I have considered and used similar ideas.  I have had students share with a partner and we often do choral responses in kindergarten.  Group responses and partner sharing keeps everyone engaged.

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I think it evens out the playing field. The students feel more at ease about participating.

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I think it evens out the playing field. The students feel more at ease about participating.

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A Sentence starter, and critical grammatical and lexical clarification and support for the student.  Not a crutch for an instructional scaffold. 

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A Sentence starter, and critical grammatical and lexical clarification and support for the student.  Not a crutch for an instructional scaffold. 

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precise vocabulary, specified grammatical target, precise word bank

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precise vocabulary, specified grammatical target, precise word bank

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Precise vocabulary
specified grammatical target
a precise word bank that has needed vocabulary

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If you don't teach the words, where will they learn it. We can share that knowledge with them and build on it.

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Using sentence starters and and a word bank for targeted vocabulary.  

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Using sentence starters and and a word bank for targeted vocabulary.  

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It will increase their vocabulary and comprehension.

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It will increase their vocabulary and comprehension.

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Focused task, preceded with preparation, clear roles and responsibilities, required and active monitoring.

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Focused task, preceded with preparation, clear roles and responsibilities, required and active monitoring.

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A Sentence starter, a grammatical target, and a precise word bank

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A Sentence starter, a grammatical target, and a precise word bank

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use sentence frames, and word banks. Another is many  response

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use sentence frames, and word banks. Another is many  response

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We did in our project in Annya's class. It helps to support/scaffold learning! 

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We did in our project in Annya's class. It helps to support/scaffold learning! 

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I use them and I think it helps the students feel more confident. Many times it is just hard for the student to know how to begin. 

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I use them and I think it helps the students feel more confident. Many times it is just hard for the student to know how to begin. 

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sentence starter that is focused, gives grammatical support, may have a word bank

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sentence starter that is focused, gives grammatical support, may have a word bank

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Provide scaffolding and sentence starters when teaching how to write about academic elements

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Provide scaffolding and sentence starters when teaching how to write about academic elements

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If Academic Language is not taught or used by the teacher and also reinforced, a student won't grow to learn or understand academic language.  

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If Academic Language is not taught or used by the teacher and also reinforced, a student won't grow to learn or understand academic language.  

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sentence starter
specific target
word bank

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sentence starters with precise vocabulary, 

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sentence starters with precise vocabulary, 

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academic language is learned differently than conversational language

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academic language is learned differently than conversational language

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Display the starter using one color and the response in a different color.

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Display the starter using one color and the response in a different color.

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As students know the appropriate way to have a discussion with other students they can incorporate the academic language, helping them internalize the words, and have a chance to use then in a safe environment.

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As students know the appropriate way to have a discussion with other students they can incorporate the academic language, helping them internalize the words, and have a chance to use then in a safe environment.

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Give a focused task that requires participation, allows for some preparation, using sentence frames.

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Give a focused task that requires participation, allows for some preparation, using sentence frames.

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create opportunities for students to use comprehensible verbal and written output

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create opportunities for students to use comprehensible verbal and written output

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Give them a focused task that requires participation.  

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Give them a focused task that requires participation.  

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Sentence starter including grammatical target and word bank

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Sentence starter including grammatical target and word bank

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Academic language is not learned the same way as just learning English

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Academic language is not learned the same way as just learning English

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We want ELLs to become long term language learners

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You learn academic language in a different way.

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You learn academic language in a different way.

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You don't learn academic language in the same way that you learn to speak English.  

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You don't learn academic language in the same way that you learn to speak English.  

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Because you don't learn academic language the same way you learn to speak.  All students are learning academic language.

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Because you don't learn academic language the same way you learn to speak.  All students are learning academic language.