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The name of someone or a presumably common item.

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For words that are concrete (can be shown visually through images or realia). For words that have cognates that sts are familiar with in their native language

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For words that are concrete (can be shown visually through images or realia). For words that have cognates that sts are familiar with in their native language

# data[].attributes.body
experiences that students may have had or participated in to give their POV

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Brief intro to a name

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Homophones and homographs in word problems

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when it's a not familiar language or used in their daily language such as Mark up, compounding, interests, etc

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When the experience of learning in context is more beneficial than just giving the definition or clearing it in order to build conceptual understanding.

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When the experience of learning in context is more beneficial than just giving the definition or clearing it in order to build conceptual understanding.

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key vocabulary that are essential to the content currently being learned

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key vocabulary that are essential to the content currently being learned

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when the word or phrase is necessary for task understanding and makes more sense to use with the problem.

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For specific skills- Is there a relationship with percents and decimals? 

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For specific skills- Is there a relationship with percents and decimals? 

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Words that students can relate to or have prior knowledge of

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word that may be easy to connect to everyday experiences

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When the word or term is not necessarily something that is exclusive to the problem and not really needed to interact with the content experience. 

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When the word or term is not necessarily something that is exclusive to the problem and not really needed to interact with the content experience. 

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Sharing the meaning of a term that students need to know, but does not need to be explored conceptually.

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Using real world language as it is taught

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I would say as often as possible as a cognitive strategy to not only learn new concepts, but to also develop language

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I would say as often as possible as a cognitive strategy to not only learn new concepts, but to also develop language

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Simple terms that do not pertain to the content of a task (e.g. names, places, etc)

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Simple terms that do not pertain to the content of a task (e.g. names, places, etc)

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When the context of the problem is important to a deeper understanding of the mathematics.

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When the connections are really easy for students to make due to prior knowledge or contextual meaning

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When the connections are really easy for students to make due to prior knowledge or contextual meaning

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Use of skill being taught by teacher in their own every day life i.e. painting room then painting a larger room and calculating ratio of paint needed.

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A term or item related to the students personal or educational past that helps understand the context of the task.

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A term or item related to the students personal or educational past that helps understand the context of the task.

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When the activation of background knowledge is necessary to visualizing what the problem is asking.

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When the activation of background knowledge is necessary to visualizing what the problem is asking.

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Other students in the class can provide examples/definitions

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Other students in the class can provide examples/definitions

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When applying new skills, teachers should use to develop conceptual understanding

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When applying new skills, teachers should use to develop conceptual understanding

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Helping students understand specific school language.

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When you want to build off something students already know and increase their background knowledge that will support their learning.