# data[].attributes.headline
Increased cultural awareness. Connecting with families early is important. Rely on student assets.

# data[].attributes.subject
Increased cultural awareness. Connecting with families early is important. Rely on student assets.

# data[].attributes.headline
The difference between language acquisition and language learning 

# data[].attributes.subject
The difference between language acquisition and language learning 

# data[].attributes.body
Takeaway - be patient, be empathetic, be intentional. I also liked "Learning occurs best when teacher provide students with frequent opportunities to participate and interact with others (pg 19).

# data[].attributes.headline
I want to implement language targets and a student developed word wall.

# data[].attributes.subject
I want to implement language targets and a student developed word wall.

# data[].attributes.body
Don't forget where your students are at. It may be hard to view from their perspective since we all have so much work to do. We have to make sure that we are remembering vocabulary and provide students many opportunities to practice what they have learned. Patience is your best friend and always look at progress not mastery.

# data[].attributes.body
Welcome MLLS and make them feel comfortable, by helping students understand the key goals and activities, modeling activities before students engage, provide frequent opportunities for practice, and connections to cultural experiences.

# data[].attributes.body
Trying to ensure my student have multiple times for "repetition" (pg. 31). next week as we analyze some topics with vocabulary that could be new/ a struggle for them.

# data[].attributes.headline
Lizama - There are multiple ways to practice learning - (Reading, Writing, Speaking, and Listening - Oral, Visual, Written Responses)

# data[].attributes.subject
Lizama - There are multiple ways to practice learning - (Reading, Writing, Speaking, and Listening - Oral, Visual, Written Responses)

# data[].attributes.body
It is important to create an MLL friendly learning environment where students feel safe and believe that they can learn and accomplish the same tasks as their peers.

# data[].attributes.headline
The MLL checklist: making deliberate modifications to my daily lessons 2. Language targets along with learning targets

# data[].attributes.subject
The MLL checklist: making deliberate modifications to my daily lessons 2. Language targets along with learning targets

# data[].attributes.body
I am already providing most of these things, but I need to provide more opportunities to practice in multiple contexts.

# data[].attributes.body
Cooperative Learning is the BEST Learning.
Strategies on pgs. 30 - 33
Self-Reflection Opportunities
Explicit Teaching of Vocabulary

# data[].attributes.body
I want to implement more graphic organizers. The past year I have stepped back from using them and that has been a big mistake in instruction. All students, no matter what level they are, need that break down whether it is for vocabulary or content.

# data[].attributes.body
Total Physical Response
Writing guiding questions
Language Targets

# data[].attributes.body
Strategies for small group work and strategies for vocabulary instruction.

# data[].attributes.body
3 minute review (collaboration) and the beach ball activity for vocab!

# data[].attributes.body
Find ways that students can collaborate with even responsibility that way no one over powers and does all the work.

# data[].attributes.headline
Strategies for small group and using new strategies

# data[].attributes.subject
Strategies for small group and using new strategies

# data[].attributes.body
I more so connected with chapter 3 as opposed to 4 - reinforces one of my core beliefs that collaboration is essential for MLLs to master the content and language.

# data[].attributes.body
Strategies - Cooperative group strategies such as Showdown, Three Minute Review, Think-Pair-Share and Self-Reflection produce stronger engagement and learning.

# data[].attributes.headline
I want to implement small groups more frequently

# data[].attributes.subject
I want to implement small groups more frequently

# data[].attributes.body
More explicit teaching of vocabulary

# data[].attributes.body
I would like to try "talking chips" and "3 minute review" collaboration activities and incorporate more "act it out" and "find the transition word" activities. Transition words are something that my students struggle with, and I think this will help them with reading comprehension and interpreting assessment questions.

# data[].attributes.body
It may be helpful to preteach vocabulary to Stage 1 and 2 MLLs, but to teach vocabulary within the context of the reading with Stage 3 and above.

Also, using different strategies to help students practice their vocabulary

# data[].attributes.body
Talking chips because they always think that because one person knows how to get the answer, they can rely on them for the group problem.

# data[].attributes.body
Thumbs Up
Beach Ball
Bingo vocabulary practice

# data[].attributes.body
More vocabulary strategies for math whether bingo and intentional displaying of vocabulary

# data[].attributes.body
I was reminded of the importance of conferencing. I hope to do it more next year since my classes will be smaller!

# data[].attributes.body
A lot of students don't have the background that they need in order to relate. You have to show students or teach students what some to the things are before actually going into content.

# data[].attributes.body
Activating background knowledge by making various connections to the text, giving ELLs explicit opportunities to learn how to write appropriately in the content area.

# data[].attributes.body
Made a connection to teaching the writing process with MLL students: pre-writing, writing, editing, and revising

Remembering to build synthesis around instruction so that students are able to make connections (text to text, text to self, and text to world)

# data[].attributes.body
Mosley
Encouraging students to make self-text, text to text and text to world connections.

MLLs need to visualize what they are learning

Stop asking Open-ended Questions

# data[].attributes.body
This is more so for next year BUT I really want to try the technique of beginning with nonfiction as opposed to fiction (page 93) to establish basic writing skills. I have always started with fiction and do think nonfiction would be better for MLLs.

# data[].attributes.body
Don't really think I would do anything differently. Images with the problems so they can easily relate to what the problem is talking about and give sentence starters for the short responses for word problems.

# data[].attributes.body
Pausing to ask students to make more personal connections / world connections to the text to gauge level of understanding and giving ELLs more opportunities to revise / edit their writing with appropriate supports.

# data[].attributes.body
I will have students do more visualizing and illustrating their thoughts or obtaining pictures from the internet to help make connections with the content.

# data[].attributes.body
I agree with Fliss' idea of beginning the year with nonfiction/informational reading and writing rather than narrative so that students are able to connect writing strategies across content areas.

# data[].attributes.body
Less Focused Free Writes and more writing about the steps needed to solve math problems

# data[].attributes.body
The importance of understanding language acquisition and how it impacts students reading, writing, and mathematical reasoning.

# data[].attributes.body
This definitely connects to the title, but scaffolding must happen in ALL content areas; writing/ reading instruction must occur all day long for our students to inch closer to proficiency. It cannot be done by one person alone --- it really makes me think about how we are using PLC time / Data Talk time to effectively meet the needs of our diverse learners.

# data[].attributes.body
I feel as though the book reminds me that I must be a learner of my individual English Language Learners and meet them where they are in order to access the content.

# data[].attributes.body
Practice and patience. Math scores are often discouraging but you have to remind yourself that they need more practice and they will improve and show progress over the year.

# data[].attributes.body
portfolio assessments to show student mastery
communicating with parents

# data[].attributes.body
Making sure MLLs understand what the content and language objectives are for each lesson, and continually referring back to those objectives throughout the lesson.

Assessing the students by focusing on what they can do.