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1. Judit Moschkovich recommends "improving mathematics learning through language (where) instruction provides opportunities for students to activly use mathematical language to communicate about and negotiate meaning for mathematical situations (2012). (68)

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1. Judit Moschkovich recommends "improving mathematics learning through language (where) instruction provides opportunities for students to activly use mathematical language to communicate about and negotiate meaning for mathematical situations (2012). (68)

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2. "Not only do all students need automatic in math operations, they have to be aware of words and phrases that are associated with operation" (69). 

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2. "Not only do all students need automatic in math operations, they have to be aware of words and phrases that are associated with operation" (69). 

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3. Language and culture go hand in hand:for mathematics, as for all content areas, there are cultural links to learning. (69)

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3. Language and culture go hand in hand:for mathematics, as for all content areas, there are cultural links to learning. (69)

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4. Mathematical symbols may differ, such as the use of a comma in some counties ti designate the separation of whole numbers from decimal parts. (70)

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4. Mathematical symbols may differ, such as the use of a comma in some counties ti designate the separation of whole numbers from decimal parts. (70)

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5. Because ELL's have had limited practice in manipulating the syntax, or word order, of sentences in English, they cannot recognize how the same mathematical operation can be signaled in numerous ways (Crandall, 1987). (70)

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5. Because ELL's have had limited practice in manipulating the syntax, or word order, of sentences in English, they cannot recognize how the same mathematical operation can be signaled in numerous ways (Crandall, 1987). (70)

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6.  Spanish speakers may recognize "sum" because the cognate resembles the word in their own home language (suma), but all "in all", "altogether", and "total", all of which infer addition, are expressed only as total in Spanish. (70)

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6.  Spanish speakers may recognize "sum" because the cognate resembles the word in their own home language (suma), but all "in all", "altogether", and "total", all of which infer addition, are expressed only as total in Spanish. (70)

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7.   Word combinations in English often make mathematics conceptually compact, as in the phrase "least common denominator. (71)

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7.   Word combinations in English often make mathematics conceptually compact, as in the phrase "least common denominator. (71)

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8. Teachers must understand that for ELL's, acquiring the academic language of mathematics is as important as applying their mathematical knowledge for problem solving. (71)

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8. Teachers must understand that for ELL's, acquiring the academic language of mathematics is as important as applying their mathematical knowledge for problem solving. (71)

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9.  Have ELL students use manipulative s and real objects. Through oral commands, teachers can observe whether students respond correctly, either non verbally or verbally. (72)

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9.  Have ELL students use manipulative s and real objects. Through oral commands, teachers can observe whether students respond correctly, either non verbally or verbally. (72)

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10.  What is often not considered is that the linguistic complexity of math story problems, especially on high stakes test, negatively impacts ELLs' math achievement. (72)

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10.  What is often not considered is that the linguistic complexity of math story problems, especially on high stakes test, negatively impacts ELLs' math achievement. (72)

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1. In English language proficiency/development standards, there is some degree of blurring. (72)

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1. In English language proficiency/development standards, there is some degree of blurring. (72)

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2. English language proficiency/development standards should directly connect to college and career readiness standards. (74)

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2. English language proficiency/development standards should directly connect to college and career readiness standards. (74)

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3. Certain key uses of academic language over-arch language of language arts. (74) 

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3. Certain key uses of academic language over-arch language of language arts. (74) 

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4. Examples of key uses of academic language for a content area helps to think about how to incorporate levels of academic language into instruction and assessment. (76)

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4. Examples of key uses of academic language for a content area helps to think about how to incorporate levels of academic language into instruction and assessment. (76)

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5. Instructional suppports help to bolster instruction; examples include: sequenced pictures or cartoons, word /phrase/sentence or learning walls, graphic organizers, Educational gaming thorough technology, interactive apps, student generated posters, stories on tape, podcasts, videos. (76)

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5. Instructional suppports help to bolster instruction; examples include: sequenced pictures or cartoons, word /phrase/sentence or learning walls, graphic organizers, Educational gaming thorough technology, interactive apps, student generated posters, stories on tape, podcasts, videos. (76)

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6. An assessment to measure learning for a unit may include: students designed product, performance or project that id directly aligned to college and career readiness language arts standards. (76)

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6. An assessment to measure learning for a unit may include: students designed product, performance or project that id directly aligned to college and career readiness language arts standards. (76)

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7. To assess language of language arts use organization of genres and how sentences and words/phrases within those sentences carry specific meaning. (76)

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7. To assess language of language arts use organization of genres and how sentences and words/phrases within those sentences carry specific meaning. (76)

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8. Teachers may have ELL's distinguish the use of :Stock phrases associated with genres (Once upon a time), prepositions phrases (in time vs on time), articles ("I am going to the store" vs "What's in store for me?"), Multiple meanings, Idiomatic expressions (day in, day out), collocations, a combination of words that generally co-occur (strong tea, a powerful computer). (77)

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8. Teachers may have ELL's distinguish the use of :Stock phrases associated with genres (Once upon a time), prepositions phrases (in time vs on time), articles ("I am going to the store" vs "What's in store for me?"), Multiple meanings, Idiomatic expressions (day in, day out), collocations, a combination of words that generally co-occur (strong tea, a powerful computer). (77)

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9. Linguistically and culturally diverse students maximize their understanding and communication by drawing from their resources from both languages. (78)

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9. Linguistically and culturally diverse students maximize their understanding and communication by drawing from their resources from both languages. (78)

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10. When prefixes and suffixes are congruent between languages, students can make a cosslingustic transfer. 

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10. When prefixes and suffixes are congruent between languages, students can make a cosslingustic transfer. 

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1. Teachers need to foster authentic discourse among students, and ensure that they have plenty of opportunity content by language. One example is that with "Next Generation Science Standards" is propose a question and to have students engage in an argument developed  from evidence. (79)

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1. Teachers need to foster authentic discourse among students, and ensure that they have plenty of opportunity content by language. One example is that with "Next Generation Science Standards" is propose a question and to have students engage in an argument developed  from evidence. (79)

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2. Teachers must remember that culture influences a students perspective of the world and it is an educators responsibility to honor students heritage. Teachers may do this through comparison and contrast of cultures. (80)

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2. Teachers must remember that culture influences a students perspective of the world and it is an educators responsibility to honor students heritage. Teachers may do this through comparison and contrast of cultures. (80)

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3. Authentic or realife materials help students understand the language and content of science. (81)

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3. Authentic or realife materials help students understand the language and content of science. (81)

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4. The use of materials and instruments may help ELL's make connections to concepts the student may already know. The following list outlines some of the typical kinds of science resources: Instruments (thermometers, scales, telescopes), Physical models, Natural materials, actual substances (water, salt, elements), illustrations and graphics of cycles and scientific processes, software simulations). (81)

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4. The use of materials and instruments may help ELL's make connections to concepts the student may already know. The following list outlines some of the typical kinds of science resources: Instruments (thermometers, scales, telescopes), Physical models, Natural materials, actual substances (water, salt, elements), illustrations and graphics of cycles and scientific processes, software simulations). (81)

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5. Science offers students the advantage of being able to act with real-world materials and make observations. Students can observe a phenomena, illustrate what they see, and draw a conclusion either orally or in written form. (81)

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5. Science offers students the advantage of being able to act with real-world materials and make observations. Students can observe a phenomena, illustrate what they see, and draw a conclusion either orally or in written form. (81)

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6. Students may need other forms of multimedia that combine with audio and visual input for instructional assessment tools for ELL's. (82)

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6. Students may need other forms of multimedia that combine with audio and visual input for instructional assessment tools for ELL's. (82)

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7. To examine whether students have met language expectations, teachers may develop a check list with criteria that needs to be met. an example of criteria are as follows: identifying, describing, comparing, explaining, evaluating. (82)

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7. To examine whether students have met language expectations, teachers may develop a check list with criteria that needs to be met. an example of criteria are as follows: identifying, describing, comparing, explaining, evaluating. (82)

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8. Duel language writing may help students to demonstrate that they have met academic language expectations. (82)

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8. Duel language writing may help students to demonstrate that they have met academic language expectations. (82)

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9. ELL's should maintain logs with illustration and written text to document what they do as scientist and reflect on their own personal progress. (83) towards meeting goals.

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9. ELL's should maintain logs with illustration and written text to document what they do as scientist and reflect on their own personal progress. (83) towards meeting goals.

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10. Teachers must be sensitive to cultural connections and be familiar with the students backgrounds. Some ELL's may have experienced diseases and disasters that are less likely to strike in the United States. These students should be given the opportunity to express their experiences, feelings, and reactions. (83)

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10. Teachers must be sensitive to cultural connections and be familiar with the students backgrounds. Some ELL's may have experienced diseases and disasters that are less likely to strike in the United States. These students should be given the opportunity to express their experiences, feelings, and reactions. (83)

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1. Literacy defined in college and career readiness anchor standards is foundational to social studies inquiry. (83)

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1. Literacy defined in college and career readiness anchor standards is foundational to social studies inquiry. (83)

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2. Descriptions, explanations, and comparisons are some of the academic language functions needed to access content. (83)

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2. Descriptions, explanations, and comparisons are some of the academic language functions needed to access content. (83)

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3. Social Studies content may be extra challenging for ELL's because much of it's concept, historical events and famous figures falls outside of the students experiential realm. Many themes that thread through U.S. curriculum are abstract in nature or pertain only to the U.S. in context. (84)

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3. Social Studies content may be extra challenging for ELL's because much of it's concept, historical events and famous figures falls outside of the students experiential realm. Many themes that thread through U.S. curriculum are abstract in nature or pertain only to the U.S. in context. (84)

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4. Zwiers, O'Hara, and Pritchard (2014) suggest the use of academic language development strategies as scaffolds.  (84)

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4. Zwiers, O'Hara, and Pritchard (2014) suggest the use of academic language development strategies as scaffolds.  (84)

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5. Students should be given the opportunity to use cooperative Learning strategies to promote oral interaction. They may participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in large and small groups. (85)

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5. Students should be given the opportunity to use cooperative Learning strategies to promote oral interaction. They may participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in large and small groups. (85)

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6. Cooperative learning promotes academic conversations among students, increases their meta cognitive awareness and encourages friendships.Some of the methods that may be used are: two-way task, think-pair-share, numbered heads together and round robins. (86)

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6. Cooperative learning promotes academic conversations among students, increases their meta cognitive awareness and encourages friendships.Some of the methods that may be used are: two-way task, think-pair-share, numbered heads together and round robins. (86)

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7. The usage of graphic and visual supports aid with teaching Social Studies. Some manipulatives for Social Studies include: maps, globes, Arial and satellite photographs, timelines, atlases, compasses, multicultural artifacts, global positioning systems, gaming through technology, video clips. (88)

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7. The usage of graphic and visual supports aid with teaching Social Studies. Some manipulatives for Social Studies include: maps, globes, Arial and satellite photographs, timelines, atlases, compasses, multicultural artifacts, global positioning systems, gaming through technology, video clips. (88)

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8. Cloze passages are an effective assessment for teachers to evaluate learning and understanding of content. (88)

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8. Cloze passages are an effective assessment for teachers to evaluate learning and understanding of content. (88)

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9. Students should be allowed to use multiple forms of expression of subject matter for assessment. For example if the content objective for a series of lessons is for students to summarize the features of historical periods or geopolitical regions, students may present the information as a series of bullets, produce and outline, or digitally record their ideas rather than produce an essay.

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9. Students should be allowed to use multiple forms of expression of subject matter for assessment. For example if the content objective for a series of lessons is for students to summarize the features of historical periods or geopolitical regions, students may present the information as a series of bullets, produce and outline, or digitally record their ideas rather than produce an essay.

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10. Teachers may wish to focus on students use of certain sentence patterns, such as use of time markers and topic-related vocabulary in context , rather than on historical accuracy of their students presentations. (89)

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10. Teachers may wish to focus on students use of certain sentence patterns, such as use of time markers and topic-related vocabulary in context , rather than on historical accuracy of their students presentations. (89)