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"If students develop academic gaps while focusing on English language acquisition, LEAs must provide compensatory and supplemental services to remedy those gaps." (p. 2)

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This quote matters because it showcases how sometimes students can develop gaps and it is important as a teacher to see this and make sure it gets remedied.

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"In addition to offering equal access to the core curriculum, LEAs have an obligation to provide ELs with equal opportunities to participate meaningfully in “all programs and activities . . . whether curricular, co-curricular, or extracurricular.” (p. 2)

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It is important that every student has equal opportunities when it comes to their education and the programs and activities that are provided. By doing this, all students will have the chance to group in their education.

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"To ensure that ELs have the opportunity to participate in GATE programs, LEAs should evaluate them using multiple assessment tools, methods (e.g., non-verbal assessments, such as drawing, matching, portfolios, performances, etc.), and contexts (e.g., in-school and out of-school), so that ELs can demonstrate their knowledge without relying primarily on their ability to use English" (p. 4)

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Every student should have the opportunity to engage in school programs no matter if they are El's or not. This doesn't define who you are or what you know so you should not be limited or labeled by this. Through the use of different assessments, it will help to place students in programs that will be the most beneficial to them.

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"ELs who are gifted and have a disability— sometimes referred to as twice exceptional students— must be carefully monitored so that they can receive EL and special education services, and gifted curricula at their ability levels." (p. 4)

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As a teacher you have to make sure you ae meeting every student's needs and, in these cases, you have to make sure you monitor the student and make sure that they receive the proper support and services that they need to succeed.

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"Diagnostic tools and formative assessment practices are employed to measure students’ content knowledge, academic language competence, and participation in disciplinary practices." (p. 9)

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As a teacher it is very important to use diagnostic tools when it comes to assessing where a student is in their learning because it lets you see what they know, where they are, and where they need some support.

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"ELLs are a heterogeneous group with differences in ethnic background, first language, socioeconomic status, quality of prior schooling, and levels of ELP. Effectively educating these students requires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress." (p. 10)

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You have to make sure to keep in mind when teaching students that they are all different and you have to make sure that you are open minded to using different tools and strategies in order to make sure that the instruction is what each individual student needs.

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"Language switching that can be swift, be highly automatic, and facilitate rather than inhibit solving word problems in the second language, as long as the student’s language proficiency is sufficient for understanding the text of the word problem." (p. 11)

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When it comes to teaching subjects like math it is important to keep in mind the students language proficiency. If a student doesn't understand or isn't that proficient in reading that language, then they are not going to do well on a task. So as teachers we have to keep this in mind and be prepared to accommodate students when it is necessary.

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"While vocabulary instruction is important, it is not sufficient for supporting mathematical communication. Furthermore, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has demonstrated that vocabulary learning occurs most successfully through instructional environments that are language-rich, actively involve students in using language, require that students both understand spoken or written words and also express that understanding orally and in writing, and require students to use words in multiple ways over extended periods of time. To develop written and oral communication skills, students need to participate in negotiating meaning for mathematical situations and in mathematical practices that require output from students" (p. 12)

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As teachers we have to encourage students to take an active role in their learning, and we have to make sure we provide the right type of classroom environment, assignments and coursework to make sure that happens.

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Standards: "Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework" and "Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources)" (p. 11)

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When teaching students, you have to make sure you give instructions and coursework that will help them to learn in school as they move up but will also help to prepare them for the future outside of school as well.

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"When adapting instruction in the core curriculum, LEAs should provide EL services (e.g., bilingual, English as a Second Language [ESL], or other program of instruction) that are age appropriate and of equal rigor as non-EL instruction. Placing ELs in age-appropriate grade levels will provide meaningful access to programs designed to help ELs meet grade-level standards." (p. 2)

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When using instruction or programs it is important to make sure that the students are at/in appropriate grade level. This will help to ensure that they have access to peers and proper instruction and programs that they can use in order to meet standards and thrive as they move up in grades.