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Some of the language is similar to the language patterns being taught in science.

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I need to be more intentional about teaching non content language 

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I need to be more intentional about teaching non content language 

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Language needs to be planned

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Having a growing word wall for the unit to give the students a place to reference our new vocab and expand our thinking

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That vocabulary is so important for all students

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That vocabulary is so important for all students

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I want to find more resources for current events/articles that are geared toward ELLs

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I want to find more resources for current events/articles that are geared toward ELLs

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Need to be more intentional and not make assumptions about language/vocab

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Bringing pictures when I give instructions

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These skills apply to ALL kids…many need additional language support.

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I think the template is doable and make sense

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The adaptability of the ELL framework to teaching content

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I’d like to learn more specific strategies I can implement 

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I’d like to learn more specific strategies I can implement 

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None thank you

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The standards aligned linguistic demands guide in the NYSED document is comprehensive and could be helpful.

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Breaking language down is beneficial for all students

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I like the format, I think it will be useful. However feeling overwhelmed with how to actually implement it into my classroom on a daily basis.

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That there is a lot of work to do and we are not reaching all learners

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Intention.  How being more intentional about addressing linguistic demand help my students.

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Intention.  How being more intentional about addressing linguistic demand help my students.

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How to keep pace but also ensure you’re helping when you have numerous ELLs in the room that all require attention

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It’s a great way to structure student assessment expectations

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Implement more vocab pertaining to the target content day to day.

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We’d like to create a list of sentence starters for biology writing.

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Focusing on simple transitioning words for all kids. Not assuming kids understand the structure of a question. That is the barrier sometimes that keeps them from the content.

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Breakdown of brick and mortar words

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I feel I am incorporating the linguistic demands already, but don't know whether that incorporation is quality.

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I am thinking about breaking down topics in social studies and going through them with the different question words with increasing difficulty:

-describe the political situation in Kansas in 1850

-explain the kansas-Nebraska act

-explain the impacts of the kansas-nebraska act (cause and effect)

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Teachers need to be mindful about providing students with the language needed for various tasks.

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Brick and mortar idea was cool

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All of our ELLs should have them

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Finding the error activities (Math) creating dialogue with my students. Using content specific vocabulary.

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Using the three vocab columns and generating the sentences needed for explain or justify on the regents open response

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Using the three vocab columns and generating the sentences needed for explain or justify on the regents open response

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These strategies will be helpful for teaching all of our students not just ELLs

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How can we use this for writing skills in subject areas

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That language functions are a part of every lesson.

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That language functions are a part of every lesson.

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More conversation and more assessing discussion based on vocab and transitional words.

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It’s important to understand word choice used is significant to understanding.

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How to balance the time needed for this with the pacing demand of the curriculum

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How to balance the time needed for this with the pacing demand of the curriculum

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Template is intuitive but the document is intimidating and overwhelming. To make it more useful for the next two sessions I feel like we need cliff notes of most important/accessible parts.

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Creating a word wall

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What are good checks for understanding that are easy to manage in an already chaotic content planning 

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What are good checks for understanding that are easy to manage in an already chaotic content planning 

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How much it reflects what we might already do in class, just not structured the same way.

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How to implement if you are a traveling  teacher

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How to implement if you are a traveling  teacher

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I can help my students with these strategies.

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I like the idea of providing more language structure for all students. Sometimes I feel like the Regents content and exam demands teachers explore higher levels of thinking without accounting for gaps in language comprehension. Students are asked to think critically but often struggle to form enough comprehensive thoughts for a true composition. Providing templates and structure may help bridge that gap.

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Encouraging students to think critically about what they’re learning and express their ideas coherently is key. Linguistics plays a role in shaping how students understand complex texts, make arguments, and communicate effectively.

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Use analogies to relate  new vocabulary to things they might already know 

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Use analogies to relate  new vocabulary to things they might already know 

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I want to find ways to differentiate vocab instruction without losing instruction opportunities.

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Provide multiple meanings of words in both directions and instruction.

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Emphasizing vocab as we demonstrate. “Talk the talk”

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Strategies on how to help students at the entering level when we are expected to use tier 2 vocab.

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How to find that sweet spot of balance between creating rigor with a ckass on ell amd non ell students 

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How to find that sweet spot of balance between creating rigor with a ckass on ell amd non ell students 

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Should it be per lesson or per unit.

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None

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Break down barriers ahead of time to allow for more curriculum to be covered.