# data[].attributes.headline
Graphic supports for instruction and assessment across the content areas. (page 67)

# data[].attributes.subject
Graphic supports for instruction and assessment across the content areas. (page 67)

# data[].attributes.headline
Engaging in mathematical discourse using key uses of academic language. (page 68)

# data[].attributes.subject
Engaging in mathematical discourse using key uses of academic language. (page 68)

# data[].attributes.headline
By focusing of key uses, educators can more easily identify their associated grade-level language expectations. (page 68)

# data[].attributes.subject
By focusing of key uses, educators can more easily identify their associated grade-level language expectations. (page 68)

# data[].attributes.headline
With your grade level team, generate a list or make a chart of related ways to seamlessly assess each key use during classroom observation. (page 68)

# data[].attributes.subject
With your grade level team, generate a list or make a chart of related ways to seamlessly assess each key use during classroom observation. (page 68)

# data[].attributes.headline
"Improving mathematics learning through language(where) instruction provides opportunities for students to actively use mathematical language to communicate about and negotiate meaning for mathematical situations." (page 68)

# data[].attributes.subject
"Improving mathematics learning through language(where) instruction provides opportunities for students to actively use mathematical language to communicate about and negotiate meaning for mathematical situations." (page 68)

# data[].attributes.headline
If curriculum and instruction are organized into units of learning, then the learning targets become the standards referenced focal points for language assessment and related set of lessons. (page 68)

# data[].attributes.subject
If curriculum and instruction are organized into units of learning, then the learning targets become the standards referenced focal points for language assessment and related set of lessons. (page 68)

# data[].attributes.body
Language and culture go hand in hand; for mathematics, as for all content areas, there are cultural links to learning. (page 69)

# data[].attributes.headline
Emphasize language, in particular grade-level academic language. (page 72)

# data[].attributes.subject
Emphasize language, in particular grade-level academic language. (page 72)

# data[].attributes.body
Identify language associated with content area (page 72)

# data[].attributes.headline
use language functions as a means of relating the purpose for language use. (page 72)

# data[].attributes.subject
use language functions as a means of relating the purpose for language use. (page 72)

# data[].attributes.body
Address the four language domains or interaction among the modalities of listening, speaking, reading and writing. (page 72)

# data[].attributes.body
Just as in mathematics, certain key uses of academic language overarch the language arts. (page 72)

# data[].attributes.headline
English language proficiency/development standards should directly connect to the college and career readiness standards. (page 74)

# data[].attributes.subject
English language proficiency/development standards should directly connect to the college and career readiness standards. (page 74)

# data[].attributes.body
Engaging in language arts discourse using key uses of academic language. (page 75)

# data[].attributes.headline
Science itself is a language, and each different science is a separate language. (page 78)

# data[].attributes.subject
Science itself is a language, and each different science is a separate language. (page 78)

# data[].attributes.body
As language is essential for successful engagement in the scientific practices, teachers need to foster authentic discourse among students. (page 79)

# data[].attributes.headline
Not only are there cultural views of learning mathematics, there are also cultural relevant ways of teaching it. (page 69)

# data[].attributes.subject
Not only are there cultural views of learning mathematics, there are also cultural relevant ways of teaching it. (page 69)

# data[].attributes.headline
Teachers must keep in mind that even in science, culture influences

# data[].attributes.subject
Teachers must keep in mind that even in science, culture influences

# data[].attributes.headline
Not only do all students need to gain automaticity in math operations, they have to be aware of the words and phrases that are associated with each operation. (page 69)

# data[].attributes.subject
Not only do all students need to gain automaticity in math operations, they have to be aware of the words and phrases that are associated with each operation. (page 69)

# data[].attributes.headline
Because ELLs 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. (page 70)

# data[].attributes.subject
Because ELLs 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. (page 70)

# data[].attributes.headline
Dimensions of Academic Language argumentation (page 75)

# data[].attributes.subject
Dimensions of Academic Language argumentation (page 75)

# data[].attributes.headline
Having crafted examples of key uses of academic language for a content area, it becomes much easier to think about ow to incorporate the dimensions of academic language into instruction and assessment. (page 76)

# data[].attributes.subject
Having crafted examples of key uses of academic language for a content area, it becomes much easier to think about ow to incorporate the dimensions of academic language into instruction and assessment. (page 76)

# data[].attributes.headline
Learning of science necessitates learning the language of science, the two are inseparable. (page 79)

# data[].attributes.subject
Learning of science necessitates learning the language of science, the two are inseparable. (page 79)

# data[].attributes.headline
One of the eight science and engineering practices is that students will "engage in argument from evidence." (page 79)

# data[].attributes.subject
One of the eight science and engineering practices is that students will "engage in argument from evidence." (page 79)

# data[].attributes.headline
Teachers must keep in mind that even in science, culture influences our perceptions of the world and it is our responsibility to honor our students' heritage. (page 80)

# data[].attributes.subject
Teachers must keep in mind that even in science, culture influences our perceptions of the world and it is our responsibility to honor our students' heritage. (page 80)

# data[].attributes.headline
Authentic or real life materials to help students understand the language and content of science are generally available in schools.(page 81)

# data[].attributes.subject
Authentic or real life materials to help students understand the language and content of science are generally available in schools.(page 81)

# data[].attributes.headline
Examples of Academic Language checklist for a science unit. (page 82)

# data[].attributes.subject
Examples of Academic Language checklist for a science unit. (page 82)

# data[].attributes.headline
For instructional assessment of science, students have the advantage of being able to interact with real-world materials. (page 81)

# data[].attributes.subject
For instructional assessment of science, students have the advantage of being able to interact with real-world materials. (page 81)

# data[].attributes.headline
Students can observe scientific phenomena, illustrate what they see, and draw conclusions either orally or written form. 

# data[].attributes.subject
Students can observe scientific phenomena, illustrate what they see, and draw conclusions either orally or written form. 

# data[].attributes.headline
The identification of dates, places, people, and events that students encounter in social studies directly relate to content. (page 83)

# data[].attributes.subject
The identification of dates, places, people, and events that students encounter in social studies directly relate to content. (page 83)

# data[].attributes.headline
The description, explanation, and comparisons of these entities are some of the academic language functions needed to access the content. (page 83)

# data[].attributes.subject
The description, explanation, and comparisons of these entities are some of the academic language functions needed to access the content. (page 83)

# data[].attributes.headline
For ELLs especially students with limited or interrupted education, the content area of social studies is often fraught with challenges because of many of the concepts, historical events, and famous figures fall outside of students' experiential realm. (page 84) 

# data[].attributes.subject
For ELLs especially students with limited or interrupted education, the content area of social studies is often fraught with challenges because of many of the concepts, historical events, and famous figures fall outside of students' experiential realm. (page 84) 

# data[].attributes.headline
As in all learning, we must begin with an ELLs world base-connect with prior knowledge, language, and culture and expand on what he or she knows. (page 84)

# data[].attributes.subject
As in all learning, we must begin with an ELLs world base-connect with prior knowledge, language, and culture and expand on what he or she knows. (page 84)

# data[].attributes.headline
The new generation of standards emphasizes communication and collaboration. (page 85)

# data[].attributes.subject
The new generation of standards emphasizes communication and collaboration. (page 85)

# data[].attributes.headline
Academic talk must be intentionally planned so that all students can develop the academic discourse within and across content areas. (page 85)

# data[].attributes.subject
Academic talk must be intentionally planned so that all students can develop the academic discourse within and across content areas. (page 85)

# data[].attributes.headline
With more focused attention on oral language development comes accountable talk and specific strategies that promote student engagement in academic conversations in more authentic ways. (page 85)

# data[].attributes.subject
With more focused attention on oral language development comes accountable talk and specific strategies that promote student engagement in academic conversations in more authentic ways. (page 85)

# data[].attributes.headline
Cooperative learning may not be familiar for ELLs who have been schooled outside of the United States.

# data[].attributes.subject
Cooperative learning may not be familiar for ELLs who have been schooled outside of the United States.

# data[].attributes.headline
Instruction and assessment  that incorporates cooperative structures should begin with the social and socio-cultural skills required for tasks, such as taking turns, sharing information, and respecting student reponses. (page 86)

# data[].attributes.subject
Instruction and assessment  that incorporates cooperative structures should begin with the social and socio-cultural skills required for tasks, such as taking turns, sharing information, and respecting student reponses. (page 86)

# data[].attributes.headline
Graphic and visual representations are invaluable for acquiring the language and content of social studies. (page 86)

# data[].attributes.subject
Graphic and visual representations are invaluable for acquiring the language and content of social studies. (page 86)