# data[].attributes.headline
The standards blur to a degree, but it is all about language, when it comes to the English language proficiency/development and English language arts standards. (p. 72)

# data[].attributes.subject
The standards blur to a degree, but it is all about language, when it comes to the English language proficiency/development and English language arts standards. (p. 72)

# data[].attributes.body
o Emphasize language both grade level and academic.

o Identify specific content area language.

o In relation to the purpose of language, use language functions as a means.

o Address the four language domains: speaking, listening, writing, and reading, also address the domains interaction.

o Include technology/multimedia as expressions of language, to represent multiple literacies.

o Reinforce the importance of academic communication between/among students. (p.72-73)

# data[].attributes.headline
Symbols designated to a concept can be different in other cultures. (p.70)

# data[].attributes.subject
Symbols designated to a concept can be different in other cultures. (p.70)

# data[].attributes.headline
Differences of how mathematics operations work, vary with cultural interpretations. (p.70)

# data[].attributes.subject
Differences of how mathematics operations work, vary with cultural interpretations. (p.70)

# data[].attributes.headline
In English, we tend to interchange multiple phrases/word order/ vocabulary to signify a math concept, where ELL students may not recognize or understand sum and increased by both represent addition. (p.70)

# data[].attributes.subject
In English, we tend to interchange multiple phrases/word order/ vocabulary to signify a math concept, where ELL students may not recognize or understand sum and increased by both represent addition. (p.70)

# data[].attributes.headline
The manipulation of real objects benefits ALL students; by checking specifically for understanding of mathematics language, through the teacher’s verbal cues and students hands on/ verbal response. (p.72)

# data[].attributes.subject
The manipulation of real objects benefits ALL students; by checking specifically for understanding of mathematics language, through the teacher’s verbal cues and students hands on/ verbal response. (p.72)

# data[].attributes.headline
Reinforce expressions, along with showing ELL student multiple pathway of solving a given problem. (p.68)

# data[].attributes.subject
Reinforce expressions, along with showing ELL student multiple pathway of solving a given problem. (p.68)

# data[].attributes.headline
“Communication purposes associated with key academic language spearhead the language target.” (p.69)

# data[].attributes.subject
“Communication purposes associated with key academic language spearhead the language target.” (p.69)

# data[].attributes.headline
Use of “concrete referents” will help ELLs attach meaning to mathematical language and concepts. (p.71)

# data[].attributes.subject
Use of “concrete referents” will help ELLs attach meaning to mathematical language and concepts. (p.71)

# data[].attributes.headline
“Judit Moschkovich recommends “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,” (2012).” (p.68)

# data[].attributes.subject
“Judit Moschkovich recommends “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,” (2012).” (p.68)

# data[].attributes.headline
Language and culture go hand in hand, the understanding that culture links to learning. This implies that there is a culturally relevant way of teaching mathematics. (p.69)

# data[].attributes.subject
Language and culture go hand in hand, the understanding that culture links to learning. This implies that there is a culturally relevant way of teaching mathematics. (p.69)

# data[].attributes.headline
To avoid negative implications that often come with the linguistic complexity found on high-stakes tests, allow ELLs more time to make meaning of math content. Which will be more valid assessments for educators. Assessing both their subject matter knowledge as well as the language they use to express it. (p.72)

# data[].attributes.subject
To avoid negative implications that often come with the linguistic complexity found on high-stakes tests, allow ELLs more time to make meaning of math content. Which will be more valid assessments for educators. Assessing both their subject matter knowledge as well as the language they use to express it. (p.72)

# data[].attributes.headline
“By keeping the students’ levels of language proficiency in mind, instruction and assessment can subsequently be differentiated to become a valid representation of what ELLs can do.” (p.74)

# data[].attributes.subject
“By keeping the students’ levels of language proficiency in mind, instruction and assessment can subsequently be differentiated to become a valid representation of what ELLs can do.” (p.74)

# data[].attributes.headline
Certain keys over-arch the language of language arts. Each key has its own way of arranging written and oral text. (p.74-75) 

# data[].attributes.subject
Certain keys over-arch the language of language arts. Each key has its own way of arranging written and oral text. (p.74-75) 

# data[].attributes.headline
Dimensions of Academic Language for Augmentation.

# data[].attributes.subject
Dimensions of Academic Language for Augmentation.

# data[].attributes.body
o Discourse: How text is organized to communicate meaning.

o Sentences: How phrases and clauses work to construct meaning.

o Words/ Expressions: How word choices affect meaning. (p.75)

# data[].attributes.headline
Genres, syntax, and vocabulary can be a stimulus for instructions and assessment of language arts. (p.76)

# data[].attributes.subject
Genres, syntax, and vocabulary can be a stimulus for instructions and assessment of language arts. (p.76)

# data[].attributes.headline
Instructional Supports for Language Arts- that may be helpful for ELLs and ELL’s with disabilities

# data[].attributes.subject
Instructional Supports for Language Arts- that may be helpful for ELLs and ELL’s with disabilities

# data[].attributes.body
o Sequenced pictures

o Illustrated) sentence strips

o Word/phrase/sentence or learning walls

o Graphic organizers

o Educational games (technology)

o Interactive apps

o Student generated poster

o Stories on tape, podcasts, streaming content, or videos

o Use of home language, when applicable (p.76)

# data[].attributes.body
o Designing a product

o Perform in a drama

o Be involved in a college/ career readiness project (p.77)

# data[].attributes.headline
Teachers might explore the language of language arts, having ELLs distinguish the use of:

# data[].attributes.subject
Teachers might explore the language of language arts, having ELLs distinguish the use of:

# data[].attributes.body
o Stock phrases associated with genres.
o Preposition Phrases.
o Articles.
o Multiple meanings.
o Idiomatic Expressions
o Collocations, the combination of words that often co-occur.(p.77)

# data[].attributes.headline
Teachers can facilitate vocabulary development working with on cognates with students who simultaneously use two languages. (p.78)

# data[].attributes.subject
Teachers can facilitate vocabulary development working with on cognates with students who simultaneously use two languages. (p.78)

# data[].attributes.headline
"Science, itself, is a language and each different science is a separate language" according to Carrasquillo and Rodriguez. (p.78)

# data[].attributes.subject
"Science, itself, is a language and each different science is a separate language" according to Carrasquillo and Rodriguez. (p.78)

# data[].attributes.headline
Students' language and concepts are expanded while exploring and interpreting the scientific phenomena. (p.79) 

# data[].attributes.subject
Students' language and concepts are expanded while exploring and interpreting the scientific phenomena. (p.79) 

# data[].attributes.headline
Scientific learning is the interaction of 3 dimensions:

# data[].attributes.subject
Scientific learning is the interaction of 3 dimensions:

# data[].attributes.body
o science and engineering practices
o disciplinary core ideas
o & crosscutting concepts (p.79)

# data[].attributes.headline
Learning by doing encourages language and conceptual development. (p.79)

# data[].attributes.subject
Learning by doing encourages language and conceptual development. (p.79)

# data[].attributes.headline
Fostering authentic discourse leads to students development of content and language. (p.79)

# data[].attributes.subject
Fostering authentic discourse leads to students development of content and language. (p.79)

# data[].attributes.headline
Even in science a student's cultural heritage must be acknowledged.

# data[].attributes.subject
Even in science a student's cultural heritage must be acknowledged.

# data[].attributes.body
o broadening their experiential bases and cross-cultural understanding. (p.80)

# data[].attributes.headline
"Darian (2003) discusses how the structure, style, and presentation of scientific information ... can present a challenge to ELLs." (p.80)

# data[].attributes.subject
"Darian (2003) discusses how the structure, style, and presentation of scientific information ... can present a challenge to ELLs." (p.80)

# data[].attributes.headline
Deciphering science's academic language can be done through comparing the uniqueness of its terms, as well as similarities to terms found in other content areas. (p.0-81) 

# data[].attributes.subject
Deciphering science's academic language can be done through comparing the uniqueness of its terms, as well as similarities to terms found in other content areas. (p.0-81) 

# data[].attributes.headline
For student understanding of language and content, schools often use authentic or real-life materials.(p.81)

# data[].attributes.subject
For student understanding of language and content, schools often use authentic or real-life materials.(p.81)

# data[].attributes.headline
Interaction  with the real-world materials, can illustrate what they see and draw conclusions, both oral and written. (p.81)

# data[].attributes.subject
Interaction  with the real-world materials, can illustrate what they see and draw conclusions, both oral and written. (p.81)

# data[].attributes.headline
Students life experience can aid in their learning. If given the opportunity to share their feelings, experiences, and reactions, this will lead to connect their prior knowledge to new situations. (p.83)

# data[].attributes.subject
Students life experience can aid in their learning. If given the opportunity to share their feelings, experiences, and reactions, this will lead to connect their prior knowledge to new situations. (p.83)

# data[].attributes.headline
Language is essential in the exploration and understanding of social studies. (p.83)

# data[].attributes.subject
Language is essential in the exploration and understanding of social studies. (p.83)

# data[].attributes.headline
Description, explanation, and comparison of dates, people, places, and events are some of the academic language functions needed to access that content. (p.83)

# data[].attributes.subject
Description, explanation, and comparison of dates, people, places, and events are some of the academic language functions needed to access that content. (p.83)

# data[].attributes.headline
ELLs can be particular challenged in learning social studies, as much of the content falls out of their experiential realm. (p.84)

# data[].attributes.subject
ELLs can be particular challenged in learning social studies, as much of the content falls out of their experiential realm. (p.84)

# data[].attributes.headline
Zweirs, O'Hara, and Pritchard (2014)suggest to promote academic talk, using academic language strategies as scaffolds. (p.84)

# data[].attributes.subject
Zweirs, O'Hara, and Pritchard (2014)suggest to promote academic talk, using academic language strategies as scaffolds. (p.84)

# data[].attributes.headline
Educators must begin with an ELL's world base connecting what they know and expanding on it. (p.84)

# data[].attributes.subject
Educators must begin with an ELL's world base connecting what they know and expanding on it. (p.84)

# data[].attributes.headline
Emphasize communication and collaboration. 

# data[].attributes.subject
Emphasize communication and collaboration. 

# data[].attributes.body
o rich conversations foster critical thinking and content understanding.
o promote student engagement in authentic ways. (p.85)

# data[].attributes.body
o Think- pair -share
o Round robin
o Numbered heads together
o Self and peer assessment (p.86)

# data[].attributes.headline
Students working with graphic and visual aids  acquire the language and content of social studies. (p.87

# data[].attributes.subject
Students working with graphic and visual aids  acquire the language and content of social studies. (p.87

# data[].attributes.headline
ELLs can't easily produce an essay but could readily relate to the same topic of the essay by constructing or interpreting a series of demographic graphs. (p.88)

# data[].attributes.subject
ELLs can't easily produce an essay but could readily relate to the same topic of the essay by constructing or interpreting a series of demographic graphs. (p.88)

# data[].attributes.body
Teachers decided ahead of time what specifically is being measured.
o vocabulary related to a topic
o idiomatic expression
o etc.
(p.88)