1. Start lessons with key words in another language, and ask students to share their bilingual skills.

2. Extensive use of visual cues, pre-teaching of key vocabulary words, encouraging small group work and collaboration.

3. Demonstrate and model step by step strategies and procedures in math.

Two Questions:

1. How can we validate student identities without them feeling "singled out"?

2. How can we ensure opportunities for fair student success when introducing word problems in mathematics?

One Aspect we Enjoyed:

1. The whole class discussion that emerges from using the value line strategy.

• Concepts in social studies, such as democracy, can be difficult to retain as they come from Latin and Greek origin.

• Through the use of graphic organizers, it can help ELL students to visualize historical timelines and learn relevant vocabulary.

• When teaching social studies to ELL students, educators can use critical literacy which allows the ELL students to connect their own life experiences to the texts they're reading.

  2 questions:

• How to guide a student when their prior knowledge of history does not align with Western understandings of history?

• How to ensure the lesson content is fluid and accessible for all ELL students, especially when the linguistic acquisition of English varies among the ELL students?

  One aspect we enjoyed:

• We enjoyed the idea of utilizing graphic organizer visuals, especially when a lot of the social studies terminology can be difficult to contextualize. Through the graphic organizers, the visuals (such as historical timelines) give words a significant amount of additional context and meaning.

  
  

1. Passive voice in science can be non-intuitive for ELL students

2. Many words have Greek or Latin roots which complicate things further

3. Normalization adds a layer of advanced grammar as verbs/adjectives become abstract nouns

2 questions we have

1. Can comprehension/language skills for lab experiments wait until the conceptual language has been solidified?

2. How can educators better incorporate students' language in the scientific inquiry process?

1 aspect we enjoyed

1. We enjoyed learning about the etymology of different scientific vocabulary

1.     When students engage in the language of mathematics they expand not only their understanding of mathematics itself but also knowledge on how the English language works as well

2.     They’re taking more ownership of the language of mathematics and use the language actively when they conduct their own assessment

3.     The development of language awareness will benefit the students’ reading comprehension and writing abilities.

Questions:

1.     How can the student understand the sense of academic mathematical words compared to everyday-life vocabulary?

2.     How can we ensure support for ELL students in the standardized test if language proficiency is required to read test questions?

We enjoyed:

-       Connecting math to our lives by using math to analyze issues of importance to their society and take action to promote greater equity in their school or community. It’s connected to the practical life skills needed.

1. Enact CRRP, connect issues in texts to students lived experiences. The creation of identity texts is a great strategy for furthering academic engagement.

2. We need to help students become aware of the intersections between language and power'

3. Students can learn verb tenses as well as start to comprehend different ways in which societies function through transportation, food, where, when, art, and types of employment. This can be seen in figure 7.4

Two questions:

1. How can we make social studies content accessible to ELL learners when the language becomes increasingly abstract?

2. How can we help students construct effective arguments and critically assess the texts they engage with?

One aspect we enjoyed:

1. We enjoyed the graphic organizers as a method of making social studies content more accessible and engaging for ELL students.

-Prior to starting a lesson, it is important for the teachers to provide students with simple definitions and resources to help them understand the vocabulary that is going to be used in the lesson. Normalize giving the big ideas through minor tasks and multilingual forms.

-There are various ways of assessing science, rather than just paper and pencil. Recording anecdotal observations, using language during lessons and activities, and having a student-led discussion on understanding.

-letting them access data in their chosen language.

2 questions:

-How can we find or create easy-to-use websites or apps that let students learn more about science at home with their parents, making it fun and interesting for everyone? (giving it in various languages)

-How can teachers ensure that English Language Learners (ELLs) not only understand the curriculum content but also develop the language skills needed to discuss and write about the concepts embedded in the curriculum?

1 aspect: It's important to provide MLL with multiple definitions for the vocabulary, but also for all students to be given definitions prior to teaching the lesson.

1. three-tiered vocabulary framework (Isabel Beck) provides teachers support when planning science content and language learning for ELLs

2. tier two words have a common feature of nominalization

3. a supportive strategy that science teachers of ELLs can employ is to model the language of scientific inquiry

Two questions that we still have:

1. when discussing methods of evaluation, the text makes specific reference to the skills of arguing and persuading; therefore, we are curious about additional methods of evaluation in the subject of science

2. we are interested in view more teaching vignettes that demonstrate examples of cross-curricular lesson planning

One aspect of class or the text enjoyed:

1. the inclusion of experiment examples and teachers prompts to use in lessons

• Connecting math to ELL students' lives enhances the tangibility, relevance, and authenticity of mathematical content. Thus, it is beneficial to create opportunities for ELLs to engage in discussions about how these mathematical concepts apply in their home countries. This can help them better grasp the use of academic language in mathematics within meaningful contexts.

• Encouraging ELL students to showcase their bilingual skills in the math problem-solving process involves activating their mathematical background knowledge and drawing on their prior lived experiences. This helps validate their linguistic strengths and identities of competence.

• Scaffolding is essential for increasing students' comprehension of mathematical content and language, some strategies we can employ include modeling, hands-on manipulatives, cooperative learning, and dramatization.

2 lingering questions I have:

• How can support be provided for ELL learners with varying math proficiency levels?

• How can we make math assessments more language-accessible for ELLs?

  
  

One aspect I enjoyed:

the concrete examples of how to connect math to the lives of ELLs.

• Much of the vocabulary is predominantly Latin or Greek origin and is rarely used in everyday conversation

• Graphic supports allow teachers to teach thinking skills related to causes and consequences. They also help students to gain control over the language used to express their thinking and relationship to content.

• Teaching Critical Literacy through Textual Dimension -> focuses on information within the text (who, what, where, etc). Personal Dimension -> where students relate textual information to their own experiences and feelings. Critical Dimension -> engages students in critical analysis of issues or problems that come from the text. Creative Dimension -> engages students in creative actions that address social realities.

  
  

2 Questions We Have

• What are the best practices for new teachers? How do we prioritize?

• How to navigate students varying levels of prior knowledge?

1 Thing We Enjoyed

• The conversation our groups had with Kelsey