https://padlet.com/ehufford8/9zd4vjhyqhei Exploring how language is different in the content areas en-us 2019-07-15 02:36:19 UTC 2019-07-15 03:28:58 UTC hello@padlet.com ehufford8 https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371128105 1. Not only are there cultural views of learning mathematics, there are also culturally relevant ways of teaching it (p. 69). 
2. Spanish speakers may recognize sum because the cognate resembles the word in their home language (suma), but in all, altogether, and total, all of which infer addition, are expressed only as total in Spanish (p. 69).
3. During instruction, teachers often interchange math sentences using varying grammatical structures, words, and expressions (p.70)
4. ELLs may be confused by mathematical terms that are also everyday objects. (Ex. table) (p.71)
5. Students can benefit from learning through multiple modes and modalities (p.71)
6. English language learners’ use of concrete referents helps them attach meaning to language and concepts (p.71)
7. Manipulative for mathematics (p.71)
8. To ascertain whether ELLs understand the language of mathematics, have them manipulate real objects such as Unifix cubes, Cuisenaire rods, or whatever is age appropriate, matches the content and language objectives of the lesson, and represents content and language standards (p.72).
9. To demonstrate their comprehension of the language, the students may produce equations or construct graphs, charts, or tables according to oral input or written text (p.72).
10. By maximizing opportunities for ELLs to make meaning from the content, the results from assessment will be more valid indicators of the students’ subject matter knowledge and the language they use to express it (p.72).]]> 2019-07-15 02:37:35 UTC https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371128105 ehufford8 https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371129547 1. Figure 3.8: Engaging in Language Arts Discourse Using Key Uses of Academic Language (p.73)
2.Figure 3.9 Dimensions of Academic Language for Argumentation (p.74).
3.Having crafted examples of key uses of academic language for a content area, it becomes much easier to think about how to incorporate the dimensions of academic language into instruction and assessment (p. 74)
4.Assessing the language of language arts deals with the organization of genres and how sentences and words/phrases within those sentences carry distinct meanings (p.77)
5.Whenever there are linguistically and culturally diverse students who have more than one language in common, translinguistic transfer or translanguaging, the intentional interexchange between languages, is bound to occur (p.77)
6. Using their full linguistic repertoire, students are able to maximize their understanding and communication by drawing from their resources from both languages (p.77)
7. Cognates, words in languages from the same root, offer another way in which teachers can facilitate vocabulary development for these emergent bilinguals who are simultaneously using two languages (p.77)
8. Methods of teaching language learners strategies to increase their vocabulary that draw from multiple languages, such as using word parts (morphology) and cognates, help open a window onto the world (p.78).
9. Since research points to vocabulary in one or more languages as an index for content knowledge and skill development (Graves, August, & Mancilla-Martinez, 2012), students can take more responsibility for their own learning and become independent word learners (p.78).
10. Intentionally teaching this metalinguistic skill can readily boost student achievement in two languages (p.78).

]]> 2019-07-15 02:47:27 UTC https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371129547 ehufford8 https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371131848 1.Learning science necessitates learning the language of science; the two are inseparable (p.79).
2. “learning by doing” promotes language and conceptual development simultaneously (p.79)
3. The Next Generation of Science Standards, guided by the Framework for K-12 Science Education, introduces scientific learning as the interaction among three dimensions: science and engineering practices, disciplinary core ideas, and crosscutting concepts (p. 79)
4. Teachers need to foster authentic discourse among students (p.79)
5. 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 (p.79)
6. Through comparison and contrast of cultures, both students and teachers are able to broaden their experiential bases and cross-cultural understanding (p.79)
7. Authentic or real-life materials to help students understand the language and content of science are generally available in schools (p.81)
8. These materials help make connections from the concepts the students may already know in their home language to English or provide visual support for learning (pg.81)
9. In addition to actual scientific equipment and materials, videos and other forms of multimedia that combine audio and visual input can be useful instructional assessment tools for language learners (p.81).
10. Figure 3.15:An Example of an Academic Language Checklist for a Science Unit (p.81)]]> 2019-07-15 03:01:57 UTC https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371131848 ehufford8 https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371133935 1. Many of its concepts, historical events, and famous figures fall outside the students’ experiential realm (p.83)
2. How do you explain democracy, justice, freedom, or equity to a refugee child who hasn’t had even remote contact with these basic precepts of American history? (p.83)
3. As in all learning, we must begin with an ELL’s world base—connect with prior knowledge, language, and culture and expand on what he or she knows. (p.83)
4. To promote academic talk between and among students,  suggest the use of academic language development strategies as scaffolds (p.84)
5.Academic talk must be intentionally planned so that all students can develop the academic discourse within and across content areas (p.85)
6. 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 (p.85)
7. One such set of strategies is cooperative learning structures that organize social interaction in the classroom (p.85).
8. Instruction and assessment that incorporates cooperative structures should begin with the social and sociocultural skills required of the tasks, such as taking turns, sharing information, and respecting student responses (p.85).
9. It also provides ample opportunities for students to engage in self- and peer assessment within a natural setting (p.85).
10. Identifying key uses and dimensions of academic language, along with instructional supports, can lead to valid assessment (p.90).]]> 2019-07-15 03:19:17 UTC https://padlet.com/ehufford8/9zd4vjhyqhei/wish/371133935