2. This strategy works with ELLS because it provides 
it provides ELLs the opportunity to incorporate smooth transition and signal words as well as to model appropriate structure.

3. This could be used to prepare for formal academic writing that measures structure and sentence variety, such as the regents. It also reminds students to complete all of the required parts of the writing.

example
use of a current event that the students can relate to their lives. Once the students do the visual or quick read ask a question to bring them back to the history lesson/ topic studying. A good example would be the lockdown in china that the ELL students know then relating to Bill of Rights. This can be a comparison and the students can see the concept in action

Strategy #2 - Invite non-Chinese speakers to speak to the class or create groups with non-Chinese speaking students

This involves asking a simple question such as, "Did anyone else get the answer in a different way?" Then allow enough wait time so students can think through how their problem-solving process was similar or different to the one offered. Create opportunities in the class to engage students in pair sharing activities.

Strategy #2 - Allow students to discuss how they are thinking about math.

“First, we read math word problems; I demonstrate the logical thinking process while translating words into pictures and, finally, into number sentences. Soon, they start to explain their own thinking after reading complicated word problems that involve several steps. They correct each other, and argue about which number sentences they should use to arrive at the correct final results. As they sharpen their math skills, I capitalize on their enthusiasm to teach them how to extract the most important information from texts, and move them toward the oral and reading fluency they need to understand and discuss more challenging texts” (Xiao-lin). 

Strategy #2 - Repeated readings of the word problem together as a class

Writing out the answer to a problem is a very important skill to develop because many state math tests require a constructed response to questions. Incorporate as homework a journal entry at the end of the week.

Strategy #2 - Have students translate symbols into words, and write the sentence out. 

This allows students to process the operations involved in the question and gives them an opportunity to think through how to solve it. It also gives students a chance to familiarize themselves with important vocabulary words.

Students will understand material better if they explain it to another student, and the new student will benefit from hearing the explanation in their first language. Create groups of students that speak the same language or seat them near each other in the classroom. 

Strategy #2 - Demonstrate that vocabulary can have multiple meanings.

Help students understand the different meanings of words such as "table" and "quarter," as well as how to use them correctly in a mathematical context. Create opportunities in the classroom to identify different words with non-mathematical and mathematical definitions.

2-This routine strategy will help ELLs in developing historical thinking skills of corroboration 

3-Is Lincoln racist (by our current standard) or not (by the standard of the 19th century America)?

4-https://sheg.stanford.edu/history-lessons/corroboration-classroom-poster