https://padlet.com/faith_lauren0/jlsbj8lg42wc Discovering how language differs across different content areas en-us 2020-02-17 05:55:24 UTC 2020-02-17 06:44:59 UTC hello@padlet.com faith_lauren0 https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446251970 2.) "Instruction provides opportunities for students to actively use mathematical language" (page 68)
3.) Having a sense of key uses of academic language helps pinpoint the communicative intent of a unit of learning (page 69)
4.) Taking the use of words and phrases within sentences a bit deeper (page 69)
5.) Language and culture go hand in hand for mathematics (page 69)
6.) For ELL's there are cultural interpretations of how mathematics operations work around the world (page 70)
7.) ELL's cannot recognize how the same mathematical operation can be signaled in numbers ways (page 70)
8.) Teachers during instruction often interchange math sentences using varying grammatical structures, words, and expressions (page 71) 
9.) Students can benefit from learning through multiple modes and modalities (page 71)
10.) Achievement in mathematics centers on the concepts and skills required for problem solving (page 72) ]]> 2020-02-17 06:00:44 UTC https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446251970 faith_lauren0 https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446254317 2.) Standards use language function as a means of relating the purpose for language use (page 72)
3.) Language scaffolds across the levels of English language proficiency (page 74)
4.) Must keep students levels of language proficiency in mind (page 74)
5.) English language development should connect directly to college and career readiness standards (page 74) 
6.) Examine your language and content standards to ascertain the relationship between the two (page 74) 
7.) Create crafted examples of key uses of academic language (page 76)
8.) The dimensions of academic language apply across all content areas (page 76)
9.) One supported for ELL's is sequenced pictures
10.) Another support for ELL's is graphic organizers]]> 2020-02-17 06:14:21 UTC https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446254317 faith_lauren0 https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446257311 2.) Students language and concepts are expanded through the exploration (page 79)
3.) "Learning by doing" promotes language and conceptual development simultaneously
4.) NGSS introduces scientific leaning as the interaction among three dimensions
5.) Teachers must keep in mind in science culture influences our perceptions of the world (page 80)
6.) Students can use compare and contrast to broaden experimental bases (page 80) 
7.) Authentic or real-life materials help students understand the language of science (page 81) 
8.) In science students have the advantage of being able to interact with real-world materials (page 81)
9.) Students can observe phenomena (page 81)
10.) Videos and other forms of multimedia are useful assessment tools]]> 2020-02-17 06:30:23 UTC https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446257311 faith_lauren0 https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446259022 2.) The identification of dates, place, people, and events relate directly to content (page 82)
3.) For ELL's social studies is challenging due to historical events and famous figures (page 84)
4.) Use academic language development strategies as scaffolds (page 84)
5.) The new generation of standards emphasize communication and collaboration (page 85)
6.) Rich conversation and content understanding (page 85)
7.) Academic talk must be intentionally planned (page 85)
8.) One cooperative learning strategy is think-pair-share (page 86)
9.) Another cooperative learning strategy is numbered heads together (page 86)
10.) One cooperative learning strategy is round robin (page 86) ]]> 2020-02-17 06:37:44 UTC https://padlet.com/faith_lauren0/jlsbj8lg42wc/wish/446259022