https://padlet.com/samanthavolk/khkkjf8b7vsy Exploring how language is different in the content areas. en-us 2020-02-17 04:05:53 UTC 2026-01-07 06:02:34 UTC hello@padlet.com samanthavolk https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446233615 1) By focusing on key uses, educators can more readily identify their associated grade level language expectations (pg. 68).
2) Not only are there cultural views of learning mathematics, there are also culturally relevant ways of teaching it (pg. 69). 
3) Not only do all students need to gain automaticity in math operations, they have to be aware with words and phrases that are associated with each operation (pg.69). 
4) Mathematically symbols may differ, such as the use of the comma in some countries to designate the separation from their whole numbers from their decimal parts (pg. 70).
5) Because ELLs have had limited practice in manipulating the syntax, or word order, or sentences in English, they cannot recognize how the same mathematical operation can be signaled in numerous ways (pg. 70).
6) ELLs may be confused by mathematical terms that are also everyday objects (pg. 71).
7) Teachers must understand that for ELLs, acquiring the academic language of mathematics is as important as applying their mathematical knowledge for problem solving (pg. 71).
8) During instruction, teachers often interchange math sentences using writing grammatical structures, words, and expressions (pg. 71). 
9) Achievement in mathematics centers on the concepts and skills required for problem solving (pg 72).
10) What is often not considered is that the linguistic complexity of math story problems, especially on high-stakes tests, negatively impacts ELLs math achievement (pg. 72).

]]> 2020-02-17 04:25:27 UTC https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446233615 samanthavolk https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446236457 1) Science itself is a language and each different science is a separate language (pg.78).
2) Learning science necessitates learning the language of science; the two are inseparable (pg. 79).
3) "Learning by doing" promotes language and conceptual development simultaneously (pg 79).
4) 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 (pg. 80).
5)Structure, style and presentation of scientific information can present challenges to ELLs (pg. 80)
6) For ELL students, these materials make connections from concepts already known in their home language to English or provide visual support for learning (pg.81).
7) Real-life materials to help students understand the language and content of science are generally available in schools (pg. 81) 
8) Videos and other forms of multimedia that combine audio and visual input can be useful instructional assessment tools for language learners (pg. 82).
9) ELL should maintain logs with illustrations and written texts to document what they do as scientists and to reflect on their personal progress to meeting their goals (pg. 83).
10) Teachers should be sensitive to culture connections and be attuned to students' backgrounds (pg. 83)]]> 2020-02-17 04:38:04 UTC https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446236457 samanthavolk https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446240122 1) Language is central to exploring and understanding social studies content (pg. 83)
2) For ELLs the content area of social studies is often fraught with challenges because many of its concepts fall outside of the students' experiential realm (pg 84).
3) Connect with prior knowledge, language, and culture and expand on what he/she knows (pg. 84).
4) When using collaborative strategies, teachers should inform students of the language and content expectations before beginning the activity (pg 87).
5) Academic talk must be intentionally planned so that all students can develop the academic discourse within and across content areas (pg 85).
5) Cooperative learning promotes academic conversations among students, increases their metacognitive awareness, and encourages friendships (pg. 86).
7) Cooperative learning may not be familiar for ELLs who have been schooled outside of the United States (pg. 86).
8) Graphic and visual presentations are invaluable for acquiring the language and content of social studies (pg. 87).  
9) When using collaborative strategies, teachers should inform students of the language and content expectations before the activity begins (pg 87).
10) In measuring academic achievement, teachers should allow for multiple forms of expression of subject matter knowledge (pg. 89).]]> 2020-02-17 04:57:49 UTC https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446240122 samanthavolk https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446244139 1) Use language functions as a means of relating a purpose for language use (pg. 72).
2) Represent multiple literacies by including technology and multimedia as expressions of language (pg. 73). 
3) 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 (pg 74).
4) As with every discipline, there are certain supports that lend themselves to bolstering instruction (pg. 76).
5) For a unit of learning, students might design a product, perform in a drama, or be involved in a project that is directly aligned with college readiness language arts standards (pg. 77).
6) Assessing the language of language arts deals with the organization of genres and how sentences and words/phrases within those sentences carry distinct meanings (pg. 77).
7) Whenever there are linguistically and culturally diverse students who have more than one language in common, translinguistic transfer or translanguaging, the intentional inter-exchange between languages is bound to occur (pg. 78).
8) When prefixes and suffixes are congruent between languages, students, when directed, can gradually make that crosslinguistic transfer (pg. 78).
9) Cognates, words in languages from the same root, offer another way in which teachers can facilitate vocabulary development for those emergent bilinguals who are simultaneously using two languages (pg. 78).
10) Methods of teaching language learners strategies to increase their vocabulary that draw from multiple languages, such as using word parts and cognates help open a window into the world (pg. 78). ]]> 2020-02-17 05:17:52 UTC https://padlet.com/samanthavolk/khkkjf8b7vsy/wish/446244139