1. Teaching for Understanding
2. ELs' abilities to participate in math discussions
3. Use imperfect language or every day language, rather than mathematicians
4. Focus on mathematical practices (showing understanding), rather than focusing on vocabulary = evidence throughs student work and interactions
5. Understanding what the mathematics are the students

In addition to the strategies mentioned in the video and paper, my district EL TOSA has recently taught my first grade team a strategy of how we can have integrated ELD using language in math word problem (aka number stories) with comprehension. By reading the word problem and guiding students to visualize the problem to relate to real-life and using TKL (Tactile Kinesthetic Learning) helped students to comprehend what they have read, which has allowed them to then solve the math word problem.

1) Cognates where while students learn new vocabulary words in English, they share their native language to help them make connection to the word.  By making connection with their native language and enriching the importance of their native language, it can enhance the students’ English vocabulary development. 

2) All together now refers to choral reading as it allows the ELLs to practice their reading with support from the teacher and peers.  Similar to shared reading, while the teacher displays a text or the students obtain their own text as the teacher reads aloud and lead thoughtful discussion of the story.  During the lesson, the teacher points out and talks about words in the story.  After, the students read along with the teacher and practice their fluency to master the words and the text. Center for Improvement of Early Reading Achievement (CIERA, 2001) suggests that teachers choose a predictable text at most of student’s independent level that is not too long for this strategy so students can read along.

3) React and rhyme connecting the words to the picture and copying the way the character is feeling.  For example, students may make a frown with their face while reading the words “He has a frown. His smile is turned down” as there it encourages letter sound correspondence and comprehension.

4) Be a master thespian is when acting out stories often in an exaggerated way.  It creates opportunities to see words in action.

5) Creating an individualized word library provides a sense of pride for the students as they build their English vocabulary.

6) Creating meaningful partnerships is established through peer support or buddy system to grow socially and academically within the context of school.

7)Creating “language free” activity spaces are changes to engage in non-prescriptive activities that don’t require knowing English.  It may be quietly reflecting, sharing materials or center time. 

8) Avoid using idioms during class help lessen and avoid confusions for ELLs.

9) Recognizing cultural differences while encouraging parental involvement creates opportunities for family members to socialized in a relaxed setting and reassure that school is an inviting space for both parents and students.