https://padlet.com/kyliepaquin7/ucc0tke8hrve Exploring how language is different in the content areas en-us 2020-02-12 20:09:09 UTC 2020-02-16 21:47:29 UTC hello@padlet.com kyliepaquin7 https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444633497
-Four key uses include: discussion, explanation, argumentation, and recount (pg.68). 

-To prove a math problem, you may do it through using language (pg.68). 

-There are cultural links to learning (pg.69). 

-Three Dimensions: discourse features, sentence structures, and use of words/ phrases (pg.69). 

-A comma used in math is different than what is used with reading and writing. Comma's are used with large numbers (pg.69). 

-Most terminology in math must be taught. Many words are not used in everyday vocabulary in the English language (pg.70). 

-There are four basic math operations: addition, subtraction, multiplication, and division. Each of those words have multiple vocabulary words associated with them (pg.70). 

-Some mathematical terms may be mistaken by everyday objects by ELL students. For example, table for times-table or data-table (pg.71). 

-Manipulatives are often used to help students learn through modeling and demonstration (pg.71). 

-Create as many opportunities for ELL students to make meaning from the content, using language will help that (pg.72). ]]> 2020-02-12 20:11:46 UTC https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444633497 kyliepaquin7 https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444633900
--Four language domains:listening, speaking, reading, and writing (pg.72).

-Encourages academic language between students (pg.72). 

-Instruction and assessment can be a valid representation of what ELL students can do by keeping the student's level of language proficiency (pg.74). 

-English language proficiency/development standards should directly connect to college and career standards (pg.74). 

-Types of discourse of academic language: discussion, explanation, argumentation, and recount (pg.74). 

-Three dimensions of argumentation: discourse, sentences, and words/expressions (pg.75).

-Phases, clauses, and word choices affect meaning (pg. 75).

-Assessments of academic oral language include: making oral presentations, summarizing text orally with partner, or evaluating in small groups. (pg.77).

-Assessments of academic literacy language include: writing in journal entries, answer questions on evaluation form, or organizing text on personal white boards (pg. 77). 

-Use students' full linguistic repertoire to maximize their understanding and communication. Drawing resources from both of the ELL students languages is important (pg.77). ]]> 2020-02-12 20:12:24 UTC https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444633900 kyliepaquin7 https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444634626
-Culture influences our perceptions of the world and it's important to honor students' heritage (pg.79). 

-"Learning by doing" promotes language and conceptual development (pg.79). 

-Comparison and contrast of cultures to better understand experiential bases and cross-cultural understanding (pg.79). 

-For ELL students, these materials make connections from concepts already known in their home language to English or provide visual support (pg.81).

-Science materials to use: instruments, physical models, natural materials, actual substances, illustrations, and software simulations (pg.81). 

-Advantage of assessment of science is that students can interact with real world materials (pg.81), 

-Students can observe scientific phenomena, illustrate what they use, and draw conclusions either orally or in written form (pg.81). 

-Identify, describe, compare, explain, and evaluate the students academic language expectations of the science unit (pg.82). 

-Teachers must be sensitive to cultural connections and be aware of students' backgrounds just like all classes (pg.83). 

-Being able to express experiences, feeling, and reactions, students will be more readily able to used their prior knowledge and apply it to new situations (pg.83). ]]> 2020-02-12 20:13:37 UTC https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444634626 kyliepaquin7 https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444634702
-A set of interlocking and mutually supportive ideas that frame the way students learn (pg.83). 

-Identification of dates, places, people, and events that students encounter (pg.83).

-Social studies is especially more challenging for ELL students due to the many challenges of learning concepts, historical events, and famous figures are outside the students' experiential realm (pg. 84). 

-Use cooperative learning strategies to promote oral interaction (pg.85). 

-Communications and collaboration are the standards being emphasized (pg.85). 

-Cooperative learning promotes academic conversations among students, increases metacognitive awareness, and encourages friendships (pg.85). 

-Examples of cooperative learning strategies: two-way tasks, think-pair-share, numbered heads together, and round robin (pg.86). 

-Teachers must inform students of both the language and content expectations before the activity begins (pg.86). 

-Graphic and visual representations are invaluable for acquiring the language and content of social studies (pg.87).

-Manipulatives for social studies: maps, globes, timelines, atlases, compasses, and video clips (pg..88). ]]> 2020-02-12 20:13:44 UTC https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/444634702 drew2596 https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/446150768 2020-02-16 21:47:29 UTC https://padlet.com/kyliepaquin7/ucc0tke8hrve/wish/446150768