https://padlet.com/danielleelisegougar/uekjyfpf6q64 EDRL 475 Summer 2018 en-us 2018-07-05 17:39:31 UTC 2018-07-05 20:31:50 UTC hello@padlet.com danielleelisegougar https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269494476 1. Discuss, explain, argue and recount are types of discourse used in academic language. (p. 68)
2. Using mathematical language gives students opportunities to actively use language to communicate about and negotiate meaning for math situations. (p. 68)
3. One math operation can be signaled in numerous ways, therefore making it harder for ELL's to recognize the meaning/symbol. (p. 70)
4. Symbols used in math equations may differ than those in other countries. (p. 70)
5. THe English language if sull of multple meanings, it has nuances that are difficult for language learners to comprehend. i.e., table = times table, periodic table, table top, etc. (p. 71)
6. Use concrete referents to help English language learners attach meaning to language and concepts. (p. 71)
7. Visual aids and graphic organizers should be used in teaching math. (p. 71)
8. Through a series of oral commands, teachers can observe whether students respond correctly, either nonverbally or verbally. (p. 72)
9. Manipulatives include: blocks, clocks, coins, number lines, geoboards, rulers, yardsticks, paper clips, hands, protractors, calculators, scales, balances, etc. (p. 72)
10. Teachers should not just focus on if students know their number facts, can solve/prove theorems, apply correct formulas, rather know those and the language and be able to apply it to daily life. (p. 72)

]]> 2018-07-05 17:44:56 UTC https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269494476 danielleelisegougar https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269501470 1. ELL's at the beginning of the language continuum are exposed to grade-level content while simultaneously building the academic language they need to progress to the next language proficiency level. (p. 74)
2. English language proficiency standards should connect to college and career readiness standards. (p. 74)
3. Instructional supports for Language Arts include: sequenced pictures or cartoons, sentence strips that have been illustrated, learning walls, graphic organizers, technology, student-created posters, etc. (p. 76)
4. Assessing language arts deals with the organization of genres and how sentences and words/phrases within those sentences carry distinct meanings. (p. 77)
5. To assess language arts, the teacher may want to have students explore (a) stock phrases associated with genres, (b) articles, (c) idiomatic expressions, etc. (p. 77)
6. Give students the opportunity to use their full linguistic repertoire because this allows students to be able to maximize their understanding and communication. (p. 78)
7. Teachers can facilitiate vocabualry development by teaching or pointing out cognates, which are words in langauges from the same root. (p. 78) 
8. Students who are able to learn/draw from cognates, word parts (morhology) helps them in learning new concepts in the classroom. (p. 78)
9. Many affixes are cognates- that is, the words carry the same meaning and form one language to another language. (p. 78)
10. Students can take more responsibility in their learning and become independent learners. (p. 78)]]> 2018-07-05 19:46:11 UTC https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269501470 danielleelisegougar https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269502316 1. Science is a language and each different science is a separate language. (p. 78)
2. Students' language and concepts are expanded through the exploration and interpretation of scientific phenomena. (p. 79)
3. "learning by doing" promotes language and conceptual development simultaneously. (p. 79)
4. There are three dimensions in science: science and engineering practices, disciplinary core ideas, and crosscutting concepts. (p. 79)
5. Culture influences our perceptions of the world and it is our responsibility to honor students' heritage. (p. 80)
6. Authentic or real life materials help students understand the language and content of science. (p. 81)
7. Visual supports also help students make connections from what they already know in their home language. (p. 81)
8. Helpful materials that help students make these connections include: thermometers, scales, physical models, animals, sponges, water, salt, elements, etc. (p. 81)
9. Audio can also be an useful instructional assessment tool for language learners. (p. 82)
10. Science journals are a great tool because then ELL's can create illustrations with their written information to document what they do as scientists and to reflect on their progress towards meeting their goals. (p. 83)]]> 2018-07-05 20:02:57 UTC https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269502316 danielleelisegougar https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269503048 1. By learning about social studies, students learn how analyze, explain, and argue about interdisciplinary challenges in our social world. (p. 83)
2. The identification of dates, places, people, and events that students encounter in social studies directly relate to content. (p. 83)
3. Sometimes students struggle with social studies because historical events and figures falls out of their experimental realm. (p. 84)
4. Teachers should teach or present information form multiple perspectives rather than just one single one. (p. 84)
5. Cooperative learning means students are working together with peers and diverse partners in either small or larger groups. (p. 85)
6. Academic talk should be intentionally planned so that all students can develop the academic discourse within and across content areas. (p. 85)
7. Two-way tasks: oral interchange, students question each other to figure out missing information.
Think-pair-share: share ideas with each other and then with the class as the teacher writes the responses on the board or takes notes.
Numbered heads together: work in teams, given a number, given a question, teacher calls on number, number answers after conferring with other students in group.
Robin round: work in teams, teachers pose questions that have multiple answers, students take turns giving oral responses or writing them down. (p. 86)
8. Feedback from students should reflect the specific language or content being assessed. (p. 87)
9. Graphic and visual representations are invaluable for acquiring the language and content for social studies. (p. 87)
10. Manipulatives for social studies may include: maps, globes, satellite photographs, timelines, compasses, video clips, etc. (p. 88)]]> 2018-07-05 20:18:15 UTC https://padlet.com/danielleelisegougar/uekjyfpf6q64/wish/269503048