https://padlet.com/lauraolivialynch/yd33eus1z96z Exploring how language is different in the content areas. en-us 2018-07-02 18:15:34 UTC 2018-07-02 19:42:36 UTC hello@padlet.com lauraolivialynch https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269183376 1. Symbols can often be different depending on the country (p.70)

2. Vocabulary of words can become confusing because of different meanings (p.70)

3. Manipulatives are essential for both ELL and non ELL students (p.72)

4. Practicing syntax is important i.e. sum vs. sums has totally different meaning(p.70)

5. Variation of grammatical structures, words, and expressions when addressing basic math operations such as addition, subtraction, multiplication, and division(p.71)

6. The word table has multiple meanings not only specific to mathematics as opposed to a time/data table (p.71)

7. The use of concrete referents with ELL students helps them attach meaning to language and concepts specific to mathematics examples of manipulatives include, blocks, clocks, coins, and interactive math software (p.72)

8. To improve the ability to solve complex linguistic story problems I will maximize opportunities for ELLs to improve meaning from the content (p.72)

9. Math needs to be visually stimulating and interactive with graphic supports(p.71) 

10. Through oral commands teachers can assess and observe whether students response is correct, either nonverbally or verbally (p.72)




]]> 2018-07-02 18:22:23 UTC https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269183376 lauraolivialynch https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269185439 1. Language arts is equivalent to the language of langue arts, its all about language (p.72)

2. Emphasize language, specifically grade level academic language (p.72)

3. Using langue functions as a means of relating the purpose for language use (p.72)

4. Address all 4 language domains utilizing modality of listening, speaking, reading, and writing (p.72)

5. Represent multiple literacies by including technology and multimedia as expressions of language (p.73)

6. Encourage academic conversations between and among students (p.73)

7. Argumentation can be an effective way to practice sentence structures, words, and phrases (p.75)

8. Language development standards representing the language of language arts can be facilitated to improve language of ELLs by identifying character traits (p.74)

9. Language and content standards need to confirm the connection or relationship between language and language arts (p.74)

10. Methods of teaching language learners strategies to increase their vocabulary that draw from multiple langurs such as using word parts and cognates, helps open a window to learning and awareness (p.78)]]> 2018-07-02 18:48:17 UTC https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269185439 lauraolivialynch https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269187218 1. The language of science has its own special discourse or characteristics (p.78)

2. "Science, itself, is a language and each different science is a separate language" (p.78)

3. "Learning science requires learning the language of science because they are inseparable" (p.79)

4. "Learning by doing" promotes language and conceptual development simultaneously (p.79)

5. Scientific learning is defined by framework for K-12 as the interaction between 3 dimensions (p.79)

6. Students will need to learn how to defend evidence based scientific literature (p.79)

7. Even in science, culture influences our perceptions of the world (p.80)

8. Dimensions of academic language and implications for instruction and assessment for example "cardiac transplant patient" are part of every discipline including education (p.80-81)

9. Authentic or real-life materials can be a huge help with students understanding the language in content of science because they help make the connections from students known home language to English and may provide visual support for learning (p.81)

10. Assessment of science provides students with the ability of being able to interact with real world materials which allow them to illustrate what they see and draw conclusions either orally or in written form, ex. watching mold grow on bread or caterpillars mature into butterflies through observation(p.81)]]> 2018-07-02 19:17:29 UTC https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269187218 lauraolivialynch https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269187945 1. Language is central to exploring and understanding social studies content (p.83)

2. Because ELL students have limited or interrupted education teaching social studies can be a challenge because of it's concepts like historical events and timelines (p.84)

3. It could be hart to explain democracy, freedom, and justice to a newly relocated refugee student with no concept of American history (p. 84)

4. As in all learning we must being with ELL's world base to connect with prior knowledge, language and culture to expand on what they already know (p.84)

5. Academic language use of social studies has some traits in common with other disciplines (p.84)

6. Expect students to "participate in collaborative conversations with diverse partners about grade-level topics and texts with peers (p.85)

7. Oral language expectations "spiral" throughout grades through conversations that foster critical thinking and understanding (p.85)

8. Allow for all students to have opportunities to practice holding academic conversations intentionally planned so all students including ELLs can develop the academic conversation within and across social studies content areas (p.85)

9. Graphic and visual representations are invaluable for learning the language and content of social studies (p.87)

10. As language learners progress through the grades, achievement of social studies content becomes more literacy dependent (p.88)]]> 2018-07-02 19:29:36 UTC https://padlet.com/lauraolivialynch/yd33eus1z96z/wish/269187945