References: Hill, Jane D., and Kathleen M. Flynn. Below are examples of language objectives for different content areas and grade levels. However, as we considered language demands, we felt that the framework was missing one element: the academic language functions implied by both the texts and the tasks, such as explain, inform, seek information, justify, infer, compare, and others. The language demand is to graph (a line on a graph). Based on the latest research, we provide resources to help teachers, administrators, and policy makers recognize the language demands in mathematics, science, and English language arts. Syntax is the system used for organizing written or spoken communication. Yes, encourage them to learn and understand the use of the “proper” words, but while they are still having trouble understanding and explaining stuff in simple language the last thing to do is to burden them with “the proper words”. A Focused Approach to Constructing Meaning, by Dutro and Levy explains further these functions and how best to support students. language learning strategies to aid in comprehension (e.g, questioning, making predictions). The challenge for teachers is to focus on math concepts and the academic language that is specific to mathematics. Academic Language Functions are used daily in all academic subjects. This tool is intended to support analysis the language and content area demands before teaching. Vocabulary includes slope-intercept formula (mathematics-specific) and equation (general). Teachers must be cognizant of the linguistic demands of their lessons and how they will address those demands explicitly during instruction so that ELLs can fully participate. The language demand is the method students use to express their understanding of subject matter. Parts of this tool have been adapted from “Content Language Objectives (CLOs)” training by Denver Public Schools. The language functions go well beyond just learning the content vocabulary. In this way, the paper contributes to theorizing on the role of academic language for mathematics learning and to empirically grounding design principles for language-sensitive classrooms. specific concept and language demands in the learning processes. This information from the analysis can be used to inform instruction and formative assessment. Vocabulary consists of subject-specific or general words, while language supports are the steps the teacher takes to help students learn all of the above. The language function is to display. Mileage problem. As s tate d i n th e e d T P A h an d b ook : Candidates identify a key l a nguage f unc t i on and one essential learning task within their learning language demands include fu n c ti on , voc ab u l ar y/ s ymb ol s , d i s c ou r s e , an d s yn tax. Some of the attempts to make math more “mathematical” are leading to even greater confusion. Understanding Language is devoted to improving education for English Language Learners in light of the new Common Core State Standards and Next Generation Science Standards. This presentation is part of a broader workshop for educators. Use mathematics and computational thinking EP1. Support analysis of a range of grade-level complex texts with evidence MP3 and EP3. They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California. In mathematics, we introduce many new content vocabulary terms. 2006. Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. 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