The language demand is the method students use to express their understanding of subject matter. Adding adjectives such as six enables efficient assessment of whether students have … They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California. Below are examples of language objectives for different content areas and grade levels. This information from the analysis can be used to inform instruction and formative assessment. 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. In mathematics, we introduce many new content vocabulary terms. 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. Use mathematics and computational thinking EP1. The challenge for teachers is to focus on math concepts and the academic language that is specific to mathematics. Some of the attempts to make math more “mathematical” are leading to even greater confusion. Support analysis of a range of grade-level complex texts with evidence MP3 and EP3. 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. Syntax is the system used for organizing written or spoken communication. A Focused Approach to Constructing Meaning, by Dutro and Levy explains further these functions and how best to support students. Mileage problem. The language functions go well beyond just learning the content vocabulary. This presentation is part of a broader workshop for educators. 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. specific concept and language demands in the learning processes. 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 References: Hill, Jane D., and Kathleen M. Flynn. The language demand is to graph (a line on a graph). This tool is intended to support analysis the language and content area demands before teaching. The language function is to display. language learning strategies to aid in comprehension (e.g, questioning, making predictions). 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”. The study investigates how 223 secondary mathematics teachers analyze students’ written explanations in a diagnostic activity aimed at unpacking what language demands they identify as relevant. 2006. 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. Parts of this tool have been adapted from “Content Language Objectives (CLOs)” training by Denver Public Schools. 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. 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. Below is an example of what components might be included in the various sections of the template. 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