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A collection of resources related to discipline-specific literacy instructional strategies and resources. You should post a new-to-you idea under the appropriate category on the wiki page. Keep in mind these guidelines:
 * Each post should include a) a title (in bold), a brief description of the idea (3-4 sentences), a link (if applicable), a source (if applicable), and needed materials (if applicable)
 * To get credit, you are required to sign your post by typing three tildes (~) after the title.
 * Do not post anything that is copyrighted.

Academic Language Strategies and Resources
The video included in this link shows how a teacher uses an Oreo activity to engage students in more descriptive writing. He uses it as a way to get students more aware of the language they use. He has them write the initial description, then offers an actual Oreo in order to help them elaborate. Afterwards he has them share out their descriptions and offers suggestions. This could also be adapted or switched up a little bit (such as allowing students to converse initially).
 * Descriptive Writing Hailey Noyesuser:hailey.noyes**

https://www.teachingchannel.org/videos/descriptive-writing-experience

This site shows several forms of assessment for students on any topic, but I would like to direct the attention to the 21st method, the 1 sentence summary. This asks students to write 3 different kinds of summaries of the lesson: 10 words, 50 words, and then 100 words. This allows students to capture the biggest idea in the first summary, with a little more elaboration in the 2nd, and then a more solid debrief in the third. This makes sure that students captured every part of the lesson and it helps them realize what their take-away should be.
 * Types of Summaries** user: user:DominicM4DominicM4

http://www.levy.k12.fl.us/instruction/instructional_tools/60formativeassessment.pdf

The link below provides various activities to teach a variety of concepts and academic language in music. For example to teach elementary kids the concept of rhythm, " I usually do the "Sound Rap" activity with the students. I ask them to think of animal, vehicle or instruments' sounds and write those sounds in 2 verses, like that of poems. I usually show them the pattern of words like 4 sounds in a line (meow, broom, ting, click) so they complete 16 sounds in a verse".
 * Teaching Ideas: Musical Elements user:Nicholas2437**

http://www.teachingideas.co.uk/subjects/musical-elements

Learning Logs in a math classroom are used to have students write without revision. This is a way for the teacher to review previously learned material. Students can use words, symbols, and any math precision to explain their thinking. This is a good summative assessment for teachers to check the progress of their students.
 * Learning Logs in a Math Classroom** **user:mhayes1997**

[]

Academic language is expected to be learn by the end of high school and they do not even take a class on it so each class needs to provide the support to learn it every day. A good place to start is with Tier 2 level words that could be specific to your discipline or just academic words that the students do not know. And even though your lesson will not revolve around those words it is important to take the time to make sure everyone is comfortable with them. And while it is important to use these words in the classroom it is also just as important to keep using the more informal language that the kids are used to so they do not feel so uncomfortable. In the link below they talk about general strategies that all teachers can use to make academic language use easier in the classroom. []
 * Teaching Ideas: Musical Elements user:****8 Strategies for Teaching Academic Language [[user:Bryanbaier1**

The author is a history teacher who explains how she has been able to teach academic language to students of all language-learner-levels. She uses words that don't specifically relate to the text or even the content of the lesson, but focuses on the mortar words that help students understand broad concepts. This strategy allows for students to understand texts beyond the discipline and beyond the classroom. This is helpful because students who are struggling can begin to use these words at a simple level, while students who are excelling can be challenged to find situations in which these words can be stretched to apply. http://teachinghistory.org/teaching-materials/english-language-learners/24138
 * Teaching Cross Discipline Academic Languageuser:emmaleem**

The link below goes over common mistakes that occur in the classroom and how teachers respond to them. The article goes over the importance of anticipating mistakes as well as embracing them. Going over an incorrect answer and teaching why it is incorrect is sometimes more beneficial than going over why an answer may be correct. Although, they may not be a part of the lesson plan, they can present valuable learning opportunities to strengthen student understanding in content and academic language skills. https://www.edutopia.org/blog/teaching-students-to-embrace-mistakes-hunter-maats-katie-obrien
 * Anticipating Mistakesuser:hailey.noyes**

This link is to a site I came across that has pages of examples of important academic vocabulary for every subject in grades K-12. It has endless pages that provides lists on lists of vocabulary. Unfortunately there are no definitions but I think it is still of value because while we may know what the vocabulary means in our subject areas, we may forget what vocabulary to use. So it could act as a nice reference for those who are looking for an outlet for referring to vocabulary. http://www.lancasterschools.org/Page/211
 * Academic Vocabulary in Every Subject Area for K-12 user:bpollard7**

Reading Strategies and Resources
This article begins with a story of a struggling social studies teacher, trying to get students to read a chapter, and comprehend what it is saying after. The problem is, the teacher is not culturally sensitive, context sensitive, or understanding of the diversity within his classroom. As the article goes on, we can get a really helpful glance into the ways to notice that students are struggling readers while reading social studies documents. After such, we see techniques and guidance to how to be a teacher more aware of all the different contexts someone can struggle in, because everyone can struggle in a certain type of way as a reader eventually. The article goes on into multiple ways you can get students to engage in the text when it is difficult for them, such as a scavenger hunt or term search that can help facilitate the reading for important information, as the teacher modeled before implemented and successfully completed. Scavenger hunts, term searches, and word games within a text are helpful ways to disect difficult texts into an organization of important ideas. http://www.ascd.org/publications/books/106010/chapters/Reading-Social-Studies-Texts.aspx
 * Reading Strategies for the Intensity of Social Studies Academics user:CassieLynn5**

This is an article that talks about cooperative learning and how it not only builds student confidence but also gives students a chance to explore their thoughts together in conversation. This can be extemely helpful when applied to more complicated and thought provoking reading material. Cooperative learning gives students the chance to feel as though they are controlling their education in a learning community and gives them a sense of independence. Teachers can also use guided questions to help guide student conversation and interaction. Cooperative leaning also promotes valuable social skills. works cited: "Cooperative Learning: Teaching Strategy (Grades K-12)." //Teaching Strategy (Grades K-12) - TeacherVision//. N.p., n.d. Web. 09 Feb. 2017. Web Link: https://www.teachervision.com/professional-development/cooperative-learning
 * Cooperative Learning and how it helps student to understand complicated material user:lmpet96**

This article demonstrates the different ways to model think-a-louds (a strategy used in order to understand a difficult text). The article describes that students may do this in pairs/with a partner to digest the material, or possibly the teacher may model different strategies for understanding the difficult language. This strategy allows for students to cope with a text while still having the support of peers/teacher if needed. Materials: the text https://www.teachervision.com/problem-solving/think-aloud-strategy
 * How to Model Think-A-Loudsuser:hailey.noyes**

This pdf demonstrates the strategy of previewing a text. This strategy helps students learn the material better by setting a purpose for reading, focusing on the most important information, and connecting the information in the text to what they already know. The pdf has a description of different steps that should be taken, ways to facilitate discussion, the idea of making a chart in with organizing what they already know and what they want to know, and an activity guide with questions. The pdf includes a previewing text activity guide with a sample reading, and talks about how students will usually have varying answers, as well as steps for before reading and activities and strategies going through the whole text.
 * Previewing the Text-Implementation Guide** (History Perspective)user:amarrero96

Link: https://go.hrw.com/social/strategies/STRAT01U.PDF

This link describes some strategies and ideas on how to improve student reading by involving class staged readings. One of the ideas is that this can give students some great reasons to read and boost student reading confidence by making reading aloud a fun activity. Some of the great tips it gives involve choosing material that motivates the students to want to read the text. This helps students really think about what they are reading by illicitness the emotion of acting. (http://www.readingrockets.org/article/readers-theater-giving-students-reason-read-aloud)
 * Using Theatre to Help Student Reading! Nathan**

Often, we fall into patterns of using the same group reaidng strategies in our classrooms (popcorn reading, jigsaw, etc.). This article explains how these strategies can be beneficial in some applications, but sometimes leave struggling readers even worse off and exposed in front of their peers. It provides 11 alternate methods for including group reading into daily activities, including echo reading, partner reading, acting-out reading activities, and many more. I like this document because it provides ways for students to increase comprehension of what they are reading and also work at their own pace, while not being humiliated in front of a large group of peers.
 * Alternates to Common Group-Reading Strategies user:sjbrown11**

Link: https://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley

This article discusses the challenges of teaching out of a math textbook and the difficulties in understanding and interpreting the text. Some of the strategies in this article include steps on what to do pre-reading, during-reading, and post-reading. These tips are helpful for teachers to know in order to be able to scaffold a text and make it understandable for students. Another important factor brought up in this article is how different mathematics language is compared to a student's normal academic vocabulary that they know. This is important to be aware of in order to teach out of a textbook successfully and be able to bring text into a math classroom. Link: http://www.ascd.org/publications/books/105137/chapters/Reading-in-the-Mathematics-Classroom.aspx
 * Reading in the Mathematics Classroom user:mhayes1997**

The website called Achieve The Core has a complete guide for creating text-dependent questions. One of the specific documents on the website includes several steps to think about when creating questions to guide a close reading of a text. Some of the ideas include thinking about the most important learning that can be drawn from the text, the key ideas of the text, locating powerful academic language in the text, finding sections of the text that will present difficulty, and developing a culminating activity centered around the most important learning that can be drawn from the text. Overall, the teacher has the role and responsibility of creating questions which allow a reader to better understand and make meaning from the key ideas while also focusing on academic language.
 * Creating Questions for Close Analytic Reading user:Ezykan**

Link to Website: http://achievethecore.org/page/46/complete-guide-to-creating-text-dependent-questions

This link provides 12 strategies that can be used to introduce vocabulary. It has everything from concept maps to sentence frames to art projects displaying vocab words. This chart has a simple description and a visual representation for each strategy. This is helpful as it is a condensed version of a way to scaffold texts for either pre-reading or during the reading process.
 * Vocabulary Strategies user:emmaleem**

http://www.negaresa.org/ccgps/history/taskboardvocabulary.pdf

This article provides 5 strategies for supporting "struggling readers." They are, teaching essential skills and strategies, provide differentiated instruction based on assessment results and adapt instruction to meet students' needs, provide explicit and systematic instruction with lots of practice with and without teaching support and feedback including cumulative practice over time, provide opportunities to apply skills and strategies in reading and writing meaningful text with teacher support, and finally do not just "cover" critical content be sure students learn it monitor student progress regularly and reteach as necessary. All these points are important but the most important is the actually differentiating instruction because not all your students are the same.
 * Essentials for Effective Reading Instruction user:Bryanbaier1**

In various content areas, students will encounter ideas and concepts that are controversial and require taking a stance. In these situations, teachers can provide a text that takes a stand on a particular issue and ask students to share whether they agree or disagree with the author's stance. We can help students reach these conclusions by having anticipation guides that ask students to share their opinions about the topic for that day before they read the text. This can be in the form of a worksheet or just a simple statement that you ask your students to respond to. Once each student has the chance to respond and formulate their opinion on this brief statement, while also providing a reason to back up their opinion, they will read the text and then reflect back on their opinions. Link: https://www.facinghistory.org/resource-library/teaching-strategies/anticipation-guides
 * Reading Strategy: Anticipation Guides user:jenmarty**

This guide, created by Jim Wright, is an explanation of different reading interventions that are available for diverse student needs. Most of the interventions described are selected after having been cited as effective in the National Reading Panel (2001) report, a comprehensive meta-analysis of successful reading strategies. All of the techniques have listed materials, descriptions for use, and instructions on how to implement them. They are separated by: Techniques to Promote Error Correction, Techniques to Promote Reading Fluency, and Techniques to Build Text Comprehension. Link: http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
 * The Savvy Teacher’s Guide: Reading Interventions That Workuser:amarrero96**

This pre-reading strategy is something that we have all seen posted around our high schools or middle schools. It was a popular ASB poster idea where the mottos and words of the school were all thrown onto a poster in a random "splash" of words. Eventually, the realization was made that if you used this as a pre-reading strategy for a difficult text and placed 20-25 of the most difficult words within the text on a piece of paper to hand out to your students, then you could use this to assist them in their comprehension by asking them to link "like" words or words with connecting meanings together. https://www.world-affairs.org/wp-content/uploads/2012/03/readingtolearn2.pdf
 * Pre-Reading Strategy (Word Splash)user:jacevandebrake**

Writing Strategies and Resources
Here are some strategies that align with social studies, as well as writing, considering writing is done a considerable amount within the social studies class room. A few strategies to increase sentence fluency, writing structure, and continuous topic development include daily traditional journal entries, writing logs, reflection days, and thinking maps that help illustrate student thinking while still writing it out for practice and future reference.
 * Social Studies and Writing Ideas user:CassieLynn5**

https://www.bcps.org/offices/lis/writing/secondary/wac_ss.html

This article focuses on how to break down standards and help students get better at writing explanations in math. There is also a small portion that focuses on ELA classes as well. The author also notes that the method he presents to help students work on their writing in math is "most powerful" when there is a team of teachers using the method and working together to advance student writing. https://www.teachingchannel.org/blog/2015/06/09/power-of-writing-in-math/
 * How the Harness the Power of Writing in Math user:mjmickey**

This guide provides step by step directions for using the Idea, Citation, Explanation, Defense of Thesis (ICED strategy), which allows students to strengthen body paragraphs through various elaboration exercises. http://www.readwritethink.org/professional-development/strategy-guides/iced-elaboration-31096.html
 * ICED: The Key to Elaboration**user:amarrero96

This article gives a got of great ideas for activities one could do after the students are done writing. These activities include read aloud, group critiques, line editing, creating an outline, editing rubric, and reflection essay. The one that caught my eye was creating an outline because when you see that it sounds like a pre-writing task. But the way this works is someone reads the paper and tries to make an outline of the paper. This is a fun and creative way to see what the reader is getting out of the paper.
 * Post-Writing Activities** user:Bryanbaier1

Link: []


 * Collaborative Pre-Writing Strategies user:jenmarty**

This blog post discusses four ways to aid the brainstorming process during the pre-writing phase of an essay. It is written by an English teacher, but these strategies can be used across most if not all disciplines. The most interesting strategy I believe is the "Poster Project" in which students are grouped into groups of about 4 and are given a poster, markers, and a sub-topic for the essay. Each group is tasked with brainstorming ideas, finding quotes, and coming up with words or phrases to aid understanding about their sub-topic. Once each group is done with their posters, they will be posted throughout the classroom and remain there throughout the writing process so that anyone can refer to all of them for support when writing.

http://thedaringenglishteacher.blogspot.com/2016/04/CollaborativeEssayBrainstorming.html

Writing in a PE Class user:sjbrown11

This article explains how contrary to popular belief, writing does fit in a PE classroom. The approach discussed in this article is for elementary PE classrooms, and is of tje opinion that writing tasks should be "mandatory, but limited." From easy, non time-consuming things like word searches and crosswords to summaries of articles related to health and fitness, this teacher preaches to his students that they must "exercise their brains so they can exercise their bodies." Lastly, this teacher explains how there is a misconception about PE that all learning is performance based, which simply isn't the case.

http://www.educationworld.com/a_curr/profdev/profdev118.shtml

http://teachingstrategies.pbworks.com/w/page/19940831/KWL%20-%20What%20I%20Know,%20What%20I%20Want%20to%20Know,%20What%20I%20learned This link talks about what is called a "KWL Chart". What the purpose for this chart is to get students thinking about what the already //know// (K), wha they //want// to know (W) and what they //learned// (L).
 * Social Studies Writing Task**user:jacevandebrake

ELL Strategies and Resources
This article talks about what the teacher's role in the classroom should be in regards to academic language (AL) and what they can do to help ELL students. The article also stresses the difference between social language and academic language which are both used in a school setting. The article gives examples of what social language looks like and how it should look like in AL as well as how teachers can support students to write and speak in this format when necessary. The article also stresses the importance of not just teaching vocabulary words but putting more meaning and importance behind these terms so that the ELL students are more inclined.
 * Academic Language and ELLs: What Teachers Need to Know user:ochoav**

http://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know

This article directly links to the discussion we had in class on tuesday about how it is never too late to teach someone how to read and comprehend effectively, even if they have delayed learning these skills for an extended period of their life. It has been proven that students do not need exposure to new techniques on reading comprehension, they just need to find material that peeks their interest and careful instruction from an attentive instructor. This article also emphasizes something I had very little experience with in my youth, but books on tape while reading along has shown great results in the field of comprehension. We have the resources to bring the struggling readers of the 21st century forward, we just have to keep track of their progress as soon as possible, because it gets harder to help them the longer they go without it.
 * Reading Problems in Middle School and High School Students user:DominicM4{DominicM9)**

Link - http://www.greatschools.org/gk/articles/reading-problems-middle-and-high-school/

Desuggestopedia is a suggestion to pedagogy where teachers help students eliminate the feeling that they cannot be successful or the negative association they have towards studying. This is also known as having a high affective filter. One of the main strategies under desuggestopedia is integrating the fine arts in lessons, such as roleplaying and playing classical music. Classrooms that are incorporating the desuggestopedia pedagogy are bright and colorful. Other techniques include peripheral learning (perceiving much more in our environment than we consciously notice) and positive suggestion.
 * Techniques and Principles in Language Teaching: Desuggestopedia** user:athenas97

Citation: Larsen-Freeman D. & Anderson, M. (2011). //Techniques and principles in language teaching// (3rd ed.). New York: Oxford University Press

A Translanguaging classroom is defined as any classroom in which students may use their home language(s) and not only the language of instruction in the process of language learning( Garcia, Johnson & Seltzer,2017). The teacher may ask students to read in English and write their answers in their home language or the vice versa. The strategy helps language learners to work in home language groups to solve complex content and texts. In this approach, the teacher utilizes the resources that are readily available in his or her classroom. The approach has several advantages and some of them are as follows: students are not disadvantaged because they are not only assessed on a portion of their linguistic repertoires.The method sets space for fair educational and assessment practices that does not promote linguistic prejudice that only regard what is called "Standard English" (Garcia, Johnson & Seltzer,2017). Translanguaging empowers students to engage with and understand difficult content and texts.Language learners have the opportunity to acquire and develop academic language and promotes and encourages student's bilingualism.
 * Translanguaging Classroom** user:sitima08

Ref: Garcia,O., Johnson,S.& Seltzer,K. (2017)The Translanguaging Classroom, Leveraging Student Bilingualism for learning, Carlson Publications: Philadelphia

This is a great resource that provides statistics on the number of diverse students you are set to encounter in the classroom. This information comes from Spokane Public Schools. All of the schools of the district are represented. As we have all probably been in a field experience, more than likely you've all seen a variety of English language learning students across Spokane Public Schools. More than being a resource, this power point provides you with a scope of what you can expect to see, along with maybe some things you have already seen. The power point also contains some strategies, and plans that the schools utilize with their English language learning students.
 * Immigrant and Refugee Students in Spokane Schoolsuser:afraga95**


 * Disclaimer* This information is from the start of 2015 school year.



Total Physical Response (TPR) is an approach that is claimed to be the fastest, least stressful way to achieve understanding of any target language by following directions uttered by the instructor without native language translation. For an example, an English teacher says, "Stand up" and as she says it, she stands up and signals the other students or volunteers to rise with her. The teacher and students stand up and sit down together several times according to the teachers commands. The target language is often conveyed through actions and students learn through observing and performing the actions themselves.
 * Total Physical Response** user:athenas97

Citation: Larsen-Freeman D. & Anderson, M. (2011). //Techniques and principles in language teaching// (3rd ed.). New York: Oxford University Press

Students are used to teachers asking them questions about any reading assignment they have done. One of the reading strategies that I have discovered and find if helpful is to train students to write their own questions that focus on the main idea or give a brief explanation in their own words about the passage read. Any further passage read should be followed by a question or a very brief description. The approach will help language learners to remember what they have read longer. Link: [|www.salibury.edu/counseling/new/7_critical_reading_strategies.html]
 * Questioning to understand and remember** user:sitima08

English
This article includes 30 different writing ideas for students. One of my favorite ideas from this article is working with words that are relevant to students lives to help them build their vocabulary. Students would find this interesting and enriching to their vocabulary education. I also liked the idea that talks about establishing an email dialogue between your students and students from another school. This idea promotes in depth learning as well as a plethora of ideas being explored and shared. There are many methods of teaching writing in this article that would keep students interested as well as helping them develop a new perspective. Link: https://www.nwp.org/cs/public/print/resource/922#Ten
 * 30 Ideas for Teaching Writinguser:lmpet96**

This article talks about a method of teaching that allows students to be independent in their learning but also makes class time more valuable. In English this could mean annotating and coming up with conversation points about a reading and then further discussing these in class as a group. This gives students the ability to grow in a learning community rather than a sage on the stage model. This cannot be used in every classroom but if the class is up for the challenge and the rigor then this can be a very valuable method of classroom teaching.
 * Flipped Learning Methoduser:lmpet96**

https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

The article focuses on the differences between Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency. Which basically means the difference between how we speak to each other outside of the classroom setting and inside the classroom setting. We should be able to use academic language in the classroom so that students pick up on how to correctly talk about the course material they are learning, regardless of how they speak outside the classroom. By explaining the uses and purposes behind the words' meanings, the students will be able to more accurately represent their exact thoughts whilst speaking.
 * English Language Learners and Academic Language**

https://www.edutopia.org/blog/english-language-learners-academic-language-larry-ferlazzo

This article is from a High School English teacher's blog it highlights the importance of teaching student's to read a text intentionally and to make meaningful annotations. He goes in depth about close reading and what he calls purposeful annotation. Purposeful annotation helps students to engage more with a text while reading it. It also makes it easier for students to engage with the text later in a class discussion or when writing a paper. He also gives strategies for teaching students how to purposefully annotate and explains why purposeful annotation is important.
 * Purposeful Annotation user:dfield2**

http://www.davestuartjr.com/purposeful-annotation-close-reading/

Math
This video, by a group called 'master middle school math', is a summary of the book 'Building Academic Vocabulary' by Robert Marzano and Debra Pickering. It focuses on the six steps that these authors suggest work best for building academic language. The video concludes with an emphasis on creating a culture of academic language use within the classroom, which we've noted multiple times in class, but is always good to reinforce. This video is one of many on their website, so I'll put a link to both the video and the website itself since they are both a great resource for math educators. Video: https://www.youtube.com/watch?v=yckU7IvGJww Website: http://www.mastermiddleschoolmath.com/ (If you'd like to purchase the book, here's a link to 2 different editions: http://shop.ascd.org/ProductDetail.aspx?ProductId=695&Building-Academic-Vocabulary:-Teacher%27s-Manual http://shop.ascd.org/ProductDetail.aspx?ProductId=1071&Building-Academic-Vocabulary-Student-Notebook,-Revised-Edition)
 * How to Introduce and Build Mathematical Academic Language user:mjmickey**

Mathematical Mindsets is a book written by Jo Boaler, which covers how to unleash students' potential through creative math and innovative teaching. It goes into detail why students feel like they cannot succeed at math and how to get them to break that mindset. It also covers teaching strategies and language to use in order to help your students succeed to their greatest capability. My field experience teacher highly recommended this book and said that it made a huge difference in her teaching once she began reading.
 * Mathematical Mindsets user:mhayes1997**

Article on Author and book: https://wordplay.blogs.nytimes.com/2016/04/18/boaler-math-mindset/?_r=0 Description of book/how to buy book: https://www.youcubed.org/mathematical-mindsets/

In the presentation notes from Beatrice Moore-Harris at the International Math Conference in San Antonio, Texas, she suggests several specific strategies for teaching mathematics to English Language Learners. Some of the themes of her strategies include the importance of integration of building academic vocabulary while building on mathematical concepts. One strategy is to integrate the four language modes (listening, speaking, reading, and writing) as much as possible. Another suggestion is for teachers to modify speech and repeat, rephrase, and paraphrase often in order to encourage active learning and verbal interaction. Additionally, Moore-Harris mentions some classroom management strategies for teaching ELL students. Overall, these presentation notes are filled with useful strategies for teaching English Language Learners, especially when it comes to incorporating academic language into the classroom. Link to Presentation Notes: http://www.tsusmell.org/downloads/Conferences/2005/Moore-Harris_2005.pdf
 * Strategies for Teaching Mathematics to ELL Students user:Ezykan**

This article focuses on different methods to integrate writing in mathematics. These writing activities focus on general academic language support through writing in mathematics. For example, one activity is "Think-write-share" in which teachers ask questions they would normally ask to the class and have one/two students raise their hands to answer. Instead, students wrote in their own words, pictures, etc. the answer to the question (such as, "What is an equivalent fraction?"), then the teacher would either collect the papers as a resource for the next lesson plan or ask students to show on the doc cam their responses. After this, the teacher addresses any misunderstandings/misconceptions and students then write down in their words/pictures/etc. what they learned. Doing activities like this allow teachers to better prepare their pre-reading lessons. The activities also focus on methods to apply writing in mathematics to assess students during and post reading, allowing teachers to better adapt their plans to fit the support needed with respect to reading strategies.
 * Reading Strategies: Integrating Writing in Mathematics** **user:mjmickey**

http://www.readingrockets.org/article/integrating-writing-and-mathematics

Some of the writing prompts on this website challenge students to think about real-life scenarios that could occur in regards to mathematical miscommunication. For example, one of the math prompts asks students to write from the perspective of a spokesperson to school lunch officials in the format of a persuasive letter about changing the meals offered at lunch based on prices and healthy choices. Students are asked to argue why the lunch officials should choose their new lunch plan. Other prompts on this website are allow for creativity in student response and also have high language demands while also incorporating mathematical academic language.
 * Creative Writing Math Prompts user:Ezykan**

http://www.creative-writing-ideas-and-activities.com/math-prompts.html

Music
Have students write four bars of a melody, collect the phrases, and then pass them out to different students and have those students compose based on the previous melody. At the end, collect the melodies and play a few and correct the notation as necessary. This meets standards that require "creating", encourage imagination and eliminate risk associated with improvisation, as well as providing an engaging way to teach notation.
 * Activity for Teaching the Academic Language of Notation**

Needed materials: Staff paper

Lockart, D. (2007). //AP Music Theory: A Teacher's Guide// [PDF]. Hunderton, New Jersey: College Board. user:hcharlton

The following source includes specific strategies, activities, and assignments/assessments for teaching music vocabulary. Some of the ideas would work for other content areas as well.
 * Journal Article user:emilyba14**

Walby, Nathan. “Tell Me What You Hear: Vocabulary Acquisition and Application in the General Music Middle School Classroom.” //Music Educators Journal //, vol. 98, no. 2, 2011, pp. 55–60. www.jstor.org/stable/41433248.

This page lists some strategies for working with ELL students in a music classroom, although some strategies could also be used in other content areas.
 * Strategies for Teaching ELL Students in the Music Classroom user:emilyba14**

http://www.nafme.org/english-language-learners-in-music-class/

When students read and sing a vocal work for the first time, it's called "sight-singing," the process of which involves specific reading strategies. Some of the reading strategies applied in sight-singing include using note names, solfege syllables (with or without hand signs), intervals, and counting rhythms. The strategy highlighted here is intervals. An interval is the distance between any two musical notes or pitches, and understanding/recalling what each interval sounds like can help students recognize patterns in the music they're reading so they can make quicker sense of the notation. The first link shows what each interval //looks// like, and the other two links show what each interval //sounds// like.
 * Strategies for Reading Music: Intervals user:emilyba14**

How to define intervals - https://method-behind-the-music.com/theory/intervals/ Songs to learn musical intervals - https://www.earmaster.com/products/free-tools/interval-song-chart-generator.html https://www.scales-chords.com/articles/Use-Songs-You-Know-to-Learn-Your-Musical-Intervals.html

This article suggests games, techniques and classroom management strategies to help with beginning level sight reading, which is an important skill many students struggle with and even grow to dislike. This resource has suggestions for making lessons effective and engaging.
 * Teaching Sight Singing to Beginners user:hcharlton**

Handouts/projector with music, piano.

Duncan, D. (2014, March 19). Teaching the Middle School Choir to Sight-Sing. Retrieved March 7, 2017, from http://www.choraldirectormag.com/articles/performance/teaching-the-middle-school-choir-to-sight-sing/.

This article describes common types of prompts involving writing about music, examples, and how to teach them to students. This would be helpful for meeting writing standards and helping include academic language in the classroom. This site includes argumentative writing, writing about music terminology, concert reports, historical analysis, and others.
 * How to Teach Writing in the Music Classroom user:hcharlton**

http://writingcenter.unc.edu/handouts/music/

Physical Education/Health
This focuses on different tools that teachers can use to implement academic language into a physical education classroom. It provides different discourses that act as different visual ways to attend to visual learners, ELL students, under-proficient students, and really just all students in general. A visual in a physical education setting makes all the difference for most students for how to perform movements or complete tasks. Some tools proposed in this document include graphic organizers, venn diagrams, and word quilts. The first half of this document talks about academic language in general, so where the information becomes useful as far as implementing strategies goes, you can find it on page 13. Potential materials needed: paper/white board. Something to display the different tools on.
 * A Quick Toolkit for Enhancing Academic Language in Physical Education user:bpollard7**

[] This tool focusses on giving assessment to students within the PE class. It gives general tips about the best way to give assessment and assess students within the classroom. Within the PE classroom, there isn't as much written assessment so using tips that allow for easy watched assessment and things that allow the teacher to have the students get involved.
 * Assessment Tip Tools for PE teachers. user:griffmjGriff Johnson**

http://www.pecentral.org/assessment/assessmenttips.html

ELL Students in PE Classrooms user:sjbrown11

http://www.pelinks4u.org/files/English_Language_Learners_Toolkit_2_4_15.pdf

This article explains how to simplify academic language and make it easier for ELL students to understand in PE classrooms. It explains how an instructor can modufy discourse, syntax, and vocabulary to make it user friendly, even for someone who primarily speaks a different language. The article gives examples of different forms of discourse that one can use, and even provides example language functions for PE. It is important to understand how to accomodate ELL students in a setting where there is so much social communication going on. This article provides a multi-step process for ELL inclusion, providing a good basis for any educator.

This is actually an entire book about this topic, but to narrow it down, I recommend looking at the Brief Contents on page vii. On this page you will find different topics we have talked about in this class such as scaffolding and other differentiated instructional strategies. What I like about this though is that it is set up kind of like our textbook for the class except specific to PE/Health. So the PE/Health people would appreciate this one. To be specific, I really like the brief portion of chapter 3 that I read (Health Education Literacy For All Learners), so I advise checking that out or referring to it.
 * Teaching Health Education in Language Diverse Classrooms user:bpollard7**

https://books.google.com/books?id=2avllm-k2iUC&pg=PA48&lpg=PA48&dq=academic+language+in+health&source=bl&ots=nEZtrkLVgj&sig=SP30O8CHlkSRJ5zy9w6pYBF9ssU&hl=en&sa=X&ved=0ahUKEwjckK_GmsPSAhVD0WMKHXL3AAQ4ChDoAQghMAE#v=onepage&q=academic%20language%20in%20health&f=false


 * Intergrating Common Core into the PE classroom user:griffmjGriff Johnson**

This article talks about how we can take things that wouldn't normally be taught in the PE classroom and make them avaliable and to have cross subject learning. Cross subject learning is something that is very helpful for remembering the information. This article also gives specific ideas that will help with intergrating this standards. It also gives students a chance to look at data and to understand exercise data that they gather themselves.

http://www.sparkpe.org/blog/how-common-core-can-be-implemented-in-p-e/


 * EDTPA Academic Language Guide for P.Euser:afraga95**

If there is still any confusion over syntax, discourse, or vocabulary this is a great guide to clear things up. Its provides great examples for each, and I think it can serve as a great refresher or study tool when the time comes to take the EDTPA. At times it can be tough to think of these terms in the P.E setting but this guide does a great job of bringing the two together.

https://my.carthage.edu/ICS/icsfs/UAL_K-12_PE_2016.pdf?target=4ac7b4b2-aac9-4a34-94ee-027762fdbd99


 * Writing In Physical Education user:afraga95**

This article gives a great overview of how to implement writing in a physical education setting. It gives a great variety of sample writing ideas, prompts, and also rubrics to help teachers with the grading process. The most interesting part of this article is the section where teacher's are interviewed, and asked about their experiences with writing assignments in their classes. It seems that writing has payed off for them, and their students. Their testimonials should encourage others to at least try implementing more, and more writing in physical education courses.

https://writing.dawsoncollege.qc.ca/wp-content/uploads/2013/09/Physical_Education_Project_Final1.pdf

This article talks about how making the writing fun that takes place in the PE classroom will make it more meaningful. The purpose of writing needs to be made clear. Making the purpose clear will make the students want to make the writing more prevalent. The topics for the writing can also be unrelated to what the students are doing in the classroom as well and they can write about something that is related to the physical education or sports world.
 * Writing in the PE classroom user:griffmjgriffmj**

http://www.educationworld.com/a_curr/profdev/profdev118.shtml

Social Studies
In this article we see an extensive explanation of the differences between instructors, and how there are many techniques teachers have come to acquire over time that prove to be well intentioned learning strategies in the field of social studies. Throughout the article we see a comparison between college academics, and how the differences between k-12 social studies and college level academics are so different. There are examples of certain way certain teachers teach to better teach social studies literacy to students, and also examples of how teaching the field can be at times difficult to grasp, for social studies encompasses so many topics in the k-12 education period.
 * Instructional Strategies to Better Support Academic Needs** user:CassieLynn5

http://www.specialconnections.ku.edu/?q=instruction/strategies_for_accessing_the_social_studies_curriculum

This is a worksheet created by the Boston Debate League entitled "Instructional One-Pager: Claim vs. Evidence." This worksheet is a useful tool in guiding students through argumentation and an argumentative essay and may be used in both Social Studies and Language Arts contexts. "Claim" and "evidence" are vocabulary words that students can easily get confused and sometimes even mash together, and so showing your students this worksheet from the Boston Debate League will help them understand the important differences between the two. It contains a helpful image that describes the relationship between claim and evidence, and also has helpful examples to aid the students in their understanding.
 * Instructional One-Pager: Claim vs. Evidence user:jenmarty**

I have attached the Word Document as well as the website link to the worksheet. http://www.bostondebate.org/eba/

This is an article that talks about how Social Studies have been neglected so much in the school systems and how it does not make logical sense to put Social Studies on the back burner. The reason that I chose this article is because it is interesting that SS may actually be the easiest subject area to apply to every day life as the vast majority of news, etc. is involving government, etc. which means that students see this topic most of all at home and should be most comfortable with its language.
 * Do Not Neglect Social Studiesuser:jacevandebrake**

http://ptgmedia.pearsoncmg.com/images/9780205627615/downloads/7368_Siop_Ch01_pp001-023.pdf

This document discusses how writing in a Pre-AP/AP social studies class is related to the persuasive or argumentative paper in an English and how it's important for the students to know how to analytically prove their thesis that addresses the question on their test. It discusses how the best writing assignments combine elements of the narrative essay and the analytical essay. It also includes several handouts that helps students organize their thoughts and understanding what the different parts of their writing (thesis, topic sentence, evidence, etc.) plays a role in the entire composition of the essay.
 * Writing in the Social Studies Pre-AP/AP Class user:athenas97**

http://www.tealighthouse.org/socialstudies/writing_in_SS.pdf

http://www.history.org/history/teaching/enewsletter/volume9/mar11/writing.pdf This article is specifically about the benefits that writing can have in a social studies classroom. It discusses the concept of writing as a process and how that can be utilized as a teaching moment in a social studies class much like an english class. This is a great article to read in order to develop a starting ground for any writing task in a classroom.
 * Writing in the Social Studies Classroom ** Drew

http://tedb.byu.edu/?courses=writing-a-short-play-by-macy-hanson Nathan This is a unit curriculum with lessons that revolve around a project to write a short play. The unit shows how you can encompass many elements of drama, storytelling, and how plays are realized all with one project. This could be a cool idea to cross teach theatre and creative writing to allow students to see their work made. This also has an easy buy in for students because it allows them to be fully creative and make their own story.
 * Theatre Arts**

https://www.edutopia.org/blog/teaching-students-to-embrace-mistakes-hunter-maats-katie-obrien