Interpretation of Phrases in Applied Linguistics

Instructions: Interpret these phrases into a common saying or idiom
1. If a large, solid hoofed mammal becomes available to you without compensation, refrain from casting your faculty for seeing into the oral cavity of such creature
The common saying is: Don’t look a gift horse in the mouth
2. Each mass of vapory collection suspended in the firmament has an interior decoration of metallic hue
The common saying is: every cloud has a silver lining
3. It is not advantageous to place the sum total of your barnyard collections into the same wicker receptacle
The common saying is: Do not put all your eggs in one basket
4. The flying phenomena of the etheric kingdom of a kindred mind come into association gregariously
The common saying is: Birds of a feather flock together
5. Deviation from the ordinary or common routing of existence is that which gives zest to man's cycle of existence
The common saying is: Variety is the spice of life
What strategies did you use to decipher the sentences? If you have material that ELLs need to understand, how can you facilitate their understanding through circumlocution?
To decipher the sentences, I first tried to acknowledge and understand the literal meaning of the sentences and thereafter trying to understand the idiomatic meaning, which encompasses the meaning of the general sentence and expression in an extensive sense. Having material that ELLs need to understand, there are different ways in which I can facilitate their understanding through circumlocution. This includes using vocabulary that I already know, the use of sounds, actions or gestures, and also trying to think of other ways of communicating or conveying the message.
Classroom discourse may vary from teacher to teacher and content area to content area. Describe typical discourse in your classroom.  How can you help your ELLs understand the discourse patterns you have established in your classroom?
The typical discourse in my classroom is the initiation, response and evaluation one. It includes asking questions of which the solutions are already known so as to obtain information from the students. One of the ways I can help ELLS understand the discourse patterns I have established in the classroom is through instructional conversations. This is meant to help in the understandings of the students, their capability to communicate about, the notions and ideas that are fundamental to their learning. In addition, this is centered on the notion that classroom discourse patterns that facilitate the engagement of the ELLs in challenging, mentally intricate interaction helps them in developing knowledge and talkative behaviors and also become liable for their individual learning.
Respond to the following questions:
1. Consider the language skills you used as you read the passage aloud. What were your reading errors and self-corrections? 
One of the reading errors I made was confusing “She had tears in her dress” to mean that she was in the act of crying. The correction after the end of the sentence was to understand that her dress was torn. A second reading error was “Read to the boys” confusing it between past tense and present tense. Another self correction was perceiving that the sentence “Does were standing” was supposed to be “Doves were standing” in order for the sentence to make sense.
2. What phonological and semantic knowledge did you use to assist in your self-corrections? 
The phonological and semantic knowledge that I used to help in my self-corrections included consistence between the spellings and the sounds and also the meaning of the predicted words as contained within the sentence. There is also the aspect of being familiar with the pronunciation and spellings of the words contained within the sentences.
3. What makes this passage difficult for your ELLs to understand? How could you scaffold their understanding?
The main aspect that makes this passage difficult for ELLs to comprehend is the difference in meaning and also spellings for some of the words contained in the sentences. In addition, there are words that have the same spelling but different pronunciation and this can prove to be difficult. In this regard, I would scaffold the understanding of the ELLs by describing and illustrating some of the parts of the passage to make sure that they have understood and also give them vocabulary lessons before they are asked to read the passage.
Demonstrate your understanding and describe how you address English Language development and content knowledge in a primary classroom.
1. What do you think really matters when it pertains to academic language in your classroom?
I believe that what really matters when it relates to academic language in the classroom is having the chance to make use of language in different academic tasks. In general, academics consists of different subjects, which necessitate writing and analyzing and therefore this makes it important for the ELLs. Secondly, it is also important for the ELLs to have increasing knowledge in different areas of academic content. This includes not just understanding solely English words but also having knowledge and understanding of words in different subjects such as Geography, Science, History and Art.
2. What reason(s) resonated most with you from the section on 'Reasons for Integrating Language and Content' and why?
The reason that resonated most with me from the section is that by learning in a foreign language, the learners have a better learning experience and become more motivated in learning the content subjects. In addition, they perceive content from a dissimilar and wide ranging as well as comprehensive perspective when it is taught in a different language.