ABSTRACT
As the title of this chapter implies, daily routines in the classroom can support the academic achievement of English Language Learners (ELLs). HansenThomas shows us in what ways classroom collaborative problem-solving groups offer ELLs opportunities to participate in problem-solving discourse and the impact of such grouping on interaction and learning. As she illustrates, a math routine designed to support students in problem solving and math/science talk provides students an opportunity to use vocabulary and procedural language with their monolingual as well as bilingual peers, building communities of practice within their larger classroom setting.
