Things I Notice is a 3-phase approach to teaching mathematics. In this approach, teachers engage students in deliberately examining and interrogating features of mathematical representations or problem structures by providing independent noticing/thinking time, partner discussion time, and whole-class discussion time. The chapter includes a vignette of a high school teacher who uses the Things I Notice approach with a group of English Language Learners with varied proficiency levels in English. The authors also provide examples of ways in which Things I Notice can be enacted in a classroom to help English Language Learners engage as members of a community of mathematical discourse while supporting their oral academic language development. Finally, the authors provide practical guidelines for selecting and designing Things I Notice tasks, facilitating the approach, and using students’ responses, both verbal and written, to inform instruction.