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Can math and science teachers be language teachers?
Can math and science teachers be language teachers?Bonnie Larson, St. Paul Preparatory SchoolAnn Mabbott, Hamline UniversityAriel Trangle, Heritage E Stem Magnet School in West St. Paul1Learning for Academic Proficiency and Success (LEAPS) Act 2014 MN LegislatureAll ELs will have:academic English proficiency, grade-level content knowledge, and multilingual skills development.
Chief among the mandates is the requirement that all teachers be skilled in teaching ELs. 2Common Core StandardsFirst Grade: Use frequently occurring conjunctives (and, but, or, so, because)
Fourth Grade:
Link ideas within categories of information using words and phrases (e.g. another, for example, also , because)
Ninth and Tenth Grade
Write arguments focused on discipline-specific coursesC. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.
3
4Hamline University MAT Completion Program For recently licensed teachers
12 credits of classes related to teaching ELsUnderstanding Language and Language Learners (linguistics and sociolinguistics)Academic Language for English Learners ( academic language to support content objectives at the word, sentence and discourse levels)
Advocating for English Learners (through staff training, family involvement, the legislative process and other agencies)
5Teaching English in Math and ScienceBonnie LarsonSt. Paul Preparatory SchoolAlgebra 26St. Paul Preparatory SchoolInternational non-profit college preparatory school175 students in grades 9 12Students from 32 countriesAbout 20 students from the local area7Class CompositionStudent countries represented in my classesMongoliaSpainMacedoniaSouth KoreaChinaGermanyThailandVietnamChileAfghanistanPakistanTurkeyHungaryPolandMexicoKyrgyzstanMontenegroUSA8WIDA LevelsFall scores range from 1 to 6A few native English speakers in each class
9SPP Sheltered Instruction Observation Protocol (SIOP) ProgramEvery teacher is assigned a SIOP coachSIOP coaches attend training annuallySIOP coaches observe 2 3 classes per year or as requestedEach teacher observes SIOP coach at least once per yearCan request additional observation time of other teachers
10SPP SIOP ProgramTeachers set two to three goals to work on for the yearMy goals:Address vocabulary in every lesson, especially the aviation class.Complete the Language Objective in every class which has a new lesson (that is, be more consistent).
11SIOP Strategies Used in ClassContent and Language StrategiesPosted word listGuided notesNotes of PPT with blanks to fill in and problems to completeModified Cornell notes Word banksPair workBricks and mortar workModelingHands-on activities
12Math Lesson: Angles in Standard Position Content Objectives:Draw angles in standard positionFind the values of trig functions for angles in standard positionLanguage Objectives:Use the vocabulary words and the connectors because and while to describe angles in standard position.Use the words while, although or whereas to compare and contrast coterminal angles with reference angles.
13Content and Language ObjectivesContent ObjectivesDisplayed in Powerpoint and read aloudDisplayed on the top of the slides pertaining to itGuided notes have content objectives at the beginning and on each pageLanguage ObjectivesDisplayed on Powerpoint at the beginning of lessonDisplayed when accomplishingVocabularyDisplayed on Powerpoint and poster
14Access: Unit PlanningActivating prior knowledgeWarm-up: Reviewed finding trig functions of an acute angleNine of the twelve students were given part of the problem to solve and write on boardRemaining students checked their answersWe discussed discrepanciesAngle, rotation, and degree words seemed familiar and reviewed.15
Warm Up
Find the measure of the supplement for each given angle.
1. 1502. 120 3. 1354. 95
5. Find the value of the sine, cosine, and tangent functions for . 30604585
1616Language: Active LearningDiscussed concepts and meaningModeled drawing angles and students worked with table partners to draw theirsChecked in with each student for confusion
17
xyVertex at _______An angle in _________________________ has
its vertex at the ___________ and one ray on
the__________________________.Initial sidePositive x-axisStandard position(0, 0)Terminal sideOrigin18standard position, origin, positive x-axis18
Reference angles are always______________!bowtiepositive19Language ObjectivesSpend time on bricks and mortar
Had students make up sentences deciding whether two angles were in standard position
Did one language objective in middle of lesson and planned one for the end20Language: ObjectivesUse language to compare and contrastPracticed mid-lesson by speakingAt end of lesson, summarized characteristics of reference and coterminal anglesWrote statements using while, although or whereas21Words to Compare and ContrastWords to show similarityWords to show contrast22Choose one graph.Tell your table partner whether these angles are in standard position.Use the words: initial side and origin.One angle is in standard position because...
While .., one angle is not in standard position because...AB23Language Objective: Use the words while, although or whereas to compare and contrast coterminal angles with reference angles.
24Characteristics of coterminal angles:
-Positive or negative or both?
are measured from ____________
can be ______ 90 degreesCharacteristics of reference angles:
- Positive or negative or both?
are measured from____________
are _______90 degrees
Fill in the characteristics of the angles. Then write a statement contrasting coterminal angles and reference angles. Use one of the words: while, although or whereas.Observation Notes: Teacher SpeechLots of repetition!Modeled the two sentences before releasing them to speak with each otherWait time was usually between 3 and 7 seconds.Typically, students answered within 1-2 seconds, but when they didnt, you most frequently waited 5-7 seconds. Times 2: III; 3: I; 5: I; 6: II; 7: I
25Language: Vocabularystandard position
initial side
terminal side
angle of rotation
coterminal angle
reference angle26Observation Notes: VocabularyVocabularyCharted how often we used the vocabulary words in class
27IntroducedWritten/SpokenRepeatedHighlighted (students had to use it)Compare/Contrast words (while, although, whereas)IIIIIStandard positionIIIIOriginIIIInitial sideIIIIIITerminal sideIIIIIIIIAngle of rotationIClockwiseIIICounter-clockwiseIIICoterminal angleIIIIIIIReference angleTalking MathAsk the person next to you the question:How can you find the zeros of a quadratic function from a table or graph?Check their response!!If you answered the question, ask this:How do you find additional points on the graph using symmetry?Make sure their response is good!!
Four ModesComments:Reading: students were reading slides and notes sheet.Listening: students listened throughout lecture segments.Speaking: students spoke throughout either voluntarily or through a random call-on. Everyone else spoke at least once either voluntarily or compulsory.Writing: Three activity segments required students to apply knowledge in writing in their notes independently. Students wrote throughout copying notes from lecture slides.
2930Speaking ChartVoluntary AnswersCompulsory AnswersSuggestionsEnsure every student gets a chance to speak in classGive students ample opportunities to practice languageFocus on deeper levels of talkTeach key words firstHave student repeat or paraphrase31Business Math: Guided Notes32
Business Math: Cornell Notes33
Aviation Class: Cornell Notes34
Aviation: Hands-on35
Aviation: Hands-on36
Questions?37Public Charter SchoolLocated in North Minneapolis Opened Fall of 2012Grades 9-1090 to 100 students enrolledAbout 30% of students are ELs100% of students qualify for free or reduced lunch9 Teachers + 2 Administrators + 1 Office StaffAriels School20 Students Present (class size = 22)11 students were ELsMost ELs were level 3 to 4 Lowest WIDA score = 2, Highest = 5
Content Objective:1. Students will be able to solve problems using the properties of a circles radius, diameter and circumference.
Observation 1: Geometry (Grades 9 + 10)Students will be able to define a radius, diameter and circumference using the word because to justify their answer.
Example: The line segment below is a radius because it is the distance between the center and a point on the circles circumference. Language Objective
1. Do Now - 3-4 review problems (10 minutes)2. Vocabulary - based on a picture students will create definitions using complete sentences for the 3 new words radius, diameter and circumference (5 min)3. Vocab Activity -students will complete the sentence + picture vocabulary activity alone and with a partner (see attachment) (10-15 minutes)4. Pi Investigation - students will draw 3-5 circles, measure the circumference and diameter and divide the 2 to understand what pi is (10 minutes)5. Example Problems - as a class we will go over 5 example problems (10 -15 min)6. Quiz - if timeHomework: HW #6-5 on radius, circumference and diameter due Thurs. 3/20
Lesson Summary + AgendaDo Now
New Vocabulary
Circle DiagramsFlyswatterWhiteboardsSentence + PicturesSpeed DatingVocabulary QuizVocabActivity:
Student Handout
Circle DiagramsFlyswatterWhiteboardsSentence + PicturesSpeed DatingVocabulary QuizVocabActivity:
Circle DiagramsFlyswatterWhiteboardsSentence + PicturesSpeed DatingVocabulary QuizVocabActivity:
#5. A farmer wants to build a square fence to enclose a circular well so that animals and small children won't fall in the well. The farmer's square fence is 48 feet. Find the circumference, diameter and radius of his well. Active Learning
Vocabulary 3 Positives
InteractionPositive #3
1. Increase the rigor of the language objective. (move to more complex sentences and definitions)
Areas to improve
2. Incorporate Word Parts 3. Teacher Modifies Speech: Talk Slower + Give More Wait Time TimeAreas to improve
Students will be invested in using academic language if it is integrated into the curriculum. Carrot + Stick ApproachVocab appeals to students who traditionally struggle in mathVocab + Language lead to deeper comprehension and retention of math and language concepts
1 SurpriseBegin unit and topic by incorporating vocabulary and manipulative or diagrams
Recommendation #1
To begin my 3-D shapes unit students will write the name of the figure on the net, cut out the net and assemble the net. They will label each face/base with the name (triangle) and the area formula. This will help activate prior knowledge and connect 2 and 3 -D shapes in the minds of students. We will hang some of the nets from teh cieling and keep others nearby to refer to and anchor us in this unit. Students need knowledge of the academic language in order to access the content and be able to solve math problems. Use vocabulary games to pique interest, but select activities that require everyone to be involved. I recommend using these later in the unit to review and not teach vocabulary and language.
Whiteboards: I will hold up a 3-D figure or point to a part of a 3-D figure such as the vertex and students will write the vocabulary word or a whole sentence on their whiteboard. Each person gets 1 point. Recommendation #2
Have your language objective require students to both speak and write in complete sentences. Model this and give them support using a sentence frame.
Ex: A mean is a measure of central tendency that is found by finding the average of all data points. Recommendation #3Recommendation #3Problem (Given)Measure of Central Tendency Needed + Definition Description on how to calculate the needed measure of central tendency
Calculation Answer Ms. Trangles students received the following scores on their unit 8 quadratic test: 80, 100, 90. What is the average test score if you drop the lowest students score? The mean is the measure of central tendency that is found by finding the average of all data. To find the mean you add up all data points and divide the sum by the number of items.
90 + 100 = 190
190 / 2 = 95
If the lowest students score was dropped, the class would have an average test score of 95. Incorporate the roots and word parts of vocabulary. This could combined with sentence frames.
A ___________ is a figure with _______ because the root ________ means ______.A triangle is a figure with three sides because the root tri means three.
Recommendation #4Incorporate speaking into class as much as possible. Students do not have many opportunities to speak and the videos last week highlighted the importance of pronunciation.Have geometry students name a 3-D figure on their way out the door using a complete sentence that justifies their answer. Have algebra students orally explain what measure of central tendency is needed and why in a complete sentence. To start they can write their sentences first. Next they can work with a partner to say their sentences.
Recommendation #5
Regular integration makes this more natural. These explicit lessons and practice make classroom discussions and questions much more academic. Incorporate speaking tests or usage of correct math terms as part of a participation grade. Speed Dating Give PromptPairs discussOne line or circlerotatesRecommendation #5
IndividualOral Exam 5 questionsGraded on Rubric
Model Response:The polynomial above is a trinomial because there are 3 terms. It is also quadratic because the highest degree is a 2. Algebra + Middle School Speaking
Practice as a whole class and in pairsGave a list of vocab terms and sentence framesGraded on Rubric for correctness, vocabulary used and level of detail in answer.
Model Response:The polynomial above is a trinomial. It is also quadratic. (Half Credit 2 out of 4)Algebra + Middle School Speaking
Questions and Discussion64