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
