February 26, 2010

Math as a Second Language

Cars Activity

1. Choose a car that most closely reflects your teaching style.

2. Write down different characteristics that both you and the car encompass.

3. Be prepared to share.

February 26, 2010

Math as a Second Language

Big Ideas

***Math teachers are language teachers

1. Increase Context

2. Incorporate Language and Vocabulary Instruction

3. Increase Practice with Language

4. Incorporate Strategies and Thinking Skills

Burning Questions?????Burning Questions ???

Write any questions you have on your notecard. At the end of the workshop, we will collect and read any unanswered questions!

Math Teachers are Language Teachers?

Polysemous words

1. Right

2. Mean

3. Foot

4. Odd

5. Difference

6. Solution

7. Product

8. Factor

9. Negative

10.Yard

Title III of the No Child Left Behind Act (NCLB Act of 2001)

“… ensure that limited English proficient (LEP) children attain English proficiency, develop high levels of academic competencein English, and meet the same challenging state academic content and student achievement standards that all children are expected to meet.”

E L LL E P

L 2L 1

What percentage of US K-12 students are identified as ELLs?

a.1%

b.11%

c. 25%

-50

0

50

100

150

200

MO Student Population Growth from 1995-2005

total growth LEP growth

Sink or Swim

Talk about the weather.

Don’t use the letter N.

Talk about the three branches of government.

Don’t use the letter E.

Basic Interpersonal Communication Skills (BICS)

High-frequency words

Simple grammar

Attained after +/- 2 years of exposure

Cognitive Academic Language Proficiency(CALP)

Language of textbooks and classrooms

less frequent vocabulary

Ability to interpret and produce increasingly complex language

attained after 5-10 years of instruction

Math teachers teach culture?

Money

Measurement

Algorithms

divide 134 by 12

Decimal Separators:Dot — BlueComma — GreenNon-West-Arabic Numerals — Red

Research-based RecommendationsFor Instruction And AcademicInterventions Center on Instruction, 2009

“With the exception of the special challenges that confront ELLs due to limitations in academic language, there is no present evidence to suggest that ELLs acquire mathematical knowledge and concepts differently from native English speakers. Thus, effective mathematics instruction for native English speakers would be expected to be similarly effective for ELLs, provided that specific attention is paid to bridging the language difficulties of the ELL students in the classroom.”

Ways to Improve Language Development

1. Increase Context

2. Incorporate Vocabulary and Language Instruction

3. Increase Opportunities to Practice Language

4. Incorporate Strategies and Thinking Skills

5. Decrease Time for the Instruction you’re already doing

Exemplo 1

Teste

1.

2.

3.

Exemplo 2

O objetivo da lição é identificargráficos de equações linearesequações quadráticas, e equaçõesvalor absolutas.

Linear x+3

Quadrática x2+7x+7

valor absoluta /8x+9/

Isto é ______________.

linear

quadrática

valor absoluta

Isto é ______________.

linear

quadrática

valor absoluta

Isto é ______________.

linear

quadrática

valor absoluta

Isto é ______________.

linear

quadrática

valor absoluta

Teste

1.

2.

3.

5 minute break

Make Content Meaningful

•Clear Objectives

•Connections to Prior Learning

•Visuals, videos, manipulatives, realia, graphic organizers, and more

Increase Context

New List

LS DTVF BIJ FKU SA

Same letters

LSD TV FBI JFK USA

A newspaper is better than an magazine, and on a seashore is a better place than a street. At first, it is better to run than walk. Also, you may have to try several times. It takes some skill but it’s easy to learn. Even young children can enjoy it. Once successful, complications are minimal. One needs a lot of room. Rain soaks in very fast. Too many people doing the same thing can cause problems. If there are no complications, it can be very peaceful. Something heavy works as an anchor. If it breaks loose you, you may not get a second chance.

Explicit Connections to Objectives and Prior Learning

Which unit would you most likely use to measure the height of a building?

a.millimeter

b.centimeter

c.meter

d.kilometer

A bacterial strain divides producing two live bacteria from every existing one. A culture originally has 50 bacteria present. This number doubles every 20 minutes.

Visuals

Visual dictionary

Google image search

School Tube /You Tube

Discovery Streaming

Picture Dictionaries

Video

Manipulatives and Realia

Graphic Organizers and Web Resources

Use the tools they already

have

L1 L2

Common Underlying Proficiency

L1 Resources Books

Websites

Translators

Peer tutors

I love Lucy video

break

Language Structures in Math

Vocabulary Instruction

Four Language Domains

Incorporate Vocabulary and Language Instruction

From Literacy + Math = Creative Connections in the Elementary Classroom by Jennifer L. Altieri. International Reading Association, 2010.

article Pages 5-6

Highlight the five most important points

Academic Language1. Use it

2. Teach it

6x+3=15

What’s x?

Solve for x.

Measure from your wrist to your elbow

Measure the distance between your wrist and your elbow.

greater than

divided by

first you should…

if you __________, then you ___________

I know the answer is ___ because….

Based on _______, I predict that….

What percent of ____ is _____

The next number in the sequence is….

I have ________ cents.

Your change is _____ dollars and ___ cents.

One characteristic of a _________ is ________.

My illustration is the same/different because….

A pattern I discovered is….

I predict the temperature will increase/decrease to _______ degrees Celcius.

I created a ________ by…

Sentence Frames ___________________ is greater

than/less than/equal to _______________

Your Turn! Use the examples and pages 7-8 in your

yellow packet

Write a sentence frame on your whiteboard that you can use in an upcoming lesson

Vocabulary Journals

Frayer Model/4 Square

Vocabulary Strategies for ELLs1. use previously defined or common words in definitions and

explanations

2. have students develop self-made glossaries of new vocabulary in journals, picture cards, or charts, that include a nonlinguistic representation

3. as new vocabulary is introduced, add words and definitions with illustrations/explanations to classroom word wall

4. explicitly connect new words to mathematical symbols, classroom examples

5. encourage students to use new academic language by announcing, “Today, I’m listening for these words…,” then keep track of usage

6. record mathematical words, definitions and verbal examples, for students to play back when needed for extra support

7. examine words from Greek and Latin prefixes, roots, and suffixes

8. Every math test should have a section devoted to vocabulary terms and definitions.

SIOP webinar

Include Practice in All 4 Domains

Examples Predict the circumference of a crop circle by

using the following sentence frame: I predict the circumferences of the crop circles are ______________ feet and _____________ feet.

Write two equivalent numeric representations of a fraction, decimal, or percent. ___________ is equivalent to ___________ and _____________.

Demonstrate analysis of adding and subtracting whole numbers by writing addition and subtraction sentences and sharing with a partner.

“Mathematics texts contain more concepts per word, per sentence, and per paragraph than any other kind of text.”

Barton, M.L., & Heideman, C. (2002). Teaching reading in mathematics. Aurora, CO: McRel. p. iv

Practice in All Four Domains

Interaction and Cooperative Learning

Increase Opportunities to Practice Language

Students learn. . .

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70% of what they discuss

80% of what they experience

95% of what they teach others

--William Glasser

•experience

•see

•discuss

•see and hear

•hear

•read

•teach others

10% - READ

20% - HEAR

30% - SEE

50% - SEE and HEAR

70% - DISCUSS

80% - EXPERIENCE

95% - TEACH William Glasser

Interaction Activities

Word Sort—Percent Problems

Modified Word Sort—which one doesn’t belong?

n + 7 7 – n n/7 7/n

n-7 7n n > 7 n < 7

10,000 pyramid

Shapes Square

Circle

Pyramid

Rectangle

Triangle

cube

Circles Circumference

diameter

Sphere

Radius

Math tools Thermometer

Calculator

Ruler

Scale

Measuring cup

Measures Yard

Kilogram

Centimeter

Quart

Milliliter

Students will produce more complex language if you… Encourage them to elaborate responses What else…

Tell me more about that…

How do you know?

Why is that important?

What does that remind you of?

Prompt them for a basis for statements and positions

Ask fewer “known answer” questions

Create a challenging, but non-threatening atmosphere

***It takes time and practice to do these things automatically

Academic conversation

Barrier Games Put a folder between two people.

One person will give instructions for forming a shape person

The other will form the shape with clay.

Next, one person names a geometric shape and the other forms a real-world counterpart that houses the shape within.

Cooperative Learning Video

Websites--Marlow

Slogan or Jingle for Language Practice

5 minute break

Higher Order Thinking SkillsLearning Strategies

Mnumonics, songs, raps, rhymes, jingles, chants(and more)

Incorporate Strategies and Thinking Skills

Higher Order Thinking Skills Deep understanding

High context

Model Strategy Use Think alouds

List of strategies (packet)

mnem

onic

s

Songs, Raps, Jingles, ChantsTwinkle, twinkle, little star. Circumference

equals 2∏r.

Milli, centi, deci, meter, deca, hecto, kilo, too. Put these with the gram and liter—that is all you have to do.

30 is hot

20 is nice

10 is cold

0 is ice

Word Problems Let's practice doing word problems with

ELLs

Use the list of word problems page __________. One person is

the ELL and the other is the teacher or buddy. Draw out the

word problem, and explain it with your ELL glasses on!

You could also use one of these 10 Problem Solving

Approach Strategies:

1. Act it out

2. Find a pattern

3. Make a graph

4. Guess and Check

5. Make a table

6. Build a model

7. Make a list

8. Work backward

9. Do a smaller problem

10. Use manipulatives

Websites

Breakout groupsVignettes with Academic Conversation

What did the teacher do to promote higher order thinking skills?

What is the teacher doing to help students learn both language and content?

Simplifying Language/Adapting Materials

x

x

cultural bias/difficulties Reflecting

estimating

Adapting Assignments and Assessments for ELLs1. Shorten sentences and remove unnecessary

words

2. clarify directions and model the task

3. highlight or underline key words in directions and word problems

4. add visuals to clarify meaning

5. provide sufficient time for ELL students to complete tasks

6. use known words or teach necessary vocabulary

7. Allow ELLs to work with a partner or as part of a group

8. allow students opportunities to demonstrate mastery in a variety of ways

It’s your turn Write your own lesson

Present it to the group

Thanks for your hard work! Moodle

E-mail