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Preparing for Success in Algebra English Language Learners in Mathematics

Preparing for Success in Algebra English Language Learners in Mathematics

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Preparing for Success in Algebra English Language Learners in Mathematics

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Making A Difference

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The Language of Mathematics

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The Incorporation of Peer-Based Instructionand Structured Oral Conversations

Scaffolded Writing

What the Research Says Makes a Difference.

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Math Conversations

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Math Conversations

Daily Structured Academic Conversational Lessons to Support Regular Mathematics Instruction

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Some Support Strategies

Questioning Using Sentence Stems Comments to Keep the Conversation Going

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Today we will

Analyze recommendations for improving the instruction of English learners, and identify the ones we can follow.

Develop practical 2-5 minute lesson plans we can use to improve the instruction of English learners.

Goals of Today’s Session

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Your Turn: Think/Pair/Share Read the handout, “How can mathematics

teachers support English language learners?”

List the two best suggestions the authors make.

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Your Turn: Hand Up, Stand Up, Pair Up

Read the handout. You will find it in your binder. PROMPT: Which recommendations do you

already follow? Which could you apply in your teaching or incorporate into your lesson? Decide which recommendations are useful, which are not, and which additional ones are needed to make a difference in the instruction of English learners.

Stand up after thinking about a prompt to answer/think about, put your hand up and “high 5” someone. Pair up. Discuss the prompt.

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Did anyone suggest differentiating instruction?

What types of questions can we ask English learners of three different proficiency levels?

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Beginning-Level English Learners

Who has the ____? Do you have a ____ Who wants the ___? Who has the ___? Yes/no questions (Is Jimmy the tallest?) Either/or questions (Is this larger or smaller?) One (and two) word responses to questions (What is three times two?) General questions that encourage lists (What are all the shapes you

see?)

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Intermediate-Level English Learners

Why? How? Tell me about… Talk about… What do you think about…? Describe … How would you change this part of the answer? Describe/compare…. How are these different/similar?

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Advanced-Level English Learners

What would you recommend/suggest we do to next??

How do you think this problem will be solved?

What would happen if …?Which do you think….?

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The Five-Ten Minute Lesson Plan

YOUR TURN: Use the words in the word bank below to tell your partner what we did in the Language sessions this week.

Word Bank: assessment, language objectives, vocabulary, grammar, discourse, sorting activities, think-pair-share, scaffolded conversations, QUICK Writes.

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The Five-Ten Minute Lesson Plan

Examine the five-ten minute lesson plans. Decide which ones make sense for you.

Working with a partner, add additional five-ten minute lesson plans.

Hand Up, Stand Up, Pair Up (Kagan)

Stand up after thinking about a prompt to answer/think about, put your hand up and “high 5” someone. Pair up. Discuss the prompt.

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A Review of the Week

Language Assessment

Vocabulary

Discourse

Language Objectives

Grammar

Language Activities

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A Review of the Week

Sorting and CategorizationEach One, Teach OneThink-Pair-ShareScaffolded QUICK WritesScaffolded Conversations with Sentence StemsScaffolded Conversations with Comments to Keep Conversations Going

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Resources: The Language Booklet

Take a few minutes to review the activities.Are there any that you think are

particularly good or would make a difference in improving English learners’ learning of mathematics?

Could you use any in your lessons?

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Our success is not for administrators, not for teachers, not for you, and not for me.It is for EL students. It is for EL students who graduate career and/or college ready. It is for the EL students whose educations help them achieve their dreams.

Our Success

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With Effective Instruction, Student Dreams Can Come True

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Instructional Practices

Instructional practices to differentiate instruction

Instructional practices to maximize students’ exposure to math language and practice using it

Instructional practices to ensure students’ active engagement

Instructional practices to provide review

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Instructional Practices (cont.)

Practices to ensure students comprehend instruction

Practices to increase students’ attention to critical features of language

Practices that build on students’ background knowledge

Practices that promote “culturally responsive” instruction

Internet Resources

To Improve Teachers’ Knowledge To Improve Teachers’ Knowledge of of Teaching the Language Of Teaching the Language Of Mathematics to English LearnersMathematics to English Learners

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Where to go to find out more about teaching English learnersWhere to go to find out more about teaching English learners

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Research-Based Recommendations IES Practice Guide

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Doing What Works

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Doing What Works ClearinghouseDww.ed.govVideo-Enhanced Practice Guides

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Colorín Coloradowww.colorincolorado.org

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Todos-math.orgLinks to quality resources in Spanish

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Learner Dictionaries

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http://www.goethe.de/ges/spa/dos/ifs/enindex.htm

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Dear Mrs. RobbinI really not need humanity 20 writing class because since

time I come to United State all my friend speak english. Until now everyone understand me and I dont ’ need study english. I don ’t know Vietnam language. I speak only english. I have no communication problem with my friend in dorm. My English teacher in high school key person to teach me. My teacher explain to me that how important the book was for the student and persuaded me read many book. I get A in English through out high school and I never take ESL.I gree that some student need class but you has not made a correct decision put me in english class. Please do not makes me lose the face. I have confident in english.

A Letter from a University Student Requesting Exemption from UCI’s ESL Requirement

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1Francis, David F., et al. (2006). Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions. Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction (COI), 2006. (Book 1 of 3).

References

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A Few General References Pertaining to Teaching English Learners

August, D. & Shanahan, T. (2007). Developing Literacy in Second-Language Learners. Mahway, NJ: Lawrence Erlbaum Associates.

Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional Models and Strategies for Teaching English Language Learners.Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Lesaux, N. K., & Jergensen, J. (2010). Effective Practices for English Language Learners. Principals from five states speak. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

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Schleppegrell, M. J. (2009). Language in academic subject areas and classroom instruction: what is academic language and how can

we teach it? Invited paper for a workshop on The role of language in school learning sponsored by The National Academy of Sciences, Menlo Park, CA, October, 2009. Available

http://www7.nationalacademies.org/cfe/Paper_Mary_Schleppegrell.pdf

Short, D J. & Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. Carnegie Report.

General References Pertaining to Teaching English Learners

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Web Resources: Academic Language

Color’n Colorado www.colorincolorado.org/webcasts/ Webcasts

Doing What Works Clearinghouse dww.ed.gov Video-enhanced practice guides

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Web Resources: Academic Language

National Clearinghouse for English Language Acquisition (NCELA), Funded by the Office of English Language Acquisition of the U.S. Department of Educationwww.ncela.gwu.edu/webinars/

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Daily Reflection

Please take a few minutes to complete your Daily Reflection Form

Turn the form into one of the presenters

Handout: (Journal)

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Multiple Representations

Verbal Description Decimal

Lowest Term

Fraction Fraction

Seventy-five hundredths

.75

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