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Can math and science teachers be language teachers?
Bonnie Larson, St. Paul Preparatory SchoolAnn Mabbott, Hamline University
Ariel Trangle, Heritage E Stem Magnet School in West St. Paul
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Learning for Academic Proficiency and Success (LEAPS) Act 2014 MN Legislature
All 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.
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Common 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.
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Hamline University MAT Completion Program
For recently licensed teachers
12 credits of classes related to teaching ELs• Understanding 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)
Teaching English in Math and Science
Bonnie LarsonSt. Paul Preparatory School
Algebra 2
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St. Paul Preparatory School
• International non-profit college preparatory school
• 175 students in grades 9 – 12• Students from 32 countries• About 20 students from the local area
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Class Composition
Student countries represented in my classes• Mongolia• Spain• Macedonia• South Korea• China• Germany• Thailand• Vietnam• Chile
• Afghanistan• Pakistan• Turkey• Hungary• Poland• Mexico• Kyrgyzstan• Montenegro• USA
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WIDA Levels
• Fall scores range from 1 to 6• A few native English speakers in each class
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SPP Sheltered Instruction Observation Protocol (SIOP) Program
• Every teacher is assigned a SIOP coach– SIOP coaches attend training annually
• SIOP coaches observe 2 – 3 classes per year or as requested
• Each teacher observes SIOP coach at least once per year
• Can request additional observation time of other teachers
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SPP SIOP Program• Teachers set two to three goals to work on for
the year• My 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).
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SIOP Strategies Used in Class• Content and Language Strategies• Posted word list• Guided notes
– Notes of PPT with blanks to fill in and problems to complete
– Modified Cornell notes • Word banks• Pair work• Bricks and mortar work• Modeling• Hands-on activities 12
Math Lesson: Angles in Standard Position
• Content Objectives:– Draw angles in standard position– Find the values of trig functions for angles in standard
position• Language 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. 13
Content and Language Objectives
• Content Objectives– Displayed in Powerpoint and read aloud– Displayed on the top of the slides pertaining to it– Guided notes have content objectives at the beginning
and on each page• Language Objectives
– Displayed on Powerpoint at the beginning of lesson– Displayed when accomplishing
• Vocabulary– Displayed on Powerpoint and poster
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Access: Unit Planning
• Activating prior knowledge– Warm-up: Reviewed finding trig functions of an
acute angle– Nine of the twelve students were given part of the
problem to solve and write on board– Remaining students checked their answers– We discussed discrepancies
• Angle, rotation, and degree words seemed familiar and reviewed.
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Warm Up
Find the measure of the supplement for each given angle.
1. 150° 2. 120° 3. 135° 4. 95°
5. Find the value of the sine, cosine, and tangent functions for θ.
30° 60°
45° 85°
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Language: Active Learning
• Discussed concepts and meaning• Modeled drawing angles and students worked
with table partners to draw theirs• Checked in with each student for confusion
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Objective: Draw angles in standard position
An angle in standard position hasa) the initial side along the x axisb) vertex at the origin (0, 0).
x
y
Vertex at
_______
An angle in _________________________ has
its vertex at the ___________ and one ray on
the__________________________.
Initial side
Positive x-axis
Standard position
(0, 0)
Terminal side
Origin
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Objective: Draw angles in standard position
Reference angles make a bowtie with the x axis.
Reference angles are always______________!
bowtie
positive
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Language Objectives
• Spend 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 end
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Language: Objectives
• Use language to compare and contrast– Practiced mid-lesson by speaking– At end of lesson, summarized characteristics of
reference and coterminal angles– Wrote statements using while, although or
whereas
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Words to Compare and Contrast
Words to show similarity Words to show contrast
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Choose 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...
A B
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Language Objective: Use the words while, although or whereas to compare and contrast coterminal angles with reference angles.
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Characteristics of coterminal angles:
-Positive or negative or both?
- are measured from ____________
- can be ______ 90 degrees
Characteristics 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 Speech
• Lots of repetition!• Modeled the two sentences before releasing
them to speak with each other• Wait time was usually between 3 and 7
seconds.– Typically, students answered within 1-2 seconds,
but when they didn’t, you most frequently waited 5-7 seconds.
– Times 2: III; 3: I; 5: I; 6: II; 7: I
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Language: Vocabulary
• standard position
• initial side
• terminal side
• angle of rotation
• coterminal angle
• reference angle26
Observation Notes: Vocabulary• Vocabulary
– Charted how often we used the vocabulary words in class
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Introduced Written/Spoken RepeatedHighlighted
(students had to use it)
Compare/Contrast words (while, although, whereas)
I III I
Standard position I I IIOrigin I I IInitial side I I III ITerminal side I I IIIII IAngle of rotation IClockwise I IICounter-clockwise I IICoterminal angle I II III IReference angle
Talking Math
Ask 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 Modes
• Comments:– 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. 29
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Speaking Chart
Armaan; 7
Darice; 6
Kirril; 5
Nikita; 3
Ani; 1
Matthew; 1
Charlene; 2
Michael; 2
Kirril; 1
Serena; 1
Richard; 1
Kim Kim ??; 1
Matthew; 1
Voluntary Answers Compulsory Answers
Suggestions
1. Ensure every student gets a chance to speak in class
2. Give students ample opportunities to practice language
3. Focus on deeper levels of talk4. Teach key words first5. Have student repeat or paraphrase
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Business Math: Guided Notes
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Business Math: Cornell Notes
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Aviation Class: Cornell Notes
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Aviation: Hands-on
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Aviation: Hands-on
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Questions?
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● Public Charter School● Located in North Minneapolis ● Opened Fall of 2012● Grades 9-10● 90 to 100 students enrolled● About 30% of students are ELs● 100% of students qualify for free or reduced lunch● 9 Teachers + 2 Administrators + 1 Office Staff
Ariel’s School
● 20 Students Present (class size = 22)● 11 students were ELs● Most 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 circle’s 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 circle’s 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 + Agenda
Do Now
New Vocabulary
★ Circle Diagrams★ Flyswatter★ Whiteboards★ Sentence + Pictures★ Speed Dating★ Vocabulary Quiz
VocabActivity:
Student Handout
★ Circle Diagrams★ Flyswatter★ Whiteboards★ Sentence + Pictures★ Speed Dating★ Vocabulary Quiz
VocabActivity:
★ Circle Diagrams★ Flyswatter★ Whiteboards★ Sentence + Pictures★ Speed Dating★ Vocabulary Quiz
VocabActivity:
#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
● Interaction
Positive #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 Time
Areas to improve
● Students will be invested in using academic language if it is integrated into the curriculum.
● Carrot + Stick Approach● Vocab appeals to students who traditionally struggle in
math● Vocab + Language lead to deeper comprehension and
retention of math and language concepts
1 Surprise
● Begin unit and topic by incorporating vocabulary and manipulative or diagrams
Recommendation #1
● 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 #3
Recommendation #3Problem (Given) Measure of
Central Tendency Needed + Definition
Description on how to calculate the needed measure of central tendency
Calculation Answer
Ms. Trangle’s 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 student’s 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 student’s 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 #4
● Incorporate 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
❏Speed Dating ❏Give Prompt❏Pairs discuss❏One line or circlerotates
Recommendation #5
❏ Individual❏Oral Exam – 5 questions❏Graded 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 pairs❏Gave a list of vocab terms and sentence
frames❏Graded 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
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Questions and Discussion
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