English Language Learners Achieving Academic Success in
Mathematics
TESOL 2011 Annual Convention
March 17, 2011
Shelly Chasse-JohndroLinda GerenaJenny Salls
Olga Ramirez
Colloquium Members
• Shelly Chasse-Johndro is the associate director and instructor of a Title III grant which trains pre-service and in-service teachers to work with ELLs in the K-12 setting at the University of Maine.
• Dr. Linda Gerena is an Associate Professor at City University of New York, York College with more than 20 years of experience in teaching ELLs and preparing pre-service teachers at all grade levels.
• Dr. Jenny Salls is a high school mathematics teacher and department chair at Sparks High School where she teaches algebra, Trigonometry/Pre-Calculus as well as an intervention class.
• Dr. Olga Ramirez is a Full Professor in the Department of Mathematics at the University of Texas – Pan American (UTPA) in Edinburg, Texas where she teaches mathematics education courses for pre-service and in-service elementary and middle school teachers.
Shelly Chasse-Johndro
Associate Director of Project Opportunity - Title III grant from the Office of English Language Acquisition (OELA), United States Department of Education
Teaches ESL endorsement courses for in-service and pre-service teachers at the University of Maine
Member of the Maine Educational Assessment (MEA) and New England Common Assessment Program (NECAP) Bias and Sensitivity
President of Northern New England Teachers of English for Speakers of Other Languages (NNETESOL) Executive Board
Lead individual of Mathematics In TESOL forum
High School Graduation Rates
Peer Enabled Restructured Classrooms:
A Field Trial Experiment Leading to a Successful Model for the
Urban Classroom
Funded by the National Science Foundation Mathematics and Science Partnership
What would you see if you walked into a peer enabled restructured
classroom?
The teacher might be walking around, might be talking with a
group.
Students working in groups and all the students are engaged.
You may notice a young person acting as a group facilitator (named Teaching Assistant Scholar or TAS).
The Teaching Assistant Scholars
High School students who successfully passed
and completed the course in a prior year
Regents scores in the 70-80 category (Average =
73) – middle level performance
Enrolled in “TAS class” during year to learn pedagogical strategies, advanced content, and college preparedness
PERCRobust
Empowering
Urban Classroom Reform
School Reform
Many Remaining Questions
Closes the Achievement Gap
Foundational Priorities
• Curriculum, Instruction & Assessment
• Equity
• Advocacy
• Professional Development
• Research
National Council of Teachers
of Mathematics
Advocacy
• Position statement
“Teaching Mathematics to English Language Learners”
• Research Briefs and Clips
Resources for Teachers
Resources for Teachers
• Teaching Tips
• Family Resources
• Problems by grade and content
• Resource Collectiono Differentiated Instructiono Equityo Assessment
Figure This!
Illuminations
Texas A&M University – CC and UT-Pan American
Family Math & Family Science
Acknowledgments: National Science Foundation
Preservice Teachers Learning to Engage Hispanic Parents in Mathematics and Science
[PTEP–Phase 1] (DUE # 0536827).
Texas A&M -CC
Family Math
#1
Family Math
#1
EnglishLanguageAcquisition
Family Math & Family Science
Cafeteria Setting – Expect Over 150 People
Registration
Welcome
Families
Snacks and Refreshmentsare Provided
Families ArrivePre-service Teachers
Prepare
Family Math & Family Science
Whole Families Come!
MeasurementHow Long is this? What Weighs More?
Vocabulary: Lengths, Centimeter, Decimeter,
Weight, Grams, Kilograms
Vocabulary: Scale, Balance, Trundle Wheel, Circumference, Meter
Measuring with Scales and a Trundle Wheel
Area: Who Has The Biggest Hand?
Vocabulary: Area, Square Centimeters
Fractions Concepts with Cakes, Cuisenaire Rods and Fraction Kits
Vocabulary: One Whole, Unit Fraction,
Equivalent Fractions
Hands on Equations: Solving Equations with One Unknown
Vocabulary: Equation, Unknown, Solution
Using Word Walls in the Math Content Class To Support
Language Acquisition
• Purpose of Word Walls
• Understanding Word Walls
• How to use Word Walls in Math
• Whole Class Activities
• Small Group Activities
• Individual Activitieshttps://sites.google.com/site/zidrichesl/interactive-
math-wor
Think - Pair - Share
• What is the purpose of a word wall?
• What is my experience using word walls in my teaching?
• What are some other ways I can use word walls in my classroom?
Purpose of and Understanding Words
Wall• Words must be useful and frequently used in
subject areas
• Refer to the display as the “Word Wall”
• Use the same format all year
• Discuss new words as they are displayed
• Don’t overcrowd the word wall
• Organize words to make connections clear
• Do activities with word walls
• “Retire” words when thy are no longer needed.Beers, 2003; Calella, 2001; Allen 2007,
1999
How Can We Use Word Walls in Math?
Talk to a neighbor:• What vocabulary or concepts can be included in word walls?
• How many words per week should be added?
So, We Have a Word Wall:
What Next?Think of ways to use Word Walls in:• Whole Class Activities
• Small Group Activities
• Individual Activities
Today’s Vocabulary
Math Perimeter EstimateNumerato
rRatio
Variable Tangent Graph Angle Chord
Cylinder Diameter Equation Exponent Factor
IntegerOrdered
PairPercent
Proportion
Quadrant
Radius Scale Vertex X Axis Mean
Whole Class Activities
• Mystery Word
• Visiting Word (new word)
• Missing Word
• Word Wall BINGO
• “Who Am I?” Word
• Mind Reader
• “Around the World”
Small Group Activities
• Word Pictures
• Word Cards Partner
• Word Ad
• Word Sorts
• Crossword Puzzles
http://t0.gstatic.com/images?q=tbn:ANd9GcRzmiBzZOnPIBtslml_NOIKCMSLQFKRdzL5ux8Y0emGlpwu3uzw3Q
Individual Activities
•Words in a story•Words within words•Word Search•Word Ranking•Word Rhymes•Metaphors & Similes•Poetry
Math Word Wall
Palm Beach County Schools
Proportion of English Language Learners
2003-04 2004-05 2005-06 2006-07 2007-08 2008-090.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Exited Program
ELL
Activities That Support Academic Language Development
Comprehensive Instruction
Vocabulary Their Way. Templeton, Bear, Invernizzi, Johnston, 2010
Instruction
“Supporting Math Vocabulary Acquisition,” Bay-Williams, Livers, Teaching Children Mathematics, November 2009
Mathematics - Related
Context - Related
New
Review
Research-Based Methods
Vocabulary Their Way. Templeton, Bear, Invernizzi, Johnston, 2010
• Definitional Vocabulary Instruction
• Mnemonic Techniques
• Word Study
• Context Strategies
Activities may occur prior to, during, after engagement with term(s),
or in isolation from a text reading
Frayer Model Adaptation
Word
Definition Sentence
Example/Non Example (Math)Picture (real life)
Rectangle
Rectangle
Definition Sentence
Example/Non Example (Math)Picture (real life)
Vocabulary GamesTaboo
• $20,000 Pyramid
• Concentration
• Bingo
Context Strategies
Words should be seen, used, and practiced in several different contexts
to truly get a deep meaning!
• Etch-a-Sketch
• Good News/Bad News
• Storyboards
• Acronyms
• Graffiti Cards
Etch-a-Sketch
51 Wacky We-Search Reports: Face the Facts with Fun. Lane, 2003
Good News/Bad News
51 Wacky We-Search Reports: Face the Facts with Fun. Lane, 2003
Storyboard
Going Deep with Compare and Contrast Thinking. NNWP
Storyboard
Going Deep with Compare and Contrast Thinking. NNWP
Acronyms
51 Wacky We-Search Reports: Face the Facts with Fun. Lane, 2003
Graffiti Cards
Going Deep with Compare and Contrast Thinking. NNWP
Graffiti Cards
Going Deep with Compare and Contrast Thinking. NNWP
Family MathCulturally Relevant Math Activity
A Hispanic
Family
Focus on Culturally Relevant Mathematics
A Hispanic
Family
What can I do to
involve
a Hispanic family
in mathematics
education?
Traditional Game Similar to Bingo
Many of the 54 card images are
aboutThe Day of the
DeadNov. 2nd
Mexico/South Texas – Visit Loved Ones at
Cemeteries
Mexican Loteria (Chalupa)
Is there a pattern?
Math Focus: Rectangles!
Find all (1x1), (1x2), (1x3), (3x1), (1x4), (4x1), (2x2), (2x3), (3x2), (2x4), (3x3), (3x4), (4x3) and (4x4) rectangles!
(1 x 1)
(2 x 1)
(3 x 1)
(4 x 1)RECTANGLES
(1 x 2)
(1 x 3)
(1 x 4)
RECTANGLES
(2 x 2)
(2 x 3)
(2 x 4)
RECTANGLES
(3 x 2) (3 x 3) (3 x 4)
RECTANGLES
(4 x 2) (4 x 3) (4 x 4)
RECTANGLES
Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
Type of Rectangl
e
Number Type of Rectangl
e
Number
Total
1 x 1 16 N/A N/A 16
2 x 1 ? 1 x 2 ? ?
3 x 1 ? 1 x 3 ? ?
4 x 1 ? 1 x 4 ? ?
2 x 2 ? N/A N/A ?
3 x 2 ? 2 x 3 ? ?
4 x 2 ? 2 x 4 ? ?
3 x 3 ? N/A N/A ?
3 x 4 ? 4 x 3 ? ?
4 x 4 1 N/A N/A 1
GRAND TOTAL
Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
Type of Rectangl
e
Number Type of Rectangl
e
Number
Total
1 x 1 16 N/A N/A 16
2 x 1 12 1 x 2 12 ?
3 x 1 8 1 x 3 8 ?
4 x 1 ? 1 x 4 ? ?
2 x 2 ? N/A N/A ?
3 x 2 ? 2 x 3 ? ?
4 x 2 ? 2 x 4 ? ?
3 x 3 ? N/A N/A ?
3 x 4 ? 4 x 3 ? ?
4 x 4 1 N/A N/A 1
GRAND TOTAL
Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
Type of Rectangl
e
Number Type of Rectangl
e
Number
Total
1 x 1 16 N/A N/A 16
2 x 1 12 1 x 2 12 ?
3 x 1 8 1 x 3 8 ?
4 x 1 ? 1 x 4 ? ?
2 x 2 9 N/A N/A ?
3 x 2 6 2 x 3 6 ?
4 x 2 ? 2 x 4 ? ?
3 x 3 ? N/A N/A ?
3 x 4 ? 4 x 3 ? ?
4 x 4 1 N/A N/A 1
GRAND TOTAL
Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
Type of Rectangl
e
Number Type of Rectangl
e
Number
Total
1 x 1 16 N/A N/A 16
2 x 1 12 1 x 2 12 ?
3 x 1 8 1 x 3 8 ?
4 x 1 ? 1 x 4 ? ?
2 x 2 9 N/A N/A ?
3 x 2 6 2 x 3 6 ?
4 x 2 ? 2 x 4 ? ?
3 x 3 4 N/A N/A ?
3 x 4 2 4 x 3 2 ?
4 x 4 1 N/A N/A 1
GRAND TOTAL
Loteria Rectangles
Type of Rectangl
e
Number Type of Rectangl
e
Number
Total
1 x 1 16 N/A N/A 16
2 x 1 12 1 x 2 12 24
3 x 1 8 1 x 3 8 16
4 x 1 4 1 x 4 4 8
2 x 2 9 N/A N/A 9
3 x 2 6 2 x 3 6 12
4 x 2 3 2 x 4 3 6
3 x 3 4 N/A N/A 4
3 x 4 2 4 x 3 2 4
4 x 4 1 N/A N/A 1
GRAND TOTAL 100
Vocabulary
Rectangle, Array, Rows, Columns, Pattern,
Strategy, Organizational Chart
Word Wall Resources
• Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, Stenhouse Publishers.
• Allen, J. (1999). Words, Words, Words. Portland: Stenhouse Publishers.
• Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth: Heinemann.
• Callella, T. (2001). Making Your Word Wall More Interactive. Huntington Beach: Creative Teaching Press.
Word Wall Resources
• Interactive Word Wall: Retrieved January 4, 2011.http://www.teachnet.com/lesson/langarts/wordwall062599.html
• Palm Beach County Literacy Project. Vocabulary Acquisition, Word Building Strategies and Interactive Word Walls.
• Word Walls. Retrieved January 4, 2011.http://www.theteacherscorner.net/writing/wordwall/index.htm
• Working with Words. Retrieved January 4, 2011.
http://www.wfu.edu/~cunningh/fourblocks/block4.html
Resources Research briefs and clips about ELLs in
mathematics - www.nctm.org/news/content.aspx?id=8468
Position Statement: Teaching Mathematics to ELLs - www.nctm.org/about/content.aspx?id=16135
Resources for Teachers - www.nctm.org/resources/default.aspx?id=230
Problems by grade and topic - www.nctm.org/resources/content.aspx?id=16387
Teaching Tips - www.nctm.org/resources/content.aspx?id=9584
Resources Resource Collections - Assessment, Motivation,
Curriculum, and Intervention www.nctm.org/resources/content.aspx?id=15333
Family Resources - www.nctm.org/resources/families.aspx - Help your child succeed in math and Homework Help
Figure This! - www.figurethis.org/index.html - Math challenges for students, Teacher’s and Family Corner, English and Spanish
Illuminations - http://illuminations.nctm.org/ - Standards-based resources for the teaching and learning of mathematics; Web-based; Includes lessons, activities, interactives and Calculation Nation online math game
Thank You!
Shelly Chasse-Johndro - [email protected]
Linda Genera - [email protected]
Jenny Salls - [email protected]
Dr. Olga Ramirez - [email protected]