A P R A C T I C A L A P P R O A C H T O G I V I N G E Q U A L A C C E S S T O S E C O N D A R Y E L S
ELEMENTARY MATHEMATICS TEACHERS AS LANGUAGE
TEACHERS
Alana Cortés, English Language Development Coordinator, LAUSDElisa Rose, Mathematics Coordinator, LAUSD
34th Annual Greater San Diego Math Council ConferenceFebruary 1-2, 2013
DIVIDED CIRCLE MAP
ELs and math instruction
Strategies Considerations for language instruction
OBJECTIVE
Attendees will leave with specific classroom strategies to infuse the teaching of reading, writing, listening, and speaking in the elementary mathematics classroom.
TEACHING THE LANGUAGE OF MATH
L A N G U A G E I S N O T O N LY A T O O L F O R C O M M U N I C AT I N G , B U T A L S O A T O O L F O R T H I N K I N G .
LANGUAGE LEVELSTeachers of English to
Speakers of Other Languages (TESOL)
• Beginning
• Intermediate
• Advanced
California EL Proficiency Levels
• Beginning• Early Intermediate• Intermediate• Early Advanced• Advanced
DEFINITIONS OF ENGLISH LEARNERS PROFICIENCY LEVELS
• Turn to your elbow partner and choose who is “Partner A” and who is “Partner B”• Partner A reads “Intermediate” definition to
themselves while Partner B reads “Advanced” definition.• Turn to your partner and discuss what a student
at both Intermediate and Advanced proficiency level “can” and “cannot” do.
TEACHER STRATEGIES
Intermediate Early Advanced Advanced
• Ask critical thinking questions that can be answered in phrases and simple sentences.
• Teach students to use vocabulary notes as references.
• Provide models for writing.
• Assess students using sentence frames.
• Ask critical thinking questions and encourage responses that are detailed sentences.
• Give feedback to continue developing language & writing skills.
• Provide paragraph starters/outlines; provide rubrics.
• Ask critical thinking questions and probe for responses that are detailed sentences.
• Give feedback to continue develop to continue developing language & writing skills.
• Assess students independent writing; provide rubrics.
METAPHOR FOR UNDERSTANDING
BUILDING BACKGROUND
Principles of Learning & Motivation
• All learners, but English Learners in particular need a way to connect what they know with what they need to learn
• ELs need to learn mathematical concepts AND be able to relate and organize conceptually
• ELs benefit from reflecting on learned goals and progress, applying a metacognitive approach to learning English as well as learning mathematics content
Inquiry-Based Mathematics Education• Involve ELs is an inquiry-based,
language rich approach to solve mathematical problems
• High expectations for both content and language
• Social learning is an integral part of inquiry-based math classes
• As with all students, ELs should:• Formulate and solve a wide variety
of problems• Make conjectures and construct
arguments• Validate solutions• Evaluate the reasonableness of
mathematical claims
CALLING OUT LANGUAGE
• Multi-syllabic words• denominator, probability, multiplication
• Multiple meaning words• area, fraction, product
• Passive verb construction• Which is read one thousand, seventy-two?
• Connecting words that indicate relationships• because, conversely, hence, similarly
• Prepositions• divided by, divided into
• Mathematical register• Word choice, sentence structure, discourse patterns
ENCOURAGING DISCUSSION
Luck-of-the-Draw/Equity Sticks
• Student names are written on cards or popsicle sticks.
• Teacher “draws” a name and calls on that student. The paper or sticks are put away and not put back.
Heads Together
• The teacher poses a question or a math task.
• Small groups stand and lean their heads close together (like a huddle in football) and quietly discuss and reach an agreement on an answer.
Think-Ink-Pair-Share (TIPS)
• Students prepare for a high-five, make eye contact with someone across the room, and give them a gentle high five.
• This will be their partner for the discussion.
• Students take a few minutes to think and write down their thoughts or begin to solve a problem.
• Then students share their answers with a partner, and followed by a whole group discussion.
Stand Up-Hands Up-Pair Up
THE CANDLES PROBLEM
Maria has a red candle and a green candle. Each candle is 18 cm long. Maria lights each candle at the same time. The red candle takes 6 hours to burn out, but the green candle takes 3.a) After one hour of burning, which candle is
longer? How much longer? Explain how you got your answer.
b) How much time will pass until one of the candles is exactly twice as long as the other? Explain how you got your answer.
GALLERY WALK
• Each group posts their charts on the wall. • Groups stand by their chart and wait for the
signal to move to the next chart.• You will move clockwise.• At each chart, add a group “post-it” that
comments on the work charted.• Use “Pass the Pen” strategy.• After you have finished commenting on 4 charts,
go back to your own chart and read the comments.• Return to your seat.
PROCESS DEBRIEF HANDS UP/STAND UP
• Participants stand up with hand up in the air. • Participants make eye contact with a person not in their
group, walk over to them and give them a gentle “high five.”
• This is your partner• Designate which partner will begin. • Students discuss/share with partner.
QUESTION: What did you see the session facilitators do/put in place to scaffold instruction and to increase opportunities to use productive academic language during the task and the session?
ADDITIONAL ACCOMMODATIONS
• With practice, math teachers can help their English Learners learn to recognize and use math vocabulary, semantics, discussion techniques and background knowledge.• Math teachers should identify the student’s
language levels, the linguistic demands of each lesson, and plan accommodations in accordingly.
REMEMBER….
• Remember the glass... See the glass and your students’ language needs.• Remember when you are planning, you should
have two purposes for your math lessons for classes with ELs: • the math content• the language your students need to express their
understanding of the content you taught and they learned
SPEAKER EVALUATION• 1 2 3 4 5
Strongly Disagree
Text your message to this Phone Number: 37607
Strongly AgreeDisagree Neutral Agree
___ ___ ___ ___________ ”
Speaker was well-prepared
and knowledgeable
Speaker was engaging and an effective presenter
Session matched title
and description in program book
Other comments,
suggestions, or feedback
Example: 545 Great session! ”
“ 31098
“ 31098