Preparing for Success in Algebra English Language Learners in Mathematics

1. Preparing for Success in AlgebraEnglish Language Learners in Mathematics Day 5

2. Making A Difference

3. The Language of Mathematics

4. What the Research Says Makes a Difference. The Incorporation of Peer-Based Instructionand Structured Oral Conversations Scaffolded Writing

5. Math Conversations

6. Math Conversations Daily Structured Academic Conversational Lessons to Support Regular Mathematics Instruction

7. Some Support Strategies Questioning Using Sentence Stems Comments to Keep the Conversation Going

8. Goals of Today’s Session 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.

9. Your Turn: Think/Pair/Share Read the handout, “How can mathematics teachers support English language learners?” List the two best suggestions the authors make.

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

11. Did anyone suggest differentiating instruction? What types of questions can we ask English learners of three different proficiency levels?

12. 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?)

13. 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?

14. 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….?

15. 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.

16. The Five-Ten Minute Lesson Plan 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. 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.

17. A Review of the Week Language Assessment Language Objectives Vocabulary Grammar Discourse Language Activities

18. A Review of the Week • Sorting and Categorization • Each One, Teach One • Think-Pair-Share • Scaffolded QUICK Writes • Scaffolded Conversations with Sentence Stems • Scaffolded Conversations with Comments to Keep Conversations Going

19. 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?

20. Our Success • 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.

21. With Effective Instruction, Student Dreams Can Come True

23. 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

24. 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

26. Internet Resources To Improve Teachers’ Knowledge of Teaching the Language Of Mathematics to English Learners

27. Where to go to find out more about teaching English learners

28. Research-Based Recommendations IES Practice Guide ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf

29. Doing What Works

30. Doing What Works Clearinghouse Dww.ed.gov Video-Enhanced Practice Guides

31. Colorín Coloradowww.colorincolorado.org

34. Todos-math.orgLinks to quality resources in Spanish

37. Learner Dictionaries

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

41. A Letter from a University Student Requesting Exemption from UCI’s ESL Requirement Dear Mrs. Robbin I 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.

42. References • 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).

43. 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.

44. General References Pertaining to Teaching English Learners • 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.

45. Web Resources: Academic Language

46. 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 Education www.ncela.gwu.edu/webinars/

47. Daily Reflection Please take a few minutes to complete your Daily Reflection Form Turn the form into one of the presenters Handout: (Journal)

50. Multiple Representations