Math Workshop for Second Language Learners

1. Math Workshop for Second Language Learners WABE 2012 Dr. Kristin Percy Calaff kcalaff@comcast.net

2. Workshop Agenda Purpose: To develop effective instructional strategies in order to build the mathematical thinking of second language learners. • Review effective ELL math instruction • Practice Singapore model drawing • Develop a math “workshop”

3. Effective Math Instruction Explicit Purpose Statements • Use a sentence frame • The purpose of today’s lesson is to… in order to… • We will…so we can… • Key Components • What? (name the activity) • Why? (link to long-term goal) • How? (plan your assessment tool)

4. Effective Math Instruction Input Strategies • Cognitive Content Dictionary • Signal Words • Pictorials • Chants • Process Grid

5. CCD - Fractions

6. Addition Add Plus Sum Combine Counting On 3+3=6 3plus3equals6 4+4= 4…5, 6, 7, 8 total How many? Altogether In all 3 +3 6 equals Problem, Equation, Number Sentence Operation Vocabulary Key Purple= Related to the Symbol Green= Related to word problems Red= Related to equations Pink= numbers 4+4=8 Pictorial - Addition plus Everett Public Schools

7. The Mr. Four Bugaloo I’m Mr. Four and I’m here to say I count by 4’s almost every day. 4…8…12…16 I skip all the numbers in between. Next I count 20, 24, and 28, I’m almost there and I’m feeling great! 32, 36, and 40, woo-hoo! Doing the Mr. Four Bugaloo!

8. Process Grid - Quadrilaterals Everett Public Schools

9. Effective Math Instruction Output Strategies • Turn and talk / 10:2 • Explain your thinking • How did you get that? • How do you know? • I used the ______ strategy because… • Group Work / Team Tasks • Cooperative roles in math • “Don’t touch their pencil.”

10. Singapore Problem-Solving • 1. UNDERSTAND • Read the problem. • Underline the important information. (Who? What? How?) • Write a “mmm” statement. • 2. PLAN • Draw a diagram. • Label the parts. • Put the ? in place. • 3. SOLVE • Do the math. (Choose a strategy.) • 4. CHECK • Fill in in your answer. (Does it make sense?)

11. Karen had $12 more than José. If José had $23, how much did they have altogether?

12. Marisa and Lucas were giving out flyers to advertise a car wash for their class. Marisa gave out 3 times as many flyers as Lucas. If Lucas gave out 6 flyers, how many did they give out altogether?

13. Johnny had 30 candy bars to sell for his scout troop. If he sold 3/5 of the candy bars on the first day, how many did he have left to sell?

14. Why Math Workshop? • Differentiated Instruction • Smaller groups = Individual attention • More effective use of Para support • Greater student ownership • Increased motivation

15. How Does It Work? • 2 or 3 flexible groups • Daily formative assessment • Teacher repeats/adjusts “mini-lesson” • Students practice independently • “Math Experts” assist peers • Students do extension/review activities

16. Two-Group Workshop Model * Para/Volunteer may assist, if available

17. Key Elements of Math Workshop • Mini-Lessons • Additional manipulatives • High-level concepts, simple numbers • Challenge problems • Independent Practice • Clear Expectations • Math “Experts” • Readiness/Extension Activities • Readiness (from previous year) • Games, Extensions • Computer: Math Playground, Xtra Math

18. Three-Group Workshop Model * Para/Volunteer assists

19. Plan Your Workshop • How will you assess and group students? • What assistance do you have available? • Will you use a 2 or 3 group model? • What readiness activities do you need? • What extension activities will you use? • How will you teach expectations for student ownership and independence?