1. Fostering Vocabulary Development and Deeper Conceptual Understanding in the Mathematics Classroom Melissa Christie September 16, 2013

2. Introductions Melissa Christie Director, Curriculum & Instruction 2

3. Goal Prepare every English learner for college and career success! 3

4. Learning Objectives Participants will: deepen their knowledge of how to support English Learner’s understanding of the Common Core State Standards- Mathematics (CCSS-M). increase their understanding of the CCSS-M by exploring performance tasks that deepen students’ conceptual understanding. engage in an instructional strategy called Number Talks to support students’ oral and receptive language development. 4

5. Language Objective Participants will use speaking and listening skills to communicate their understanding of the various components found in the CCSS Mathematics Content and Practice Standards.

6. Agenda CCSS-M Standards and Mathematical Practices Support for Oral Language Production Formative Performance Tasks Number Talk Awareness to Action

7. Domains and Conceptual Categories K12345678HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability

8. 8 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

9. EL Focus for the 8 Standards for Mathematical Practice SMP 3. Construct viable arguments and critique the reasoning of others. SMP 6. Attend to precision.

10. Video Use the note taking guide to capture evidence of academic discourse and support for oral language development. 10

11. Group Discussion What mathematical thinking did the students demonstrate? What mathematical practices did they exhibit? What was the role of the teacher during the lesson?

12. Maintenance and Decline of Cognitively-Demanding Tasks Maintenance Scaffolding of student thinking and reasoning Pressing for justifications, explanations, and/or meaning through questioning, comments, and/or feedback Decline Not asking questions that go beyond the correct answer Not holding students accountable to their thinking and reasoning Stein, Remillard, & Smith, 2007

13. Number Talks A daily routine for whole ‐ class instruction Number Sense (e ffi ciency, accuracy & flexibility) Generalized Arithmetic-conceptual understanding Reasoning and Problem Solving Mental Mathematics 10 minutes per day Preview-­Review-­Conceptual Understanding

14. Questions Teachers Might Ask Who would like to share their thinking? Did someone solve it a different way? Who else used this strategy to solve the problem? How did you figure it out? What did you do next? What did you need to know? Why did you do that? Tell me more. Which strategies do you see being used?

15. Connecting to SMP 3 and 6 My idea is similar to ______________ because________________. My idea is different than ____________ because________________.

16. Oral Language Production A focus of language is crucial, no matter what subject is being taught. Teachers must engage students in classroom discussions of subject matter that are more sophisticated in form and content. And teachers must know enough about language to discuss it and support its development in their students. Academic language is learned through frequent exposure and practice over a long period of time-from the time children enter school to the time they leave it. Filmore and Snow, 2000 Taken from Dr. Kate Kinsella’s presentation, SCCOE 2012

17. CCSS-ELA & LITERACY IN SCIENCE, HSS, AND TECHNICAL SUBJECTS SPEAKING AND LISTENING STANDARDS Mapping to the Core – May 2013

18. Speaking and Listening Substrands Comprehension and Collaboration (Listening) Presentation of Knowledge and Ideas (Speaking) Mapping to the Core – May 2013

19. Comprehension and Collaboration Students should learn to: – participate effectively in oral interactions – integrate and evaluate information – evaluate the speaker’s message, perspective, and rhetoric Dr. Timothy Shanhan, 2012 Mapping to the Core – May 2013

20. Presentation of Knowledge and Ideas Students should learn to: – present information in clear and appropriate ways – use digital media and other displays to support such presentations – adapt speech to the demands of a variety of contexts and tasks Dr. Timothy Shanhan, 2012 Mapping to the Core – May 2013

21. Big Ideas Students gain, evaluate, and present increasingly complex information, ideas, and evidence: – Respond to and develop what others have said – In formal presentations, through media – In informal discussions Mapping to the Core – May 2013

22. Big Ideas Part of speaking is listening Students need to learn how to talk – With a partner (think-pair-share) – In small groups – Whole class Mapping to the Core – May 2013

23. EL Implications English Learners contribute more actively in class when they are given plenty of opportunities to engage in planned oral language production such as collaborative conversations, structured group discussions and opportunities to provide meaningful feedback based on task, purpose and audience. Mapping to the Core – May 2013

24. Moving From Awareness of ELD Standards to Action Brainstorm the following questions: What is the awareness level of the ELD Standards at your site or district? Use a scale of 1-5. What are some key actions you can take to begin your transition? What support is needed to guide your transition?

25. Additional Resources Noyce Foundation Math Resources CA Department of Education-CCSS Smarter Balanced Assessment Consortium Smarter Balanced Assessment Consortium SCCOE Math Website