Presentation on theme: "Granite School District Charlene Lui Launa Harvey Sara Moore"— Presentation transcript:
1Granite School District Charlene Lui Launa Harvey Sara Moore Differentiating Instruction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse StudentsGranite School DistrictCharlene LuiLauna HarveySara Moore
4ObjectivesContentLearners will become more knowledgeable regarding the necessity to focus on academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS)LanguageLearners will :listen to and discuss academic languagecreate differentiated math tasks using the WiDA Model Performance Indicatorsconnect academic language to mathematical instructional strategies in the classroom
5Mathematics Instruction for ELs Uses Sociocultural approaches to study mathematical thinking and learning, mathematical discourse and mathematics learners who are bilingual or learning English
6What do English Learners need in the Mathematics classrooms What do English Learners need in the Mathematics classrooms? (Moschkovich)Teachers who are prepared to teach math for understandingParticipate in mathematical discussions as they learn EnglishTreat everyday language as resource, not as an obstacleFocus on mathematical practices, not “language” as vocabulary, single words, grammar, or a list of definitionsFocus on student’s mathematical reasoning, not accuracy in using language“Math talk” promotes dialogue and conversation to explore mathematical thinkingProvides students an opportunity for deeper understanding through communicationIndividually and in groups, it provides students an opportunity to articulate and defend their ideas and analyze the reasoning of others
7Academic Language in Diverse Classrooms Margo Gottlieb and Gisela Ernst-Slavit Transforming students from everyday language into academic language was a key point that Moschovich presented to usFor todays presentation will focus on Gottlieb and Slavit’s work presented in their books Academic Language in Diverse ClassroomsAnd also we will be sharing the Wida EL Standards if you are not using WIDA you are probably familiar with the TESOL standards they are very similarNow Charlene will lead us into a discussion on academic language
8Academic LanguageUsed for specific purpose and audience in a particular contextUsed in schools to acquire a new or deeper understanding of the content and to communicate that understanding to othersIncreases in complexity from grade to grade and year to yearFor ELs, increasing horizontally from one language proficiency level to the next
10Academic Language for ELs English Language Development instruction ensures that:ELs attain English to high levels of proficiency enabling them to meet the same state academic Core Standards as all students are expected to meet.Students meet both English Cognitive Academic Language Proficiency Skills (CALPS) as well as Social Basic Interpersonal Cognitive Skills (BICS).ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: reading, writing, speaking, and listening (Genesee, Lindholm- Leary, Saunders & Christian, 2006)How do we get Juan…..
11WIDA’s English Language Development Standards Social & Instructional LanguageLanguage of Language ArtsLanguage of MathematicsLanguage of ScienceLanguage of Social StudiesWIDA’s five English Language Development Standards represent the social, instructional, and academic language that ELLs need to engage with peers, educators, and the curriculum in schools. Standard 1 represents the language needed and used by ELLs for social and instructional purposes within the school setting. Standards 2-5 address the language necessary for ELLs’ academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies. While other features of the Standards Framework have been updated, the five English Language Development Standards have NOT changed.Academic LanguageStandard Standard 2 Standard 3 Standard 4 Standard 5
12Standards for Mathematical Practice Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated reasoning.
13You can see modeling can be done using multiple representations There is math talk that is written in student friendly languageLater we will discuss ways to use sentence frames for ELsBoth Gotlieb & Muschovich suggest focusing on mathematical practice for ELs
15Model 4th Grade Math Unit Content Objective: I can solve and explain problems involving fractional partsLanguage Objective: I can describe and compare the use of fractions in a variety of situationsActivity: Students will use real world problems to create and convert recipes using fractionsAssessments:Math journal (Do-Talk-Record)Use of sentence framesConverting recipes (Anchor Chart)
16Model 4th Grade Math Unit Using recipes from students’ homes as well as cultures adds interest and motivationIt is real world problem which is what the CCSS for mathematics focuses on
18Identifying Academic Language “What language will students need to know in order to access grade-level material and demonstrate understanding of the topic and concepts?”
19Dimensions of Academic Language General Areas of CoverageMathematic Text Type: RecipesDiscourse LevelText TypeGenresVoice/PerspectiveCohesion across sentencesCoherence of ideasOrganization of text or speechTransitions of thoughtsDirections for a recipeSentence LevelTypes of sentences-simple, compound, complex, compound-complexTypes of clauses-relative, coordinate, embeddedPrepositional phrasesSyntax (forms and grammatical structures)Imperative verbs: preheat, combine, mixSequential language: first, second, then, next, later, finallyDiscourse refers to the types of written or spoken communicationsWord/Phrase LevelVocabulary-general, specialized, technical academic words and expressionsMultiple meanings/polysemous wordsNominalizationsIdiomatic expressionsMetaphorsDouble entendresRecipeIngredientsMeasuring cupUtensilsOne-half cupDoubleHalveTeaspoon
22English Language Proficiency Levels 65Entering (Pre-Emergent)Beginning (Emergent)Developing (Intermediate)Expanding (Advanced)Bridging (Fluent)(2 year monitor)432Reaching (Exit)1With the introduction of the WIDA English Language Standards, there has been a change in the names of the English Proficiency levels. The old names for the proficiency levels are listed in red. #6 is reaching (formerly fluent), level 6 students have been excited from ELL services.Note: Students at lower proficiency levels will need increased levels of support. (Students at higher proficiency levels need decreased levels of support.)Our goal is to help students climb these stairs to higher levels of language proficiency. If a student scores level 1, my goal as a teacher is to be thinking about ways that I can move that student from level 1 into level 2.Remember that a student may be functioning at different proficiency levels depending on the language domain (Speaking, Listening, Reading, Writing). Occasionally students may be functioning at different proficiency levels depending on the language domain (Social, Language Arts, Math, Science, Social Studies, etc).
24Using WIDA to Differentiate Instruction Language FunctionContent StemStudent SupportModel Performance IndicatorI canIdentify and solvefractional part problemswith a partner using models.
25Learning Task 4: Using WIDA MPIs Step 1: As a group, create 2 differentiated learning tasks using listening, speaking, reading, and writing for proficiency levels 1 and 4 Step 2: Share “What ways were tasks differentiated for the two levels?”
26Anchor ChartsThese insights are not new – indeed, the ancient Chinese knew about the secret of good teaching a long time ago:“I hear and I forget, I see and I remember, I DO and I understand.”(Confucius)
27Do-Talk-Record Students: Work with a general idea Talk about how they solved the problem or what strategies were usedWrite down the steps in solving the problemIn many mathematics classes talking is not a priority and it is critical for ELs
29Take Away Find a partner Answer the following questions: What squared with you todayWhat is circling around in your headWhat points stuck with you todayWhat questions are circling in your head?What squared or agreed with your thinking?What important point(s) stood out?
30Take Away Find a partner Answer the following questions: What squared with me?What questions are still circling around?What key points would I like to implement? How will I start?
31ObjectivesContentLearners will become more knowledgeable regarding the necessity to focus on academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS)LanguageLearners will :listen to and discuss academic languagecreate differentiated math tasks using the WiDA Model Performance Indicatorsconnect academic language to mathematical instructional strategies in the classroom
32Thank you for joining us today! Contact us at:Charlene LuiLauna HarveySara Moore