Presentation on theme: "Preparing for Success in Algebra English Language Learners in Mathematics."— Presentation transcript:
Preparing for Success in Algebra English Language Learners in Mathematics
Slide 2 Welcome – Day 3 Day 1Day 2Day 3Day 4Day 5 Language of Math Focus on Learners: Language Interview Language Objectives: Sort and Categorize Language Objectives: Vocabulary & Grammar -- Text Analysis Discourse Making a Difference
Slide 3 One Framework: The language of Mathematics Sounds Vocabulary Grammar Discourse Scientific Evidence Base: Low
Slide 4 Goals Analyze the critical importance of vocabulary and grammar in teaching English learners word problems Identify the words and grammatical features in word problems you need to teach English learners
Slide 5 The Importance Let’s look at some videos of students who are reading word problems. Please see the Rubric in your Language Booklet. Take a minute to review the rubric. As you watch the videos, consider this question.
Slide 6 How did you see the students use vocabulary and grammar? How important is it for English learners to know the vocabulary and grammar used in their mathematics classrooms?
Slide 7 Translating Word Problems into Pictures One important way of teaching English learners word problems is to first translate word problems into pictures and then focus their attention on the numbers in the word problems.
Slide 8 How can word problems be translated into pictures? A survey of 1000 registered voters revealed that 450 people would vote for candidate A in an upcoming election. If 220,000 people vote in the election, how many votes would the survey takers predict candidate A should receive?
Slide 9 Who needs to teach vocabulary and grammar to English learners?
Slide 10 That ’ s NOT My Job! This is a story about four people named EVERYBODY, SOMEBODY, ANYBODY, and NOBODY There was an important job to be done and EVERYBODY was sure that SOMEBODY would do it. NOBODY did it. SOMEBODY got angry about that because it was EVERYBODY ’ S job! EVERYBODY thought ANYBODY could do it, but NOBODY realized EVERYBODY wouldn ’ t do it. It ended up that EVERYBODY blamed SOMEBODY when NOBODY did what ANYBODY should have. author: Unknown
Slide 11 Professional development activities should include analyzing texts, determining features of language students should be taught to complete assignments, and designing student friendly explanations. Doing What Works Recommendation YOUR TURN
Slide 12 ACTIVITY: Read the word problem. (See page 1.) Then, consider the definition of the word on your handout. Handout
Slide 13 ACTIVITY: Read the word problem. (See page 2 of your handout.) Using the previous activity as a guide, provide a student friendly definition of the word given in your handout. Add additional information, if needed, and examples and non- examples. Handout This will help you use the Frayer Model and other graphic organizers to teach your students.
Slide 14 Example of Graphic Organizer Word: SurveyDefinition: A set of questions that you ask a large number of people in order to find out their opinions or behaviors Examples: Surveys of opinions Surveys of movies Surveys of politicians Non-Examples: Surveys pertaining to opinions about facts Surveys pertaining to non-controversial topics? Surveys pertaining to topics people do not know about
Slide 15 Examples a. ______________________________________________ b. ______________________________________________ c. ______________________________________________ Non-examples d. ______________________________________________ e. ______________________________________________ Vocabulary: Student-Friendly Definition Handout
Slide 16 ACTIVITY: Using the guiding questions, decide which words in the word problems you would want to teach English learners of an intermediate level of English proficiency. See page 3. Handout
Slide 17 Guiding Questions for Choosing Words (See page 3 of handout.) Is the word unknown? Is it key in understanding the word problem? Does it have multiple meanings that could confuse the students? Is the word often found in other word problems? Is the word often found in the texts used in other content areas?
Slide 18 Activity: Read the word problem and then answer the questions on your handout. Make a collaborative poster YOUR TURN: Team Work Handout
Slide 19 Collaborative Poster Words and Grammatical Features Questions to help students practice using the words and grammatical features Writing Assignment
Slide 20 1. What words and grammatical features would you choose to teach English learners of an intermediate level of English proficiency? Choose a manageable number and use the questions listed on your handout as a guide. YOUR TURN Handout
Slide 21 2. What questions would you ask students to make sure the students practice using the language in their speech? YOUR TURN 3. What type of writing assignment would you develop to make sure the students practice using the language in their writing? Handout
Slide 22 There is a lot to teach, especially in the mathematics! Language Learners 1 2 3 4 5 M A T H
Slide 23 Helpful Necessary Include language objectives Provide language instruction Provide language exposure Provide sufficient practice Provide feedback Engage students To Teach the Language of Math … Evidence: Growing
Slide 24 “Mastery of academic language is arguably the most important determinant of academic success for individual students.” 1
Slide 25 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. A Letter from a University Student Requesting Exemption from UCI’s ESL Requirement
Slide 26 1 Francis, 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). References
Slide 27 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.
Slide 28 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. General References Pertaining to Teaching English Learners
Slide 29 Web Resources: Academic Language
Slide 30 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/
Slide 31 Reflections Please take a few minutes to write your reflections Cornell Notes