1. A Collaboration between: Los Angeles Unified School District University of California, San Diego San Diego State University University of California, Irvine San Diego Mathematics Project Preparing for Success in Algebra English Language Learners in Mathematics

2. Slide 2 LANGUAGE Follow-Up October 23, 2010

3. Slide 3 Teacher Commitment Descriptions and the Language of Mathematics Yesenia Medrano, Southeast Middle School

4. Slide 4 Agenda We will all work to: – Learn to teach academic language and get our instruction to “stick” – Identify activities that provide good input and output to help students describe – Identify language challenges in the released word problems related to geometry and measurement

5. Slide 5 A Quick Review of the Research Stand up, Hand up, Pair up! What does the research say are effective practices for teaching English learners?

6. Slide 6 Measurement and Geometry Set 1.0 Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems: 6MG1.1* Understand the concept of a constant such as π; know the formulas for the circumference and area of a circle.

7. Slide 7 6MG1.2 Know common estimates of π (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements. 6MG1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of base × height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid. Set 1.0 Students understand and compute the volumes and areas of simple objects:

8. Slide 8 6MG2.1 Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. Standard Set 2.0 Students identify and describe the properties of two-dimensional figures:

9. Slide 9 Standard Set 2.0 6MG2.1 Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. 6MG2.2* Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle. 6MG2.3 Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right isosceles triangle).

10. Slide 10 5MG2.1* Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software). 5MG2.2* Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems. 5MG2.3 Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids. Standard Set 2.0

11. Slide 11 I do, we do, you do Congruent

12. Slide 12 Congruent Having the same size and shape Refers to triangles

13. Slide 13 Are these triangles congruent?

14. Slide 14 Are these triangles congruent?

15. Slide 15 What essential word explains congruent?

16. Slide 16 Grammar NounAdjective CongruenceCongruent

17. Slide 17 Congruence We can talk about the congruence of two triangles.

18. Slide 18 Velcro

19. Slide 19 Providing Input and Output Please look at the activities in your handout. Which one do you think best provides students with input for language development? Which one do you think best provides students with output for language development?

20. Slide 20 compare & contrast What to say when you.. They are similar because... Notice how the two compare… This is a lot like how… Zwiers, J. (2009)

21. Slide 21 The two differ because one…, while the other… On the other hand,… We can see that …. is different from… in the area of ______ They share the following traits: compare & contrast Zwiers, J. (2009)

22. Slide 22 Released Items – CST - Math Let’s look at the CST items related to geometrical shapes and measurement

23. Slide 23 Discussion: What’s challenging? Let’s talk about WXYZ and WXY. Let’s talk about the “figure below.”

24. Slide 24 If Time: Reviewing and Sharing Website Resources

25. Slide 25 The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education. The What Works Clearinghouse (WWC) collects, screens, and identifies studies of effectiveness of educational interventions (programs, products, practices, and policies). http://ies.ed.gov/ncee/wwc/

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27. Slide 27 http://ies.ed.gov/ncee/wwc/Reports/Topic.aspx?tid=04

28. Slide 28 http://www.iriscenter.com/resources.html

29. Slide 29 The Center on Instruction, a partnership of five organizations, provides resources and expertise to the Regional Comprehensive Centers in reading, mathematics, science, special education, and English language learners. http://www.centeroninstructio n.org/

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31. Slide 31 NCTM is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. Founded in 1920, NCTM is the world’s largest mathematics education organization, with 100,000 members and 250 affiliates throughout the United States and Canada. http://www.nctm.org/

32. Slide 32 http://www.nctm.org/intervention.aspx

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34. Slide 34 http://illuminations.nctm.org/ National Council of Teachers of Mathematics

35. Slide 35 http://nlvm.usu.edu/en/nav/index.html

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37. Digital Supports for Textbooks

38. Slide 38 Daily Reflection Please take a few minutes to complete your Reflection Form Handout: (Reflection Form)