Using Instructional Strategies to Deliver a Standards-Based, Language-Rich Mathematics Curriculum Isis Albert, NBCT Isis Albert, NBCT Heather Byington, NBCT Maribel Vilchez, NBCT Evergreen Elementary School Shelton, WA

Evergreen Elementary School Small, Rural Logging Town Small, Rural Logging Town 3 Elementary Schools 3 Elementary Schools K-5 50/50 Spanish-English Dual-Immersion K-5 50/50 Spanish-English Dual-Immersion 61.9% Latino, 41.8% ELL, 86.5% Free/Reduced Lunch 61.9% Latino, 41.8% ELL, 86.5% Free/Reduced Lunch Project GLAD Project GLAD School Improvement Focus in Math School Improvement Focus in Math

What will you experience in this session? Process for designing standards-based mathematics units Process for designing standards-based mathematics units Systematic approach for identifying vocabulary and other language objectives Systematic approach for identifying vocabulary and other language objectives Research-based, instructional strategies that promote language acquisition Research-based, instructional strategies that promote language acquisition

Create a Year-Long Plan Write each content standard on a separate sticky note Write each content standard on a separate sticky note “Chunk” skills and concepts together to determine the “big ideas” “Chunk” skills and concepts together to determine the “big ideas” Decide a sequence and be prepared to provide a rationale Decide a sequence and be prepared to provide a rationale Order of skill development Order of skill development Language demand (context embedded or reduced) Language demand (context embedded or reduced) Connections to other content areas Connections to other content areas

Keep your eyes on the prize! Unit Theme (“Big Idea”): Unit Theme (“Big Idea”): Geometry: Quadrilaterals & Triangles Grade-Level Standards: (Don’t forget to integrate algebra and problem-solving!) 5.3.A – Classify quadrilaterals 5.3.B – Identify, sketch, measure acute, right & obtuse angles 5.3.C – Identify, describe & classify triangles by angle measure and number of congruent sides 5.3.D – Determine the formula for the area of a parallelogram by relating it to the area of a rectangle 5.3.E – Determine the formula for the area of a triangle by relating it to the area of a parallelogram 5.3.F – Determine the perimeters and areas of triangles and parallelograms 5.3.G – Draw quadrilaterals and triangles from given information about sides and angles 5.3.H – Determine number & location of lines of symmetry in triangles & quadrilaterals 5.3.I – Solve single- and multi-step word problems about perimeter and area 5.4.A – Describe & create a rule for numerical & geometric patterns & extend patterns

Unit Theme (“Big Idea”): Unit Theme (“Big Idea”): Geometry: Quadrilaterals & Triangles Grade-Level Standards: (Don’t forget to integrate algebra and problem-solving!) 5.3.A – Classify quadrilaterals 5.3.B – Identify, sketch, measure acute, right & obtuse angles 5.3.C – Identify, describe & classify triangles by angle measure and number of congruent sides 5.3.D – Determine the formula for the area of a parallelogram by relating it to the area of a rectangle 5.3.E – Determine the formula for the area of a triangle by relating it to the area of a parallelogram 5.3.F – Determine the perimeters and areas of triangles and parallelograms 5.3.G – Draw quadrilaterals and triangles from given information about sides and angles 5.3.H – Determine number & location of lines of symmetry in triangles & quadrilaterals 5.3.I – Solve single- and multi-step word problems about perimeter and area 5.4.A – Describe & create a rule for numerical & geometric patterns & extend patterns

Sequence of Skills & Concepts: Classify quadrilaterals Perimeter Angles 4. Geometric patterns – sum of angles in polygons 5. Classify triangles 6. Symmetry 7. Area

Grade-Level Standards: (Don’t forget to integrate algebra and problem-solving!) 5.3.A – Classify quadrilaterals 5.3.B – Identify, sketch, measure acute, right & obtuse angles 5.3.C – Identify, describe & classify triangles by angle measure and number of congruent sides 5.3.D – Determine the formula for the area of a parallelogram by relating it to the area of a rectangle 5.3.E – Determine the formula for the area of a triangle by relating it to the area of a parallelogram 5.3.F – Determine the perimeters and areas of triangles and parallelograms 5.3.G – Draw quadrilaterals and triangles from given information about sides and angles 5.3.H – Determine number & location of lines of symmetry in triangles & quadrilaterals 5.3.I – Solve single- and multi-step word problems about perimeter and area 5.4.A – Describe & create a rule for numerical & geometric patterns & extend patterns ACADEMIC VOCABULARY: COGNITIVE CONTENTPICTORIAL INPUT CHARTS SONGS/CHANTS/POEMS DICTIONARY (word study) Quadrilateral Perimeter Polygon Equilateral

Grades 3-5: Vocabulary First Used in Assessment Items Grades 3-5: Vocabulary First Used in Assessment Items a add, 3 (K) add, 3 (K) addition, 3 (K) addition, 3 (K) angle, 3 (K) angle, acute, 5 angle, obtuse, 5 angle, right, 3 area, 4 attribute/property, 3 (2) axis, horizontal, 5 axis, horizontal, 5 axis, vertical, 5 axis, vertical, 5 b base (geometry), 5 c certain, 4 certain, 4 chart, 3 (1) chart, 3 (1) circle, 3 (K) circle, 3 (K) closed figure, 3 coin, 3 (2) coin, 3 (2) common denominator, 4 common denominator, 4 compare, 3 (K) compare, 3 (K) complete, 3 complete, 3 conclude, 3 conclude, 3 conclusion, 3 conclusion, 3 congruent, 4 convert, 4 convert, 4 coordinate, 4 coordinate, 4 correct, 3 correct, 3 d data, 3 (2) data, 3 (2) decimal, 4 decimal, 4 decompose, 5 decompose, 5 denominator, 3 denominator, 3 determine, 5 diagonal, 3 diagram, 5 diagram, 5 difference, 3 (2) difference, 3 (2) digit, 3 (2) digit, 3 (2) dimensions, 5 disagree, 3 disagree, 3 divide, 3 (2) divide, 3 (2) divisible, 5 divisible, 5 division, 3 (2) division, 3 (2) e equal, 3 (K) equally likely, 4 equally likely, 4 equation, 3 (1) equation, 3 (1) equivalent, 4 (1) equivalent, 4 (1) evaluate, 5 evaluate, 5 expression, 3 (1) expression, 3 (1) f factor, 4 factor, 4 fewer than, 3 fewer than, 3 fewest, 3 fewest, 3 figure, 3 (1) formula, 4 fraction, 3 (2) fraction, 3 (2) g graph, 3 (1) graph, 3 (1) greater than, 3 (K) greater than, 3 (K) greatest, 3 (1) greatest, 3 (1) greatest common factor, 5 greatest common factor, 5 grid, 4 grid, 4 h height, 5 hexagon, 4 (1)

COGNITIVE CONTENT DICTIONARY (word study) PICTORIAL INPUT CHARTSSONGS/CHANTS/POEMS Quadrilateral Perimeter Polygon Equilateral Formula (?) Angle (acute, obtuse, right) Area Base Congruent Dimensions Height Isosceles Kite Line, line segment Parallel Parallelogram Perimeter Perpendicular Rectangle Scalene Side Square Symmetry Trapezoid Width Attribute/property Quadrilaterals - trapezoid, parallelogram, rectangle, square, rhombus, kite Triangles - equilateral, isosceles, scalene, acute, obtuse, right Congruent Perimeter Area Hexagon Pentagon Octagon Formula Figure

Additional Vocabulary: Possible Language Objectives: Prepositions – around, outside, inside Adjectives Has/Have Connections to Other Content Areas: Inferring character attributes Developing fictional characters in writingResources: TIER I (familiar)TIER II (content-specific)TIER III (academic) Fence Border Degrees Inches Centimeters Pattern Classify Determine Extend Identify

EFFECTIVE STRATEGIES for LANGUAGE LEARNERS in the MATH CLASSROOM CCD CCD Pictorial Input Charts Pictorial Input Charts Songs/Chants/Poems Songs/Chants/Poems Where’s My Answer Where’s My Answer Guess My Category Guess My Category Team Problem-Solving Team Problem-Solving Games Games Manipulatives Manipulatives

Using Instructional Strategies to Deliver a Standards-Based, Language-Rich Mathematics Curriculum Isis Albert, NBCT Isis Albert, NBCT Heather Byington, NBCT Maribel Vilchez, NBCT Evergreen Elementary School Shelton, WA