Welcome to Supporting ESL Students in the Math Classroom Please create a license plate NUMBER NUMBER OF OF YEARSYOUR WITH NORTH PENN BIRTH MONTH THREE LETTERS FROM DRAW AFOUR-DIGIT YOUR NAME FAVORITENUMBER THAT (first or last-NO VOWELS) “THING”IS IMPORTANT TO YOU YOUR HOME SCHOOL

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Back to Cartoons main page Nancy Kaufman August 21, :30-11:30 Bridle Path SUPPORTING ESL STUDENTS IN THE MATH CLASSROOM

±≠≤≥÷× Is math the universal language? 

 Math is a language shared by all humans regardless of culture, religion, or gender.  PI= (∏)  Math literacy is called numeracy.

FIRST TO ROLL TWO DICE 2. ADD THE DIGITS, RECORD THE SUM 3. PARTNER’S TURN TO ROLL AND RECORD 4. CONTINUE TAKING TURNS, ROLLING, RECORDING, ADDING UNTIL FIRST PERSON’S TOTAL IS 100 OR MORE (DOES NOT NEED TO BE EXACT)

English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. English Language Proficiency Standard 2: English language learners communicate information, ideas,and concepts necessary for academic concepts necessary for academic success in the content area of LANGUAGE ARTS. English Language Proficiency Standard 3: English language learners communicate information, ideas,and concepts necessary for academic concepts necessary for academic success in the content area of MATHEMATICS. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic concepts necessary for academic success in the content area of SCIENCE. English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic concepts necessary for academic success in the content area of SOCIAL STUDIES.

The Language Domains Each of the five English language proficiency standards encompasses four language domains: listening, speaking, reading, and writing. The language domains reflect the language proficiency levels. The definitions of the language domains are as follows: Listening – process, understand, interpret, and evaluate spoken language in a variety of situations Listening – process, understand, interpret, and evaluate spoken language in a variety of situations Speaking – engage in oral communication in a variety of situations for an array of purposes and audiences Speaking – engage in oral communication in a variety of situations for an array of purposes and audiences Reading – process, interpret, and evaluate written language, symbols and text with understanding and fluency Reading – process, interpret, and evaluate written language, symbols and text with understanding and fluency Writing – engage in written communications in a variety of forms for an array of purposes and audiences Writing – engage in written communications in a variety of forms for an array of purposes and audiences

The Language Proficiency Levels and Performance Definitions The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language. The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language. 1 ENTERING 2 BEGINNING 3 DEVELOPING 4 EXPANDING 5 BRIDGING

NORTH PENN SCHOOL DISTRICT Top 16 Languages (>10 students) ESL POPULATION Over 60 languages from more than 50 countries

CULTURE GRAMS WORLD FACT BOOK If the World Were a Village by David J. Smith

Pick your favorite 28 or or or or or or

TEACHING MATH TO ENGLISH LANGUAGE LEARNERS MAKE IT VISUAL MAKE IT VISUAL MAKE THE INSTRUCTION HANDS-ON MAKE THE INSTRUCTION HANDS-ON INTRODUCE NEW VOCABULARY INTRODUCE NEW VOCABULARY AT THE BEGINNING OF A LESSON USE DIRECT INSTRUCTION USE DIRECT INSTRUCTION USE GROUP-BASED WORK USE GROUP-BASED WORK SIMPLIFY INSTRUCTIONS SIMPLIFY INSTRUCTIONS MAKE IT PERSONAL MAKE IT PERSONAL WHENEVER POSSIBLE, SUPPLEMENT A LESSON WHENEVER POSSIBLE, SUPPLEMENT A LESSON WITH BILINGUAL MATERIALS

Everyday Mathematics Differentiation Strategies Framing the Lesson Framing the Lesson Providing Wait Time Providing Wait Time Making Connections of Everyday Life Making Connections of Everyday Life Modeling Concretely Modeling Concretely Modeling Visually Modeling Visually Modeling Physically Modeling Physically Providing Organizational Tools Providing Organizational Tools Engaging Children in Talking about Math Engaging Children in Talking about Math Engaging Children in Writing about Math Engaging Children in Writing about Math Using Key Concepts and Skills Using Key Concepts and Skills Summarizing the Lesson Summarizing the Lesson

Take out six letters to make a word. BSIAXNLEATNTERAS BSIAXNLEATNTERAS BANANA BANANA

Suggestions for differentiating instruction, activities, and assessments Suggested Accommodations reading tests to the student reading tests to the student reading books at his/her reading level reading books at his/her reading level offering open book tests when needed offering open book tests when needed help with studying for tests help with studying for tests providing word banks for tests providing word banks for tests speaking essay answers into tape recorder speaking essay answers into tape recorder providing extended time for tests providing extended time for tests reading and explaining directions for tests, worksheets, homework, etc. reading and explaining directions for tests, worksheets, homework, etc. Suggested modifications Modifying tests by limiting multiple choices to two, limiting the number of essays, and providing word banks Modifying tests by limiting multiple choices to two, limiting the number of essays, and providing word banks providing study guides providing study guides providing graphic organizers providing graphic organizers simplifying vocabulary and providing vocabulary lists with definitions simplifying vocabulary and providing vocabulary lists with definitions providing copies of notes of other more proficient students providing copies of notes of other more proficient students providing peer coaching and cooperative study groups providing peer coaching and cooperative study groups limiting the numbers of questions limiting the numbers of questions limiting homework assignments, providing word walls limiting homework assignments, providing word walls using visuals and “hands-on” manipulatives using visuals and “hands-on” manipulatives using gestures to convey meaning non-verbally using gestures to convey meaning non-verbally providing concrete “real” examples and experiences providing concrete “real” examples and experiences building on the known building on the known using short simple sentences using short simple sentences speaking slowly and clearly speaking slowly and clearly establishing consistent classroom routines establishing consistent classroom routines using “yes/no”, either/or” questions. using “yes/no”, either/or” questions.

Math Word Bank

What’s My Rule? Dollars to taka X Fahrenheit to Celsius (-32) ÷ 1.8

Name-Collection Boxes

Math Boxes Six members of the Cho family sit together for a meal. Each person gets 1 cup of rice and ½ cup of kimchi. Six members of the Cho family sit together for a meal. Each person gets 1 cup of rice and ½ cup of kimchi. How many cups of food will be served all together? How many cups of food will be served all together? Answer: 6 cups of rice Answer: 6 cups of rice + 3 cups of kimchi + 3 cups of kimchi 9 cups of food 9 cups of food