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 Welcome California Mathematics and Science Partnership (CaMSP) Academic Year Follow Up Session #2 January 30, 2010

3. Slide 3 Essential Questions How does types of teacher questioning impact student understanding of the content? How does the use of visual models help conceptual understanding? How does the use of technology in the classroom enhance students understanding of mathematics?

4. Slide 4 Essential Standards 5th Grade AF Standard Set 1.0 Students use variables in simple expressions, compute the value of the expression for specific values of the variable, and plot and interpret results. AF 1.1 Use information taken from a graph or equation to answer questions about a problem situation AF 1.5 Solve problems involving linear function with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid.

5. Slide 5 Algebra Standards Expectations (From NCTM) In grades 3-5 all students should Investigate how a change in one variable relates to a change in a second variable Identify and describe situations with constant or varying rates of change and compare them

6. Slide 6 Access Strategy Focus Instructional Conversations Instructional Conversations provide opportunities for students to use language in interactions that promote analysis, reflection, and critical thinking Teacher facilitates Draw from prior or background knowledge Many different ideas encouraged build on information provided by students More student involvement Extensive discussion through questioning (concept lesson PD - three question types) LAUSD Language Acquisition Branch

7. Slide 7 Teacher Questioning Teacher questioning has been identified as a critical and challenging part of teachers’ work. (Boaler, 2004) Lets look at different question types (handout)

8. Slide 8 Question to Ponder? Do you believe some questions are more important than others?

9. Slide 9 Content Objective Through the use of a computer simulation, upper elementary students will understand ideas about functions and representing change over time.

10. Slide 10 EXPLORING DISTANCE, RATE, AND TIME http://standards.nctm.org/document/eexamples/ chap5/5.2/standalone.htm

11. Slide 11 Debrief Distance, Rate, Time Activities What language was needed to understand the graphs and to speak about the problems? What strategies need to be in place for our EL learners? How will the use of this applet address the needs of our 21st century learners? How could the use of questioning help guide the learning?

12. Slide 12 Planning a lesson or lessons Using at least three of the access strategies, plan a lesson or series of lessons for your grade level and standards utilizing the applet and types of questions.

13. Slide 13 Quick Write What commitment will you make in regards to incorporating technology such as the one discussed today? What strategies have you incorporated in your lessons created today? What will have to be put in place in order to make it a successful implementation?

14. Slide 14 Break 15 Minutes

15. Slide 15 Strategy Stop QUICK Write Strategy: Springboard for Instructional Conversations Scaffolds: Bridging and Contextualization Language Domains: Writing and Reading Description: Students give quick reaction to prompt presented. Goal is to capture feelings or meaning to the person not linguistic correctness. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development

16. Slide 16 Strategy Stop 3 Step Interview Access Strategy: Instructional Conversations Scaffolds: Bridging, Modeling, Schema-Building Language Domains: Listening, Speaking, Reading Description: Students share to A/B partners. Then each share their partner’s thoughts/responses to the rest of the table/group. Affect: Supports low-risk learning environment Interaction / Practice: High accountability (peers); practice with language development

17. Slide 17 Strategy Stop Mind Mirror Strategy: Advanced Graphic Organizer Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking and Writing Description: Students tie ideas together in a graphic by giving simply quotes from the text to synthesis of ideas. Affect: Supports learning environment with accountability Interaction / Practice: All must participate and practice oral language.

18. Slide 18 Strategy Stop Hand Up, Stand Up, Pair Up (Kagan Strategy) Strategy: Instructional Conversations Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking Description: Students stand up after thinking about a question or having had a prompt to answer/think about, put their hand up and “high 5” someone to pair up. Now they discuss their answer to a certain prompt or problem Affect: Supports learning environment with accountability Interaction / Practice: All must participate and practice oral language.

19. Slide 19 Strategy Stop A-Z Review Access Strategy: Cooperative learning Scaffold: Metacognition Language Domains: Writing &Listening and Speaking Description: It is a review strategy. Students think of a word related to a certain topic, one or more for each letter of the alphabet. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice writing, and orally presenting

20. Slide 20 Strategy Stop Mathematically Speaking: Access Strategy: Instructional Conversations Scaffold: Schema-Building,Meta-Cognition Language Domains: Listening and Speaking Description: Students solve 2 different problems or half of a task. They take turns explaining their half of the completed task or given problem to the other student as he or she tallies on the chart each time a target word is used in the explanation. Students keep talking until all target words have been used. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice speaking and listening, and orally presenting MATH!!!!

21. Slide 21 Strategy Stop 3 x 3 Sentence Builders Access Strategy: Academic Language Scaffold: Contextualization, Text Representation Language Domains: Writing Description: Picking 4(2 x2) or 9 (3x3) words from vocabulary list students put them in boxes and create sentences with words that go across horizontally, vertically and diagonally. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice writing, and understanding interrelation between concepts and terms.

22. Slide 22 Strategy Stop Collaborative Poster Access Strategy: Cooperative Learning Scaffold: Bridging, Text Re-presentation, Schema Building Language Domains: Writing and Listening& Speaking Description: Students work in groups of four, each with a different colored marker. Students work together to strike a balance in solving the task while learning from each other and discussing the content. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice writing, and deepens understanding concepts and procedures.

23. Slide 23 Blank Blank Template Slide