1. RACHEL HARRINGTON WESTERN OREGON UNIVERSITY APRIL 4, 2015 Planning for Language in the Mathematics Performance Tasks

2. Agenda Introductions Working the Tasks Launching Tasks Lesson Planning Reports

3. Performance Tasks http://sbac.portal.airast.org/practice- test/resources/ http://sbac.portal.airast.org/practice- test/resources/ Why practice them?

4. Time to Work Stop at:

5. Launching Important Tasks 1. Key Contextual Features  Elicit Prior Knowledge  Images  Connect for Familiar Situations

6. Launching Important Tasks 2. Key Mathematical Ideas  Critical Pre-Requisite Knowledge  Revoicing

7. Launching Important Tasks 3. Common Language for Key Features  Encouraging Student Input  Adopting Students’ Language  Students Restating the Ideas of Others

8. Launching Important Tasks 4. Maintain Cognitive Demand  Do Not Suggest a Solution Path

9. More Time to Work In teams, plan the launch for your sample task. Attend to the 4 components of a strong launch. 1. Key Contextual Features 2. Key Mathematical Ideas 3. Common Language Development 4. Maintaining Cognitive Demand Stop at:

10. Interpret and Compare Report and Revoice 1. Two partners exchange written work. No words are spoken. 2. Partner 1 reports his interpretation of partner 2’s reasoning. 3. Partner 2 clarifies. 4. Switch roles and repeat. 1. Partner 1 explains their thinking to Partner 2. 2. Partner 2 repeats Partner 1’s solution. 3. Partner 1 clarifies. 4. Switch roles and repeat. Then What?

11. Thank you! Rachel Harrington harringr@wou.edu 503-838-8831