Diff ffer erentia entiating ting Ins nstr truction: uction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students Granite School District Charlene Lui Launa Harvey Sara Moore 1
Granite School District Video 2
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Objectives Content nt Learners will become more knowledgeable regarding the necessity to focus on academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS) Langua guage Learners will : › listen to and discuss academic language › create differentiated math tasks using the WiDA Model Performance Indicators › connect academic language to mathematical instructional strategies in the classroom 5
Mathematics Instruction for ELs 6
What do English Learners need in the Mathematics classrooms? (Moschkovich) 1. Teachers who are prepared to teach math for understanding 2. Participate in mathematical discussions as they learn English 3. Treat everyday language as resource, not as an obstacle 4. Focus on mathematical practices, not “language” as vocabulary, single words, grammar, or a list of definitions 5. Focus on student’s mathematical reasoning, not accuracy in using language 7
Academic Language in World Instructional Design and Diverse Classrooms Assessment (WiDA) Margo Gottlieb and Gisela Ernst- Slavit 8
Academic Language › Used for specific purpose and audience in a particular context › Used in schools to acquire a new or deeper understanding of the content and to communicate that understanding to others › Increases in complexity from grade to grade and year to year › For ELs, increasing horizontally from one language proficiency level to the next 9
Academic Ac mic La Languag age for ELs Ls 12 11 10 9 Juanita 8 Level 7 Le 6 Juan Grade 5 4 3 2 1 0 1 2 3 4 5 6 Profici ficiency ency Le Level el 10
Academic Language for ELs English Language Development instruction ensures that: › ELs attain English to high levels of proficiency enabling them to meet the same state academic Core Standards as all students are expected to meet › Students meet both English Social Basic Interpersonal Communication Skills (BICS) as well as Cognitive Academic Language Proficiency (CALP) › ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: listening, speaking, reading and writing (Genesee, Lindholm- Leary, Saunders & Christian, 2006) 11
WIDA’s English Language Development Standards Social & Language of Language of Language of Language of Instructional Language Social Mathematics Science Language Arts Studies Acad adem emic ic La Langu guag age Stan andard 1 Stan andard 2 Stan andar ard 3 Stan andar ard 4 Stan andard 5 12
Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. www.mrsliretteslearningdetectives.com 13
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4 th Grade Fractions Unit 15
4 th Grade Model Math Unit Conte tent nt Objective: jective: I can solve and explain problems involving fractional parts La Langua uage Objective: jective: I can describe and compare the use of fractions in a variety of situations Activity: ivity: Students will use real world problems to create and convert recipes using fractions Assessm sessments: nts: • Math journal (Do-Talk-Record) • Use of sentence frames • Converting recipes (Anchor Chart) 16
4 th Grade Model Math Unit 17
Multicultural Literature 18
Identifying Academic Language “What language will students need to know in order to access grade-level material and demonstrate understanding of the topic and concepts?” 19
Dimensions nsions of Ac Acade demi mic Languag guage Acade demic ic Gen ener eral al Area eas of Cov overage Mathe thematic tic Text ext Type: Lang nguag uage Recip ipes es Discourse Text Type Directions for a recipe • Level Genres • Voice/Perspective • Cohesion across sentences • Coherence of ideas • Organization of text or speech • Transitions of thoughts • Sentence Types of sentences-simple, compound, Imperative verbs: preheat, • Level complex, compound-complex combine, mix Types of clauses-relative, coordinate, Sequential language: first, • embedded second, then, next, later, Prepositional phrases finally • Syntax (forms and grammatical structures) • Word/Phrase Vocabulary-general, specialized, technical Recipe • • Level academic words and expressions Ingredients • Multiple meanings/polysemous words Measuring cup • • Nominalizations Utensils • • Idiomatic expressions One-half cup • • Metaphors Double • • Double entendres Halve • • Teaspoon • 20
Learning Task › Choral read › Think: – “ What language will students need to know in order to comprehend the recipe text?” 21
Granite School District Vocabulary Cards http://www.graniteschools.org/DEPART/TEACHINGLEARNING/C URRICULUMINSTRUCTION/MATH/ 22
Anchor Charts 23
Do-Talk-Record Students: 1. Work with a general idea 2. Talk about how they solved the problem or what strategies were used 3. Write down the steps in solving the problem 24
Sentence Starters and Frames 25
Differentiated Tasks Using WIDA 26
English Language Proficiency Levels 6 5 4 Reachin 3 ching Bridgi ging 2 (Fluent) (Exit) Expandin ing 1 (2 year (Advanced) monitor) Devel elopin ing (Intermediate) Begin innin ing (Emergent) Enter erin ing (Pre- Emergent) 27
Student Supports 28
Using WIDA to Differentiate Instruction Cont nten ent Lang nguag uage Model el Stude udent nt Stem em Perf rformanc ance Function tion Suppor ort Indic icato tor I can frac actio ional al par art proble lems ms Identif ntify an and solve with th a par artner er using model els. s. 29
Learning Task 4: Using WIDA MPIs › Do-Talk: With a partner, create 1 differentiated learning task using listening, speaking, reading, and writing for proficiency levels 1 and 2 › Record: Write the task using a complete sentence 30
Take Away › Find a partner › Answer the following questions: – What squared with me? – What questions are still circling around? – What key points would I like to implement? How will I start?
Objectives Content nt Learners will become more knowledgeable regarding the necessity to focus on academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS) Langua guage Learners will : › listen to and discuss academic language › create differentiated math tasks using the WiDA Model Performance Indicators › connect academic language to mathematical instructional strategies in the classroom 32
Tha hank nk yo you for joinin ning us us t toda day! y! Contact us at: Charlene Lui clui@graniteschools.org Launa Harvey llharvey@graniteschools.org Sara Moore smmoore@graniteschools.org 33
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