Zooming in…. A closer look at ways to make language dense problems more accessible for all our learners Michelle Larson, 3rd Grade at Sunset Marianne Eshom, Instructional Coach at Apollo and Sunset

Goals Develop useful language support strategies that benefit all students Strategies for analyzing word problems to help facilitate visualization and promote deeper conceptual understanding Apply GLAD strategies to components of Eureka

Language Supports: TPR: Total Physical Response When could it be introduced? Before you start the lesson Going over the learning target During concept development When would you see students doing this? Concept development Application problem Problem set Debrief Exit ticket Click to advance Summer- “sun and beach” ( make a circle with hands, wave movement)

Vocabulary Supports: 2nd grade, Module 4 Look at terminology at the beginning of each module. You know your students: what will need an extra scaffold? Create TPR (total physical response) Example: Decompose- “break it apart” (hands clasped to apart) You try: Bundle-

Vocabulary Supports, 5th grade, Module 3 What Standards of Mathematical Practice will students be using? What common words are used in the classroom during concept development, problem set, debrief? Example: Strategy- “my way to the solution” (make path with hands) Efficient -“quick and gets the job done” (snap and check with finger) Content standards are the what Mathematical practice standards are the how Point out that this is very much like writing content/product vs. the process used to create it.

Language Supports: annotating with pictures, words, and symbols Model how to annotate problems throughout lesson. This helps students know what they are being asked to do, and provides scaffold for words that may be unfamiliar to students. Show slide. Model with different problem under doc cam. Grade 2, Mod 6, Lesson 10 Problem set. Use Anni strategy (lots of pausing and thinking aloud)

Language Supports: act out a scene Take an annotated problem and act out to provide additional scaffolding. Different problem under doc cam. Seashell problem (problem set #6). What could I do here? Turn and talk.

Your Turn! TPRs: Work with your group to determine what new or recently used vocabulary needs a TPR. Also think about common vocabulary that may come up in: fluency, concept development, problem set, exit ticket, or debrief. Annotating: be sure to include some modeling of annotating in concept development so students can learn how to do it themselves  Act it Out: choose problems to act out without talking to group #2 Record your vocabulary words and TPRs on the Parking lot  Grade 3, Mod 1, lesson 2 (handouts for teachers) Jigsaw- 1 group: TPRs 1 group: annotations 1 group: act out scenes (this group chooses which problems to act out without talking to annotations group– see if it matches)

RDW Read: can go back and reread, analyze, break it up into pieces/chunk, helps to start visualize, helps to be able to explain the words Draw: gives a place to start, helps bring context to the problem (especially with our ELLs), brings the math alive Write: brings it all full circle (students need to be able to restate it) RDW- First shows up in 1st grade 2nd grade student sample: Turn and talk- where do you see the RDW being shown?

Other ways to support within Eureka Concept Development Problem Set Act it out! Add sketches and model thinking Manipulatives Use cut outs (people, ribbon, etc) Build in math talks often to model RDW Show the information from the word problems without showing the question Partnering purposefully Small group Add sketches and pictures Use different words students have more schema on Use parallel tasks “Less than” is challenging- turn it around Tape Diagrams bridge gap from arithmetic to algebra. Let kids be free and creative with how they draw their tape diagrams. (Module example is only ONE way). Math is very visual and creative. Productive struggle helps brains grow.

Other ways to support within Eureka: Assessments 1st Grade: End of Module- Modified 1st Grade: End of Module

Work Time! Annotate problems that would be used as teaching tool for students- ideally something at the beginning of your module Find places where TPRs would make sense within your module Looking at the Mid Module Assessments Building in Math Talks into your lessons All students, no matter the age, learn through exploring concrete, pictorial, then abstract.

What are you most excited to try out this year with your students? Michelle Larson: LarsonS@issaquah.wednet.edu Marianne Eshom: Eshomm@issaquah.wednet.edu