Granite School District Charlene Lui Launa Harvey Sara Moore Differentiating Instruction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students Granite School District Charlene Lui Launa Harvey Sara Moore

CR Code

Granite School District Video

Objectives Content 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) Language 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

Mathematics Instruction for ELs Uses Sociocultural approaches to study mathematical thinking and learning, mathematical discourse and mathematics learners who are bilingual or learning English

What do English Learners need in the Mathematics classrooms What do English Learners need in the Mathematics classrooms? (Moschkovich) Teachers who are prepared to teach math for understanding Participate in mathematical discussions as they learn English Treat everyday language as resource, not as an obstacle Focus on mathematical practices, not “language” as vocabulary, single words, grammar, or a list of definitions Focus on student’s mathematical reasoning, not accuracy in using language “Math talk” promotes dialogue and conversation to explore mathematical thinking Provides students an opportunity for deeper understanding through communication Individually and in groups, it provides students an opportunity to articulate and defend their ideas and analyze the reasoning of others

Academic Language in Diverse Classrooms Margo Gottlieb and Gisela Ernst-Slavit Transforming students from everyday language into academic language was a key point that Moschovich presented to us For todays presentation will focus on Gottlieb and Slavit’s work presented in their books Academic Language in Diverse Classrooms And also we will be sharing the Wida EL Standards if you are not using WIDA you are probably familiar with the TESOL standards they are very similar Now Charlene will lead us into a discussion on academic language

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

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 Cognitive Academic Language Proficiency Skills (CALPS) as well as Social Basic Interpersonal Cognitive Skills (BICS). ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: reading, writing, speaking, and listening (Genesee, Lindholm- Leary, Saunders & Christian, 2006) How do we get Juan…..

WIDA’s English Language Development Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies WIDA’s five English Language Development Standards represent the social, instructional, and academic language that ELLs need to engage with peers, educators, and the curriculum in schools. Standard 1 represents the language needed and used by ELLs for social and instructional purposes within the school setting. Standards 2-5 address the language necessary for ELLs’ academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies. While other features of the Standards Framework have been updated, the five English Language Development Standards have NOT changed. Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. www.mrsliretteslearningdetectives.com

You can see modeling can be done using multiple representations There is math talk that is written in student friendly language Later we will discuss ways to use sentence frames for ELs Both Gotlieb & Muschovich suggest focusing on mathematical practice for ELs

4th Grade Fractions Unit

Model 4th Grade Math Unit Content Objective: I can solve and explain problems involving fractional parts Language Objective: I can describe and compare the use of fractions in a variety of situations Activity: Students will use real world problems to create and convert recipes using fractions Assessments: Math journal (Do-Talk-Record) Use of sentence frames Converting recipes (Anchor Chart)

Model 4th Grade Math Unit Using recipes from students’ homes as well as cultures adds interest and motivation It is real world problem which is what the CCSS for mathematics focuses on

Multicultural Literature

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?”

Dimensions of Academic Language General Areas of Coverage Mathematic Text Type: Recipes Discourse Level Text Type Genres Voice/Perspective Cohesion across sentences Coherence of ideas Organization of text or speech Transitions of thoughts Directions for a recipe Sentence Level Types of sentences-simple, compound, complex, compound-complex Types of clauses-relative, coordinate, embedded Prepositional phrases Syntax (forms and grammatical structures) Imperative verbs: preheat, combine, mix Sequential language: first, second, then, next, later, finally Discourse refers to the types of written or spoken communications Word/Phrase Level Vocabulary-general, specialized, technical academic words and expressions Multiple meanings/polysemous words Nominalizations Idiomatic expressions Metaphors Double entendres Recipe Ingredients Measuring cup Utensils One-half cup Double Halve Teaspoon

Granite School District Vocabulary Cards http://www.graniteschools.org/DEPART/TEACHINGLEARNING/CURRICULUMINSTRUCTION/MATH/

Differentiated Tasks Using WIDA

English Language Proficiency Levels 6 5 Entering (Pre-Emergent) Beginning (Emergent) Developing (Intermediate) Expanding (Advanced) Bridging (Fluent) (2 year monitor) 4 3 2 Reaching (Exit) 1 With the introduction of the WIDA English Language Standards, there has been a change in the names of the English Proficiency levels. The old names for the proficiency levels are listed in red. #6 is reaching (formerly fluent), level 6 students have been excited from ELL services. Note: Students at lower proficiency levels will need increased levels of support. (Students at higher proficiency levels need decreased levels of support.) Our goal is to help students climb these stairs to higher levels of language proficiency. If a student scores level 1, my goal as a teacher is to be thinking about ways that I can move that student from level 1 into level 2. Remember that a student may be functioning at different proficiency levels depending on the language domain (Speaking, Listening, Reading, Writing). Occasionally students may be functioning at different proficiency levels depending on the language domain (Social, Language Arts, Math, Science, Social Studies, etc).

Student Supports

Using WIDA to Differentiate Instruction Language Function Content Stem Student Support Model Performance Indicator I can Identify and solve fractional part problems with a partner using models.

Learning Task 4: Using WIDA MPIs Step 1: As a group, create 2 differentiated learning tasks using listening, speaking, reading, and writing for proficiency levels 1 and 4 Step 2: Share “What ways were tasks differentiated for the two levels?”

Anchor Charts These insights are not new – indeed, the ancient Chinese knew about the secret of good teaching a long time ago:   “I hear and I forget, I see and I remember, I DO and I understand.” (Confucius)

Do-Talk-Record Students: Work with a general idea Talk about how they solved the problem or what strategies were used Write down the steps in solving the problem In many mathematics classes talking is not a priority and it is critical for ELs

Sentence Starters and Frames

Take Away Find a partner Answer the following questions: What squared with you today What is circling around in your head What points stuck with you today What questions are circling in your head? What squared or agreed with your thinking? What important point(s) stood out?

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 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) Language 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

Thank you for joining us today! Contact us at: Charlene Lui clui@graniteschools.org Launa Harvey llharvey@graniteschools.org Sara Moore smmoore@graniteschools.org