A Collaboration between: Los Angeles USD University of California, San Diego San Diego State University University of California, Irvine Preparing for Success in Algebra English Language Learners in Mathematics

The Language of Mathematics for English Learners

Overview This series of interactive sessions is designed to help teachers teach the language of mathematics and algebra to ELs.

5 Day Outlook DaySession MondayThe Language of Mathematics: Focusing on the Students TuesdayLanguage Objectives: Goals, Rationale, Application Research-based activity: Categorization/sorting WednesdayLanguage Objectives: A Focus on Vocabulary Research-based activity: Text Analysis ThursdayLanguage Objectives: A Focus on Discourse Research-based activity: Instructional Conversations FridayMaking a Difference

Day One The Language of Mathematics: A Focus on Students

Day 1 Objectives Articulate the criteria used to reclassify English learners (ELs) Make implications on how to monitor and support English Learners Identify English learners of three different proficiency levels - beginning, intermediate, and advanced based on the English that the students produce during the 10-Minute Interview. Distinguish the difference between evaluating content knowledge and English language proficiency.

Who are our English Learners?

Language Classification AcronymWhat does it mean? EOEnglish Only IFEPInitially Fluent English Proficient ELEnglish Learner (ESL/PRP) RFEPReclassified Fluent English Proficient PRPPreparing for Reclassification Program 8

What do you know about reclassification? Reclassification

Reclassification Criteria: 1 st and 2 nd grade Teacher Evaluation Score of 3 or 4 In ELA Performance in Basic Grade-Level Skills Meet benchmark goals on 3 consecutive ELA Periodic Assessements Annual CELDT Scores Overall performance of 4 or 5 with skills areas of 3 or higher in Listening and Speaking

Reclassification Criteria: 3 – 5/6 Teacher Evaluation Score of 3 or 4 In ELA Performance in Basic Grade-Level Skills CST ELA at Basic, Proficient, or Advance Level Annual CELDT Scores Overall performance of 4 or 5 with skills areas of 3 or higher in Listening, Speaking, Reading, And Writing

Reclassification Criteria: Teacher Evaluation Pass ESL 3, 4, or English with a grade of A, B, or C Performance in Basic Grade-Level Skills CST ELA at Basic, Proficient, or Advance Level Annual CELDT Scores Overall performance of 4 or 5 with skills areas of 3 or higher in Listening, Speaking, Reading, And Writing

What tools are used to identify eligible ELs? Potential Reclassification Eligibility Roster This option provides a roster of ELs at ELD level 3 or higher who are potentially eligible for reclassification based on: Annual CELDT CST ELA ELA Progress Report Scores Elementary

Reclassification Eligibility Roster SAMPLE CELDT Scores CST ELA ELA Grades

Potential Reclassification Roster CELDT Levels 4-5 Overall 3 or above Sub-skills CST ELA Basic, Proficient or Advanced Progress Report Scores of 3 or 4 Is Li ready to Reclassify? Why or why not? Elementary

This option provides a roster of ELs by class with the following information: First US Enrollment Annual CELDT Scores CST ELA Secondary Secondary EL Roster

Student CELDTCST ELA Grade Did student meet reclassification criteria? Next steps… Activity Students eligible to reclassify

Are ELs being reclassified in a timely manner? What is the system at your school to monitor ELs? What support do ELs need to reclassify? Key Questions

At your school site, request a roster with the names of students and their ESL levels from your bilingual coordinator. Find out who are the English Learners in your class. Next Steps

Analyzing the English Language Proficiency of Students Using English in Mathematical Contexts

Language Interview A tool to identify beginning, intermediate and advanced level English Learners.

Language Interview Tasks General Discussion Talking Through a Problem Writing Sample

General Discussion

BeginningIntermediateAdvanced Communicates basic ideas in short sentences with high frequency, basic words (like big) or is unable to answer questions; uses speech characterized by a lack of fluency and many pauses; has difficulty understanding the conversation; the teacher has to repeat herself or himself several times Communicates basic ideas about mathematics; is unable to switch between verb tenses effectively; deletes word endings (e.g., the –s ending on noun plurals-like pencils, the -ed endings on verbs-like painted and the –er endings on adjectives-like heavier); uses basic, high frequency words instead of content-specific words; speaks fluently with few hesitations; understands most of the conversation Communicates ideas with few grammatical and lexical errors; understands everything the teacher says, except for a few content-specific words Task 1: Listening/Speaking Language Interview Rubric

Talking Through a Problem

BeginningIntermediateAdvanced Has difficulty reading even the most basic sentences in English or is unable to read the word problem and understand it Is able to read the word problem but does not understand all words; may misunderstand sentence structures and fail to notice logical connections (because, but, since, however) between words; language issues prevent the student from recognizing the critical information in word problems Is able to read the word problem and understand all but the most difficult mathematics words; has difficulty understanding subtle meanings in word problems Task 2: Reading Language Interview Rubric

Ask the student to write a paragraph of at least three sentences in length describing what s/he learned in the mathematics classes that s/he has taken. Ask: What have you learned in the mathematics classes that you have taken? State: Answer this question in writing. Writing

BeginningIntermediateAdvanced Writes short, incomplete sentences with basic words or is not able to complete task or do it Is able to convey many basic ideas; Writes basic sentences and/or paragraphs but makes many errors (e.g., deletes the –s ending on noun plurals-like squares, and the -ed endings on verbs- like talked and the –er ending on adjectives-like shorter); uses basic, high frequency words (like big); does not use many (if any) academic words or mathematics words Is able to communicate everything s/he wants to write with few grammatical and lexical errors; uses some academic words and mathematics words Task 3: Writing Language Interview Rubric