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

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 participate in 3 mathematical instructional strategies

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 WIDA Transition to next slide: 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

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

Model 4th Grade Math Lesson Content Objective: I can

Model 3rd Grade Math Lesson Brownie recipe 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

Proficiency Levels

English Language Proficiency Levels 5 Entering (Pre-Emergent) Beginning (Emergent) Developing (Intermediate) Expanding (Advanced) Bridging (Fluent) (2 year monitor) 4 3 2 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).

Change Chart to proficiency levels Bloom’s Creating debate, speculate, rank, document Evaluating construct, synthesize, infer, invent Analyzing analyze, appraise, distinguish, predict Applying apply, solve, demonstrate, build Understanding categorize, expand, restate, outline Remembering choose, point, find, copy, list, recite

Student Supports

Using WIDA to Differentiate Instruction Language Function Content Stem Student Support Model Performance Indicator We are differentiating by students language proficiency levels to help make the core comprehensible for ELs

Using WIDA to Differentiate Instruction Language Function Content Stem Student Support Model Performance Indicator I can Identify and solve division 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?”

Add wida proficiency chart We are going to show you how to use the Mix and match to create 4 differentiated tasks based on students language proficiency level

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

Sentence Frames

Can Do

Check the text below for slide information ELLs, like English-speaking students, require regular access to teaching practices that are most effective for improving student achievement. Mathematical tasks should be kept at high cognitive demand; teachers and students should attend explicitly to concepts; and students should wrestle with important mathematics. Overall, research suggests that: • Language switching can be swift, highly automatic, and facilitate rather than inhibit solving word problems in the second language, as long as the student’s language proficiency is sufficient for understanding the text of the word problem; • Instruction should ensure that students understand the text of word problems before they attempt to solve them; • Instruction should include a focus on “mathematical discourse” and “academic language” because these are important for ELLs. Although it is critical that • students who are learning English have opportunities to communicate mathematically, this is not primarily a matter of learning vocabulary. Students learn to participate in mathematical reasoning, not by learning vocabulary, but by making conjectures, presenting explanations, and/or constructing arguments; and • While vocabulary instruction is important, it is not sufficient for supporting mathematical communication. Furthermore, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has demonstrated that vocabulary learning occurs most successfully through instructional environments that are language-rich, actively involve students in using language, require that students both understand spoken or written words and also express that understanding orally and in writing, and require students to use words in multiple ways over extended periods of time. To develop written and oral communication skills, students need to participate in negotiating meaning for mathematical situations and in mathematical practices that require output from students.

3 Questions to consider Is student activity focused on high cognitive demand, conceptual understanding, connecting multiple representations, and communicating student reasoning? Does student activity focus on language as a resource for reasoning, sense making, and communicating mathematical ideas? Are students being prepared to deal with typical mathematics texts?

Dimensions of Academic Language General Areas of Coverage Discourse Level Text Type Genres Voice/Perspective Cohesion across sentences Coherence of ideas Organization of text or speech Transitions of though Sentence Level Types of sentences-simple, compound, complex, compound-complex Types of clauses-relative, coordinate, embedded Prepositional phrases Syntax (forms and grammatical structures) Word/Phrase Level Vocabulary-general, specialized, technical academic words and expressions Multiple meanings of words Nominalizations Idiomatic expressions Metaphors Double entendres

The Features of Academic Language in WIDA's Standards is a new resource available to educators in the 2012 standards publication. You may notice that the criteria we use to define the levels of language development have changed slightly. Originally, these criteria included linguistic complexity, language control and vocabulary usage. In order to clarify the criteria we did two things: First, we divided the performance criteria into three different levels. You can see in this chart that the discourse level is associated with linguistic complexity, the sentence level is associated with language forms and conventions and the word/phrase level is associated with vocabulary usage. - The second modification is the addition of the socio-cultural context, which impacts all three criteria by defining students' identities and social roles within a particular task or situation. Some important aspects of the sociocultural context related to language include register, genre, and text type. It is important for educators to intentionally engage students in both formal and informal communication and give them opportunities to interact with a wide range of instructional materials in the classroom. The sociocultural context emphasizes that building on the richness of students' background experiences motivates them and makes language learning more relevant.

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 though 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 Word/Phrase Level Vocabulary-general, specialized, technical academic words and expressions Multiple meanings of words Nominalizations Idiomatic expressions Metaphors Double entendres Recipe Ingredients Measuring cup Utensils One-half cup Double Half Teaspoon