1. 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

2. CR Code

3. Granite School District Video

4. 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

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

6. 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

7. 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

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

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 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…..

11. 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 Standard 2 Standard 3 Standard 4 Standard 5

12. 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.

13. 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

14. 4th Grade Fractions Unit

15. 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)

16. 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

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 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

20. Granite School District Vocabulary Cards

21. Differentiated Tasks Using WIDA

22. English Language Proficiency Levels6 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).

23. Student Supports

24. 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.

25. 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?”

26. 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)

27. 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

28. Sentence Starters and Frames

29. 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?

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?

31. 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

32. Thank you for joining us today!
Contact us at:
Charlene Lui
Launa Harvey
Sara Moore