1. A Collaboration between: Los Angeles Unified School District University of California, San Diego San Diego State University University of California, Irvine San Diego Mathematics Project Preparing for Success in Algebra English Language Learners in Mathematics

2. Slide 2 Welcome California Mathematics and Science Partnership (CaMSP) Academic Year Follow Up Session #1 October 24, 2009

3. Slide 3 Bean Salad Activity Introduction to activity Making appointments Modeling Salad 3 Whole group, Salad 5 Handout: Three Bean Salad

4. Slide 4 Bean Salad Activity, cont Appointment 2 (5 min)(5 min) With your partner combine salads 1 and 2 to make a new recipe Appointment 1 (5 min)(5 min) With you partner make bean salad 7 Appointment 3 (5 min)(5 min) Use the bean salad drawing to write a new recipe.

5. Slide 5 Debrief bean salad problem What structures are necessary in order to ensure a successful lesson when working with manipulatives? What classroom management procedures need to be in place? What language was needed to understand the recipes and to speak about the problem? What strategies were used to evoke the use of language? How did this activity address the standard (converting fractions, decimals and percents)? How did the beans provide access to the math? Would students encounter roadblocks without the beans?

6. Slide 6 Examining Unit 2 Concept Lessons Choose a concept lesson that your group wants to explore. Read it individually. Highlight academic vocabulary

7. Slide 7 Strategy Stop QUICK Write Strategy: Springboard for Instructional Conversations Scaffolds: Bridging and Contextualization Language Domains: Writing and Reading Description: Students give quick reaction to prompt presented. Goal is to capture feelings or meaning to the person not linguistic correctness. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development

8. Slide 8 Strategy Stop 3 Step Interview Access Strategy: Instructional Conversations Scaffolds: Bridging, Modeling, Schema-Building Language Domains: Listening, Speaking, Reading Description: Students share to A/B partners. Then each share their partner’s thoughts/responses to the rest of the table/group. Affect: Supports low-risk learning environment Interaction / Practice: High accountability (peers); practice with language development

9. Slide 9 Strategy Stop Mind Mirror Strategy: Advanced Graphic Organizer Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking and Writing Description: Students tie ideas together in a graphic by giving simply quotes from the text to synthesis of ideas. Affect: Supports learning environment with accountability Interaction / Practice: All must participate and practice oral language.

10. Slide 10 Strategy Stop Hand Up, Stand Up, Pair Up (Kagan Strategy) Strategy: Instructional Conversations Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking Description: Students stand up after thinking about a question or having had a prompt to answer/think about, put their hand up and “high 5” someone to pair up. Now they discuss their answer to a certain prompt or problem Affect: Supports learning environment with accountability Interaction / Practice: All must participate and practice oral language.

11. Slide 11 Strategy Stop A-Z Review Access Strategy: Cooperative learning Scaffold: Metacognition Language Domains: Writing &Listening and Speaking Description: It is a review strategy. Students think of a word related to a certain topic, one or more for each letter of the alphabet. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice writing, and orally presenting

12. Slide 12 Strategy Stop Mathematically Speaking: Access Strategy: Instructional Conversations Scaffold: Schema-Building,Meta-Cognition Language Domains: Listening and Speaking Description: Students solve 2 different problems or half of a task. They take turns explaining their half of the completed task or given problem to the other student as he or she tallies on the chart each time a target word is used in the explanation. Students keep talking until all target words have been used. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice speaking and listening, and orally presenting MATH!!!!

13. Slide 13 Strategy Stop 3 x 3 Sentence Builders Access Strategy: Academic Language Scaffold: Contextualization, Text Representation Language Domains: Writing Description: Picking 4(2 x2) or 9 (3x3) words from vocabulary list students put them in boxes and create sentences with words that go across horizontally, vertically and diagonally. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice writing, and understanding interrelation between concepts and terms.

14. Slide 14 Strategy Stop Collaborative Poster Access Strategy: Cooperative Learning Scaffold: Bridging, Text Re-presentation, Schema Building Language Domains: Writing and Listening& Speaking Description: Students work in groups of four, each with a different colored marker. Students work together to strike a balance in solving the task while learning from each other and discussing the content. Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development, practice writing, and deepens understanding concepts and procedures.

15. Slide 15 Concept Lesson, Part 2 Review access strategies. Create lessons using some of the strategies Create sentence starts for a Conversational Guide Share out solutions, lessons, sentence starters.

16. Slide 16 Break 15 Minutes

17. Slide 17 Number System Sort and Label

18. Slide 18 Foldables - Little Book Teacher Instructions: Keep the printing on the outside during all folds. Fold the sheet into fourths using the shorter side (hamburger folds). Open the sheet and fold in half using the longer side (hotdog fold). Open the sheet and fold in half using the shorter side. Cut from the center to the next fold. Open the sheet and fold in half using the longer side (hotdog fold). Fan out the cut sides and form the little book. Fill in your book with the information. Handout: Fraction Book

19. Slide 19 Analysis Pizza Teacher Instructions: This organizer can be used to organize parts into a whole or to take a whole topic and examine its respective parts. Slice the pizza into the number of slices needed to cover the topic. Have the students write sentences, draw pictures, or cut out and glue pictures onto the pizza to communicate knowledge and ideas about the topic. Handout: Fraction Analysis Pizza

20. Slide 20 Multiple Representations Learners acquire and store knowledge in two primary ways: linguistic (by reading or hearing lectures), and nonlinguistic (through visual imagery, kinesthetic or whole-body modes, and so forth). The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development

21. Slide 21 Multiple Representations Teacher Instructions: Xerox and have students cut apart the pages(s) of cards. When cutting, tell students to trim extra off of edges as edges will not match. Place one complete set in an envelope, one envelope per group (group size: 2 – 4). Provide each group with blank copy or construction paper and glue sticks (or tape) Students are to match the 4 representations and glue them under the column headings. Variations: Leave out 2 or 3 pieces. Students are required to generate the missing pieces. If students are working on a particular skill leave out all of the pieces related to it and require students to generate them. Handout: Fraction Mix and Match Bag

22. Slide 22 Collaborative Posters Instructions Part 1: Have the materials person get a poster paper and problems handout. Fold the poster paper into three sections by turning the shorter edges to meet in middle without overlapping. Each group member should use a different colored marker and write his or her name in the top right corner. Write your assigned problem in the top section. Handout: Textbook Problems

23. Slide 23 Collaborative Posters Instructions Part 2: Show your work in the middle section. Remember that each person should write using only his or her colored marker. Your group may show more than one way to solve the problem Use the third section of your paper to copy and complete the sentence frames provided. The two co-reporter will explain their group solution to the class. The co-reporters should assist each other as they present.

24. Slide 24 Collaborative Group Discussion Examine all the problems in the textbook problems handouts. Reflect back on the activities of the week. As a group determine how you will use the Access Strategies and what you have learned to help your students be successful at accessing and solving the problems. Be prepared to share your ideas with the whole group.

25. Slide 25 Cooperative Problem Solving

26. Slide 26 Cooperative Problem Solving Each person has one piece of written information. Each person should share his or her information with the group. The group should work cooperatively to solve the problem. Avoid giving all the information to one person to solve the problem. Handout: Cooperative Problem

27. Slide 27 The sum of my angles is 180 degrees. I have one right angle. Two of my angles are congruent. Two of my sides have equal length. What Shape am I?

28. Slide 28 Teacher Instructions: All students independently complete both mathematical tasks or problems. Student pairs are formed. Target vocabulary words are written on the MS chart in the left column. For lower grades, the teacher can fill in the words. The two students write their names across the top. One student explains half of the completed task or a given problem to the other student as he or she tallies on the chart each time a target word is used in the explanation. Students keep talking until all target words have been used. The other student then takes a turn doing the same. Mathematically Speaking Activity Handout: MS Order of Operations

29. Slide 29 Form groups of 2 to 4. Using your MIG, create a mathematically speaking activity for each quarter. Create a Mathematically Speaking Activity Handout: MS Blank Chart

30. Slide 30 3x3 Sentence Builder Fold a piece of paper into 9 squares. Pick 9 words from the target vocabulary list. Place a word into each of the 9 squares. Create a sentence using the 3 words on each vertical column, each horizontal row, and both diagonals for a total of 8 sentences

31. Slide 31 2x2 Sentence Builder addsubtract multiplydivide

32. Slide 32 2x2 Sentence Builder fractionnumerator denominator decimal fraction

33. Slide 33 3x3 Sentence Builder denominatornumeratorfraction improper fraction equivalent fractions unlike fractions proper fraction common denominator like fractions