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 LANGUAGE Follow-Up October 23, 2010

3. Slide 3 Teacher Commitment Descriptions and the Language of Mathematics Yesenia Medrano, Southeast Middle School

4. Slide 4 Agenda We will all work to: – Learn to teach academic language and get our instruction to “stick” – Identify activities that provide good input and output to help students describe – Identify language challenges in the released word problems related to geometry and measurement

5. Slide 5 A Quick Review of the Research Stand up, Hand up, Pair up! What does the research say are effective practices for teaching English learners?

6. Slide 6 Providing Input and Output Please look at the activities in your handout. Which one do you think best provides students with input for language development? Which one do you think best provides students with output for language development?

7. Slide 7 compare & contrast What to say when you.. They are similar because... Notice how the two compare… This is a lot like how… Zwiers, J. (2009)

8. Slide 8 The two differ because one…, while the other… On the other hand,… We can see that …. is different from… in the area of ______ They share the following traits: compare & contrast Zwiers, J. (2009)

9. Slide 9 Released Items – CST - Math Let’s look at the CST items related to geometrical shapes and measurement

10. Slide 10 Discussion: What’s challenging?

11. Slide 11 If Time: Reviewing and Sharing Website Resources

12. Slide 12 The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education. The What Works Clearinghouse (WWC) collects, screens, and identifies studies of effectiveness of educational interventions (programs, products, practices, and policies). http://ies.ed.gov/ncee/wwc/

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14. Slide 14 http://ies.ed.gov/ncee/wwc/Reports/Topic.aspx?tid=04

15. Slide 15 http://www.iriscenter.com/resources.html

16. Slide 16 The Center on Instruction, a partnership of five organizations, provides resources and expertise to the Regional Comprehensive Centers in reading, mathematics, science, special education, and English language learners. http://www.centeroninstructio n.org/

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18. Slide 18 NCTM is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. Founded in 1920, NCTM is the world’s largest mathematics education organization, with 100,000 members and 250 affiliates throughout the United States and Canada. http://www.nctm.org/

19. Slide 19 http://www.nctm.org/intervention.aspx

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21. Slide 21 http://illuminations.nctm.org/ National Council of Teachers of Mathematics

22. Slide 22 http://nlvm.usu.edu/en/nav/index.html

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24. Digital Supports for Textbooks

25. Slide 25 Daily Reflection Please take a few minutes to complete your Reflection Form Handout: (Reflection Form)