Supporting English Learners in Middle School Mathematics OELAS

Supporting English Learners in Middle School Mathematics OELAS

Supporting English Learners in Middle School Mathematics OELAS December 6, 2018 Time: 10:00am 11:15am (Session 1) Room: Tucson A B 11 Ruth Sebastian

What is WestEd? WestEd is a nonprofit research, development, and service agency that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. EL Services is a part of WestEds Comprehensive School Assistance Program (CSAP) that supports schools and districts to bridge the gap between research and practice specifically to enhance outcomes for English learners. 2 2 You cant learn math without language. There is an

old idea that you can work around the language, and just get to the content. This isnt true. -Phil Daro Unlocking Learning II Math as a Lever for English Learner Equity, March 2018 3 Recognizing how language and math learning actually enhance and amplify one another is key to understanding how math instruction should be approached with students language needs at the center of every lesson. Unlocking Learning II Math as a Lever for English Learner Equity, March 2018

4 Quick Write Take two minutes to jot down responses to the following questions: What are the language demands of mathematics? How can language and mathematics enhance and amplify each other? Handout 5 Math and English Learners

One of the sides of the horse pen blew over and needs to be replaced. Farmer Sara needs to buy new fence material for the missing side. The perimeter of the whole horse pen is 76 feet. What is the measurement of the missing side? Explain two ways you could find this out. What are some of the language demands of this problem that teachers need to be aware of in order for EL students to be successful? 6 Math and English Learners One of the sides of the horse pen blew over and needs to be replaced. Farmer Sara needs to buy new fence material for the

missing side. The perimeter of the whole horse pen is 76 feet. What is the measurement of the missing side? Explain two ways you could find this out. - 3rd Grade Performance Task 7

Multiple meaning words Change in verb tense (past to present) Causal conjunctions Math vocabulary Genre: Explanation Referents Standards for Mathematical Practices MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively.

MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. 8 Mathematics Content and Language Working in Tandem: High-yield Pedagogical Practices High-yield: something that produces maximized results

Pedagogy: the art, science, or profession of teaching 9 High-yield Pedagogical Practice: Model Lesson Unpacking Word Problems 1 10 0 Key Linguistic Features in Word Problems

Question What is the problem to be solved? What relevant information is provided in the text? Language Features

Questions Commands Conjunctions Technical vocabulary Complex noun groups

Nominalizations Ellipsis () References (pronouns, demonstratives) Being processes (is/are/has/have) Conjunctions Handout 11 Features of Word Problems 12

Handout High-yield Pedagogical Practice: Model Lesson Your Role: Be a learner. (So you can experience what its like for your students to do this.) Fully participate in the learning. (Well debrief afterward to discuss how to apply this to your classroom.) 13

Learning Target We will unpack and discuss the meanings of sentences in a word problem to understand the language structures, vocabulary, and math concepts needed to solve the problem. 14 Consider the following prompt: An artist used silver wire to make a square that has a perimeter of 40 inches. She

then used copper wire to make the largest circle that could fit in the square, as shown below. 02/23/2020 15 What makes this prompt challenging? What do you think its asking you to produce?

An artist used silver wire to make a square that has a perimeter of 40 inches. She then used copper wire to make the largest circle that could fit in the square, as shown below. Part A: How many more inches of silver wire did the artist use compared to copper wire? (Use = 3.14.) Justify your response. 16 An artist used silver wire to make a square that has a perimeter of 40 inches. She

then used copper wire to make the largest circle that could fit in the square, as shown below. Text Chunk An artist used silver wire to make a square that has a perimeter of 40 inches She then used copper wire to make the largest circle that could fit in the square, as shown below 1

17 7 What Does It Mean? Mathematical Wonderings As you unpack the sentences in the word problem, discuss with your partner: Who or what is this chunk about? What is the who or what doing? What new information does this chunk add? What does the phrase _____ mean or do?

Is this a context sentence or an ask or task sentence? 18 Lets Take a Look at the Lesson Plan Talk with your table: How does the lesson support students development of content knowledge and language? How were mathematical language routines used as scaffolds in the lesson, or how could they be? 19

Preparing for a Word Problem Unpacking Lesson Write the sentences on register tape. Tear the dense, packed sentence into chunks. Create questions or prompts to highlight the meaning of each chunk (to unpack it). 2 20 0 How many more inches of silver wire did the artist use compared to copper wire?

(Use = 3.14) Justify your response. 21 How many more inches of silver wire did the artist use compared to copper wire? (Use = 3.14) Justify your response. Text Chunk How many more inches of silver wire did the artist use compared to copper wire? (Use = 3.14)

Justify your response. 22 What Does It Mean? Mathematical Wonderings Lets Debrief the Day I used to think Now I think

As a result, I will Share with a partner. 23 Parting Thoughts Treating ELs as the people they can become means that we see students not in terms of what they lackin their case, full control of academic Englishbut as capable and intelligent learners who, with

the right kind of support, are as able to participate in learning and achieve academically as their English-(proficient) peers. - Pauline Gibbons Scaffolding Language/Scaffolding Learning (2015) 2 24 4

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