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Diff ffer erentia entiating ting Ins nstr truction: uction:

Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students

Granite School District

Charlene Lui Launa Harvey Sara Moore

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Granite School District Video

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QR Code

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Objectives

Content nt Learners will become more knowledgeable regarding the necessity to focus

• n

academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS) Langua guage 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

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Mathematics Instruction for ELs

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What do English Learners need in the Mathematics classrooms? (Moschkovich)

• 1. Teachers

who are prepared to teach math for understanding

• 2. Participate

in mathematical discussions as they learn English

• 3. Treat

everyday language as resource, not as an

• bstacle
• 4. Focus
• n

mathematical practices, not “language” as vocabulary, single words, grammar,

• r

a list

• f

definitions

• 5. Focus
• n

student’s mathematical reasoning, not accuracy in using language

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Academic Language in Diverse Classrooms

Margo Gottlieb and Gisela Ernst- Slavit

World Instructional Design and Assessment (WiDA)

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Academic Language

› Used for specific purpose and audience in a particular context › Used in schools to acquire a new

• r

deeper understanding

• f

the content and to communicate that understanding to

• thers

› Increases in complexity from grade to grade and year to year › For ELs, increasing horizontally from

• ne

language proficiency level to the next

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1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 Grade Le Level Profici ficiency ency Le Level el

Ac Academic mic La Languag age for ELs Ls

Juanita Juan

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Academic Language for ELs

English Language Development instruction ensures that:

› ELs attain English to high levels

• f

proficiency enabling them to meet the same state academic Core Standards as all students are expected to meet › Students meet both English Social Basic Interpersonal Communication Skills (BICS) as well as Cognitive Academic Language Proficiency (CALP) › ELD is a daily 45-minute block

• f

time providing explicit language instruction targeted in each language domain: listening, speaking, reading and writing (Genesee, Lindholm- Leary, Saunders & Christian, 2006)

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WIDA’s English Language Development Standards

Social & Instructional Language Language

• f

Language Arts Language

• f

Mathematics Language

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Science Language

• f

Social Studies

Acad adem emic ic La Langu guag age

Stan andard 1 Stan andard 2 Stan andar ard 3 Stan andar ard 4 Stan andard 5

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Standards for Mathematical Practice

1. Make sense

• f

problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning

• f
• thers.

4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use

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structure. 8. Look for and express regularity in repeated reasoning.

www.mrsliretteslearningdetectives.com

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4th Grade Fractions Unit

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Model 4th Grade Math Unit

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Conte tent nt Objective: jective: I can solve and explain problems involving fractional parts La Langua uage Objective: jective: I can describe and compare the use

• f

fractions in a variety

• f

situations Activity: ivity: Students will use real world problems to create and convert recipes using fractions Assessm sessments: nts:

• Math

journal (Do-Talk-Record)

• Use
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sentence frames

• Converting

recipes (Anchor Chart)

Model 4th Grade Math Unit

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Multicultural Literature

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Identifying Academic Language

“What language will students need to know in

• rder

to access grade-level material and demonstrate understanding

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the topic and concepts?”

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Dimensions nsions

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Ac Acade demi mic Languag guage

Acade demic ic Lang nguag uage Gen ener eral al Area eas

• f

Cov

• verage

Discourse Level

• Text

Type

• Genres
• Voice/Perspective
• Cohesion across

sentences

• Coherence
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ideas

• Organization
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text

• r

speech

• Transitions
• f

thoughts

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Sentence Level

• Types
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sentences-simple, compound, complex, compound-complex

• Types
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clauses-relative, coordinate, embedded

• Prepositional

phrases

• Syntax

(forms and grammatical structures) Word/Phrase Level

• Vocabulary-general,

specialized, technical academic words and expressions

• Multiple

meanings/polysemous words

• Nominalizations
• Idiomatic

expressions

• Metaphors
• Double

entendres Mathe thematic tic Text ext Type: Recip ipes es Directions for a recipe Imperative verbs: preheat, combine, mix Sequential language: first, second, then, next, later, finally

• Recipe
• Ingredients
• Measuring

cup

• Utensils
• One-half

cup

• Double
• Halve
• Teaspoon

Learning Task

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› Think: – “What language will students need to know in

• rder

to comprehend the recipe text?” › Choral read

Granite School District Vocabulary Cards

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http://www.graniteschools.org/DEPART/TEACHINGLEARNING/C URRICULUMINSTRUCTION/MATH/

Anchor Charts

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Do-Talk-Record

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Students:

• 1. Work

with a general idea

• 2. Talk

about how they solved the problem

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what strategies were used

• 3. Write

down the steps in solving the problem

Sentence Starters and Frames

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Differentiated Tasks Using WIDA

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English Language Proficiency Levels

Enter erin ing (Pre- Emergent) Begin innin ing (Emergent) Devel elopin ing (Intermediate) Expandin ing (Advanced) Bridgi ging (Fluent) (2 year monitor)

5 3 2 1 4

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Reachin ching (Exit)

Student Supports

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Using WIDA to Differentiate Instruction

I can

Lang nguag uage Function tion Cont nten ent Stem em Stude udent nt Suppor

• rt

Model el Perf rformanc ance Indic icato tor

frac actio ional al par art proble lems ms with th a par artner er using model els. s. Identif ntify an and solve

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Learning Task 4: Using WIDA MPIs

› Do-Talk: With a partner, create 1 differentiated learning task using listening, speaking, reading, and writing for proficiency levels 1 and 2 › Record: Write the task using a complete sentence

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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?

Objectives

Content nt Learners will become more knowledgeable regarding the necessity to focus

• n

academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS) Langua guage 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

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Tha hank nk yo you for joinin ning us us t toda day! y!

Contact us at:

Charlene Lui clui@graniteschools.org Launa Harvey llharvey@graniteschools.org Sara Moore smmoore@graniteschools.org

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