Day #3 Category 2 Randolph Public Schools

1. Day #3Category 2 Randolph Public Schools March 12, 2011 8:30-3:30 Leah Palmer and Beverly Glackemeyer

2. Agenda • Warm-up/ • journal response • Assignments • Culture • Math and ELLs • ELPBO- using the scope and sequence to understand proficiency levels • Writing • Rubrics • Journal and ticket to leave

3. Today’s Objectives: • Mastery Objectives (Content Objectives): • Engage in a simulation activity about cultures and apply understandings to instruction. • Identify strategies to assist ELLs in developing language skills while learning math. • Examine the Scope and Sequence based on the ELPBO to describe English proficiency levels. • Connect proficiency levels with principles and practices of sheltered instruction. • Reflect on the four principles of sheltered instruction and their role in the writing process. • Analyze ELL writing to identify what students already know and what they need to know. • Develop a rubric for assessing a writing assignment.

4. Today's Objectives Language Objectives: Indicate comprehension of explanations and orally participate in discussions. Read and write responses to prompts and questions. Read and analyze written text. View and discuss visuals and videos. Reflect, talk, and write about personal connections/responses.

5. Review Assignments: wiki

6. Culture Goal: To provide participants with a multicultural perspective, knowledge about cultural groups, and the opportunity to reflect on the role of students’ home cultures. Objectives: Reflect on US cultural values as a first step toward increasing cultural awareness. Develop classroom strategies that value all languages and cultures. Reflect on the role of students’ home cultures in their adaptation to the US

7. Card Game LOW STATUS: Group 1: cards 2,3,4 and 5 MEDIUM:Group 2: cards 7,8,9 HIGH:Group 3: Jacks, queens, kings BEST:Aces

8. How does this effect the ELL’s academic success?Collier, V.P. (Fall 1995) Acquiring A Second Language for School

9. Teaching about differences Differences exist Differences are good Unjust treatment of differences exists Unjust treatment of differences is wrong

10. What is Culture? Culture is a set of common beliefs and values that is shared by a group of people and that binds them together in a society. All people are members of at least one culture. The norms of a culture define roles and provide a framework that makes people’s behavior predictable and understandable to one another.

11. Culture as an Iceberg Surface Culture: *Fine arts *Storytelling *Drumming *Subsistence *Dancing *Games *Cooking *Dress Deep Culture: *Weather forecasting *Animal behavior *Navigation skills *Observation skills *Pattern recognition *Seasonal changes/cycles *Edible plants/medical knowledge *Constellations*Language terminology *Counting, measurement, estimation *Clothing design/insulation *Tools/technology*Building design/materials *Transportation *Genealogy *Waste disposal *Fire *Hunting *Weapons AND MUCH, MUCH MORE…..

12. Stages of Cultural Adaptation 1. Initial Stage 2. Uprooting Stage 3. Culture Shock > Assimilation leads to culture split > Acculturation- understanding and acceptance of both cultures

13. 3. Student Behaviors and Culture ShockMany new ELL students exhibit some of these behaviors when experiencing “culture shock”. Some of these behaviors can appear to be disability based. • Quick Exit Needs frequent trips to the bathroom or water fountain • Long Term Exits frequent absence from school • Physical Problems upset stomach, headache, tiredness • Psychological Problems mood swings, tears, blow ups, feelings of inadequacy and inferiority • Classroom Behavior inappropriate behavior with classmates, teachers: touching, grabbing, yelling, pushing Culturally bound!

14. An example of Cultural Implications Luck and fate Determine future, Not own control Listen and obey, Not question Not challenge Work towards group harmony, Not individual advancement High value on Family life Parents may be indulgent, Not push towards Independence and achievement Discourse Style: Parents do not verbalize ongoing events Adults do not ask children to voice preferences Adults do not ask children to foretell or repeat facts De-emphasis on actions and event Sequencing Parents are parents not teachers Directions are given one step versus multistep Eye contact

15. Culturally Bound Classroom Practices • Teacher’s way of showing attention • Teacher’s way of asking questions • Patterns of taking turns among students (may differ with large group and small group work) • Expectations for: • retelling stories • expressing opinions • showing assertiveness • -Long and Christianson, 1998

16. Goals of second language and Multicultural Education 1) Teach ELLs to understand US culture 2) Help ELLs achieve a personal accommodation between their two cultures 3) Teach all students to value language and cultural diversity 4) Equitably educate diverse students

17. Speaking Without Words • Work with 7:00 clock buddy

18. Math Goal: To learn to assist ELLs in developing language skills through mathematics instruction. Objectives: Identify principles and guidelines which to assist ELLs in developing language skills while learning mathematics content. Identify effective strategies to develop language learning during mathematics instruction. Apply language development strategies to mathematics instruction.

19. What Is Proficiency in Mathematics? Like reading comprehension, mathematics proficiency is multi-faceted in nature, draws on many different skills, and is influenced by the factors of the level of the child, the classroom, the school, and the task itself. Researchers have conceptualized mathematical proficiency as having five interdependent strands, each influenced by multiple factors.

20. What is needed for success in Mathematics: • Conceptual understanding:comprehension of mathematical concepts, operations, and relations; ･ Procedural fluency:skill in carrying out procedures flexibly, accurately, efficiently, and appropriately; • Strategic competence:the ability to formulate, represent, and solve mathematical problems; • Adaptive reasoning:the capacity for logical thought, reflection, explanation, and justification • Productive disposition:the inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own ability.

21. Mathematics Proficiency It is clear that for a child to be mathematically proficient, there are a number of skills that need to be well developed and integrated, and that learning and performance proficiency relies on well-developed language skills. Cognitive abilities such as counting, identifying numbers, understanding quantity, identifying patterns, and understanding concepts of measurement are each related to math proficiency. Further, just as vocabulary, background knowledge, effective strategy use, and engagement with the work are important for reading comprehension, they are equally important for mathematics proficiency. Center for Instruction 2006

22. English Language Learners and the language of Mathematics Mathematics Curriculum Frameworks Revision Panel Leah Palmer Wellesley Public Schools October 16th, 2008

23. Mathematics is NOT a Universal Language

24. The Language of Mathematics“MATHESE”

25. Math register A variety of the English language that is used for mathematics * Semantics * Syntax * Discourse

26. Semantics:meanings of words, phrases, and sentences • Words with math meaning that are different from their everyday meaning

27. Multiple Meaning Words

28. Syntax:structure of phrases, clauses, and sentences-understanding the relationship between words • All numbers greater/less than X • Mary earns 5 times as much as John • Joseph is as old as Mary • Two numbers, the sum of which is 10 • Twenty (noun vs. adjective) is five times X • The number A is 5 less than the number B; NOT: A=5-B • Divided by vs divided into

29. Syntactic Features of Math Word Problems • Comparatives • Less than or equal to • Prepositions • By how much will your stopping distance increase… • Passive Voice • Zero was originally used by the Hindus to represent an empty column in a counting board similar to an abacus. The concept was brought to Europe by way of Arabia in the 9th century. The negative numbers were invented very much later in Renaissance Europe. • Logical connectors: if…then • THE RATIONAL ROOT THEOREM • If one of the roots of the equation P(x)=0 is x=p/q where p and q are nonzero integers with no common factor other than 1, then p must be a factor of ao, and q must be a factor or an

30. Discourse: the style, organization, characteristics of language-how math words are used in different situations • Logical connectors- signal similarity, contradiction, cause/effect, reason/result, chronological sequence, logical sequence • Reference of variables- the number of things rather than the things themselves • Cultural differences

32. Differences in MCAS CPI Scores Between LEP and Non-LEP Students The CPI (Composite Performance Index) is a measure of the extent to which students in a group are progressing toward proficiency (a CPI of 100) in English language arts (ELA) and mathematics.

33. Fourth Grade

34. Tenth Grade

35. A look at the language of Math MCAS questions What language skills do students need to successfully solve these problems?

36. What language skills do students need to solve this problem? The first four terms of Angie’s pattern are shown below. 5, 7, 11, 19, . . . Each term after the first term is found by multiplying the previous term by 2 and then subtracting 3. What will be the sixth term in Angie’s pattern?

37. 4th Grade Ms.Caruso wants to arrange 16 desks in rows to form a square. Which of the following number sentences shows how all of the desks can be arranged in rows to form a square? a. 2 × 8 = 16 b. 4 × 4 = 16 c. 4 + 12 = 16 d. 8 + 8 = 16

38. Tenth grade • The number of appointments originally scheduled at an animal hospital each business day for one week is shown in the table below. Animal Hospital Appointments After making the original schedule, the hospital manager had to change some appointments. In the new schedule, the hospital manager moved 5 of the original Friday appointments to Wednesday. Which of the following statements is true about the new schedule as compared to the original schedule? • The mean number of appointments per day decreased. • The mean number of appointments per day increased. • The median number of appointments per day decreased. • The median number of appointments per day increased.

39. Standards with ELLs in Mind

40. KEY ISSUE:Mathematics Literacy and Fluency • EMPHASIZE MATHEMATICS LITERACY AND ITS IMPORTANT ROLE IN A COMPREHENSIVE KNOWLEDGE BASE- sound mathematics literacy is a grounding that enables students to analyze, reason, and communicate mathematically -this needs to be explicitly taught to ELLs • PROVIDE VOCAB GUIDANCE TO ENSURE ACCURATE, RICH, AGE-APPROPRIATE MATH VOCAB at EACH GRADE LEVEL- gaps in understanding can be avoided when students use mathematical language while discussing their understanding or solutions to problems • RESOURCES FOR PARENTS OF ELLS- translated and readily available

41. KEY ISSUE:Breadth and Depth of Content • IMPROVE FOCUS AND COHERENCE IN A WAY THAT IDENTIFIES THOSE SKILLS AND CONCEPTS THAT ARE ESSENTIAL- explicitly stating what to focus on will help ELLs understand what is expected of them and how they are going to demonstrate their understanding of a topic/skill • CLARIFY EXACTLY WHAT NEEDS TO BE TAUGHT- need to explicitly identify critical topics that require greater focus and classroom time- provide examples appropriate for ELL students • EMPHASIZE PROBLEM SOLVING WITH REAL WORLD APPLICATION- ELLs bring their diverse background knowledge to solve problems-this helps them understand concepts and feel validated in their own problem solving experiences

42. KEY ISSUE:21st Century skills • Communication about learning and solving problems- • How can we help ELLs be ready for communication of their skills and knowledge? • Specify the language involved to demonstrate each skill (oral,aural,written,reading) • Diversity- ELLs bring diverse backgrounds to enrich the working and learning environment- • How can we address the wonderful asset of diversity we have in our classrooms? • Discuss cultural differences and similarities • Validate our students’ experiences and cultures • Cross-Curricular Experience- ELL students become aware of how vocabulary is used differently across curriculum

43. Tips for Good Math Problems with the ELL in Mind(Enhancing English language learning in the Elementary Classrooms, CAL) • They are readily understandable to the students. (Use vocabulary and syntax familiar to the students.)MATHEMATICAL LITERACY, VOCAB GUIDANCE • They do not involve new math concepts (ones students have not been taught).-FOCUS and COHERENCE • They are intrinsically motivating and intellectually stimulating.-RIGOR, REAL WORLD EXPERIENCES • They lend themselves to more than one method of solution.-EXAMPLES, DIVERSITY (21st century skill) • They are somewhat open-ended so they can be generalized or extended to various situations.-REAL WORLD EXPERIENCES to ABSTRACT, CROSS CURRICULUR CONNECTIONS • They should motivate the students to experiment, search for additional information, use a variety of sources, discover patterns, and make judicious estimates.- CREATIVITY (21st century skill) • They require the student to THINK rather than perform only basic calculations.-RIGOR

44. Summary: Questions to think about… • How are we going to ensure English language learners have the language to explain their solutions and show their true understanding of mathematical skills? • How are we going to close the gap in achievement between NON LEP students and LEP students?

45. The ELL Outlook, by Suzanne Irujo “In the end, it comes down to individual teachers, as it always does. Teachers must know what they need to do to be effective, know how to do it, and have the support they need to do it.”

46. Make Math More Comprehensible Increase use of visuals to get meaning across Increase use of manipulatives Use drama Use demonstrations Use repetition Integrate TPR

47. Make Math More Interactive Increase use of cooperative learning Use information gap activities Assign tasks that require information gathering

48. Include Higher Order Thinking Skills Require basic calculation tasks to get to the solution of a more complex problem Look for patterns Construct tables using data Rewrite the question or the solution Explain a solution orally, in writing, or using pictures Begin problem solving as early as pre-K and use problem solving skills often throughout the curriculum

49. Increase Personal Connections Cross cultural discussion about mathematical strategies and language

50. Mathematical strategies presentations 3 strategies- how can you use this strategy to teach math and one other content area. How does the strategy use the four principles? How can you modify it for other grade levels? Present strategy to group