Planning a Standards-Based, Language-Rich Mathematics Curriculum

1. Planning a Standards-Based,Language-Rich MathematicsCurriculum • Presenters: • Isis Albert, NBCT, ialbert@sheltonschools.org • Heather Byington, NBCT hbyington@sheltonschools.org • Maribel Vilchez, NBCT mvilchez@sheltonschools.org WABE Conference Yakima, Washington 2010

2. Evergreen Elementary – Shelton WA Evergreen has now a population of 483 students, and has implemented a dual language educational program with the vision of producing students who are: * Bilingual in English and Spanish * Bi-Literate in Spanish and English * Achieving at or above grade level academically in both languages. * Understanding and respectful of our multi-cultural society.

3. Evergreen Elementary School Ethnic Groups

4. Special Programs Free or Reduced-Price Meals 94.0 % Special Education 18.4 % Transitional Bilingual 41.8% Migrant 15.7%

5. Desired Outcome • To meet our State Standards • To reduce our Achievement Gap • 2. Acceptable Evidence • Math Unit Plan Graphic organizer • FAMILIAR AND ACADEMIC VOCABULARY • Tier I • Tier II • Tier III • IMPORTANT SKILLS AND CONCEPTS • Grade level Math Concepts • Computational Fluency • Mathematical Vocabulary & Language ENDURING UNDERSTANDING To deliver Math instruction meeting our Students’ Needs • 3. Learning Experiences • Chants, Observation charts, CCDs, Pictorials, Board games, Timelines, Where’s my Answer?, Board Games • Textbook Activities • Cross-cultural Sensitive Activities

6. Math Content • Academic terms (links) • Computational Fluency (operations, number sense) • Rehearsal, memorization • Math concepts (area, perimeter, time, measurement) • Problem solving • Reading skills • Explaining math thinking • Accessing and interpreting information • Context • Access prior knowledge/experiences

7. Language Considerations, in addition to Math Content • Academic language (Requires up to 80 exposures to acquire) • Sentence structures • How many more? • What is the difference? • How much longer? • I knew this because…

8. Context • Build background knowledge/experiences • Practice contexts associated with concepts and language around specific contexts • Cultural considerations

9. Affect • Games • Repetition • Slower pace • More time on math • Integrate into other content areas

10. How is teaching math different in a high poverty, dual language school? Content Language (In addition to Content) Academic language (80x) Sentence structures How many more? What is the difference? How much longer? I knew this because… Context Build background knowledge/experiences Practice contexts associated with concepts and language around specific contexts Cultural considerations Affect Games Repetition Slower pace More time on math Integrate into other content areas • Academic terms (links) • Computational Fluency (operations, number sense) • Rehearsal, memorization • Math concepts (area, perimeter, time) • Problem solving • Reading skills • Explaining math thinking • Context • Access prior knowledge/experiences

11. Unit Theme (“Big Idea”): Fractions and Decimals Grade Level Standards: (Don’t forget to integrate algebra & problem-solving!)

12. Necessary Background Knowledge • Ability to count coins up to a dollar • Ability to tell time on a clock face • Knowledge about pizza • Knowledge of Hershey bar • Knowledge about license plates • Knowledgeof geometric shapes • Sequence of Skills & Concepts: • Understand fraction representations as parts of a single item • Understand fraction representations as parts of a group of items • 3. Understand how fractions and decimals relate to one another • 4. Understand that a fraction amount can have various numerical labels (equivalent fractions)

13. Academic Vocabulary: Familiar Vocabulary: coin clock slices penny hands parts nickel seconds equal dime minutes circle quarter hours square dollar pizza half dollar cut

14. Possible Language Objectives: (grammar, key phrases, sentence frames, communicating thinking…) How much longer? What fraction of an hour? ______ minutes is what fraction of the total time? ______ is what fraction of the total amount? What fraction of a dollar does this coin represent? Connections to Other Content Areas: Lewis and Clark expedition- what fraction of the time did the group spend preparing at Ft. Mandan for the expedition? What fraction of the time did the group spend pulling the canoes upstream? What fraction of the time did the group spend moving toward the Pacific? Back home to St. Louis? What fraction of the group were soldiers? What fraction were women? Children?

15. Resources: (Growing with Math topics, other materials, BrainPop, video clips, WA State Problem-Solving…) • Growing with Math • Young Mathematicians • Van de Walle books • Marilyn Burns books • WA ST problem solving prompts • Hershey bar picture book

16. Planning a Standards-Based,Language-Rich MathematicsCurriculum • Presenters: • Isis Albert, NBCT, ialbert@sheltonschools.org • Heather Byington, NBCT hbyington@sheltonschools.org • Maribel Vilchez, NBCT mvilchez@sheltonschools.org Evergreen Elementary School Shelton, Washington