Welcome to Supporting ESL Students in the Math Classroom Please create a license plate

1. Welcome to Supporting ESL Students in the Math ClassroomPlease create a license plate NUMBER NUMBER OF OF YEARS YOUR WITH NORTH PENN BIRTH MONTH THREE LETTERS FROM DRAW A FOUR-DIGIT YOUR NAME FAVORITE NUMBER THAT (first or last-NO VOWELS) “THING” IS IMPORTANT TO YOU YOUR HOME SCHOOL

2. GLYPHS DATA REPRESENTED VISUALLY HOUSE SNOWMAN • Roof Hat • Door Buttons • Windows Eyes • Pet Fingers • Flowers/clouds Snowflakes

3. SUPPORTING ESL STUDENTS IN THE MATH CLASSROOM Nancy Kaufman kaufmna@npenn.org August 21, 2008 8:30-11:30 Bridle Path Back to Cartoons main page

4. ±≠≤≥÷× Is math the universal language? 

5. Math is a language shared by all humans regardless of culture, religion, or gender. • PI=3.14159 (∏) • Math literacy is called numeracy.

6. FIRST TO 100 • ROLL TWO DICE • ADD THE DIGITS, RECORD THE SUM • PARTNER’S TURN TO ROLL AND RECORD • CONTINUE TAKING TURNS, ROLLING, RECORDING, ADDING UNTIL FIRST PERSON’S TOTAL IS 100 OR MORE (DOES NOT NEED TO BE EXACT)

8. English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. English Language Proficiency Standard 2: English language learners communicate information, ideas,and concepts necessary for academic concepts necessary for academic success in the content area of LANGUAGE ARTS. English Language Proficiency Standard 3: English language learners communicate information, ideas,and concepts necessary for academic concepts necessary for academic success in the content area of MATHEMATICS. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic concepts necessary for academic success in the content area of SCIENCE. English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic concepts necessary for academic success in the content area of SOCIAL STUDIES.

9. The Language Domains Each of the five English language proficiency standards encompasses four language domains: listening, speaking, reading, and writing. The language domains reflect the language proficiency levels. The definitions of the language domains are as follows: • Listening – process, understand, interpret, and evaluate spoken language in a variety of situations • Speaking– engage in oral communication in a variety of situations for an array of purposes and audiences • Reading– process, interpret, and evaluate written language, symbols and text with understanding and fluency • Writing– engage in written communications in a variety of forms for an array of purposes and audiences

10. The Language Proficiency Levels and Performance Definitions • The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language. 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING

11. NORTH PENN SCHOOL DISTRICT 2007-2008 Top 16 Languages (>10 students) 2007-2008 ESL POPULATION Over 60 languages from more than 50 countries

12. http://www.multimediapalace.com/wff/i/in-flag.htm CULTURE GRAMShttp://culturegrams.com WORLD FACT BOOK https://www.cia.gov/library/publications/the-world-factbook/ If the World Were a Village by David J. Smith

13. Pick your favorite • 28 or 50 • 1776 or 1971 • 364 or 844 • http://intranet.npenn.org/resources/timer.ppt

15. TEACHING MATH TOENGLISH LANGUAGE LEARNERS • MAKE IT VISUAL • MAKE THE INSTRUCTION HANDS-ON • INTRODUCE NEW VOCABULARY AT THE BEGINNING OF A LESSON • USE DIRECT INSTRUCTION • USE GROUP-BASED WORK • SIMPLIFY INSTRUCTIONS • MAKE IT PERSONAL • WHENEVER POSSIBLE, SUPPLEMENT A LESSON WITH BILINGUAL MATERIALS

16. Everyday MathematicsDifferentiation Strategies • Framing the Lesson • Providing Wait Time • Making Connections of Everyday Life • Modeling Concretely • Modeling Visually • Modeling Physically • Providing Organizational Tools • Engaging Children in Talking about Math • Engaging Children in Writing about Math • Using Key Concepts and Skills • Summarizing the Lesson

17. Take out six letters to make a word. • BSIAXNLEATNTERAS • BSIAXNLEATNTERAS • BANANA

18. Suggested Accommodations reading tests to the student reading books at his/her reading level offering open book tests when needed help with studying for tests providing word banks for tests speaking essay answers into tape recorder providing extended time for tests reading and explaining directions for tests, worksheets, homework, etc. Suggested modifications Modifying tests by limiting multiple choices to two, limiting the number of essays, and providing word banks providing study guides providing graphic organizers simplifying vocabulary and providing vocabulary lists with definitions providing copies of notes of other more proficient students providing peer coaching and cooperative study groups limiting the numbers of questions limiting homework assignments, providing word walls using visuals and “hands-on” manipulatives using gestures to convey meaning non-verbally providing concrete “real” examples and experiences building on the known using short simple sentences speaking slowly and clearly establishing consistent classroom routines using “yes/no”, either/or” questions. Suggestions for differentiating instruction, activities, and assessments

19. Math Word Bank

20. What’s My Rule? Dollars to taka X 68.515 Fahrenheit to Celsius (-32) ÷ 1.8

21. Name-Collection Boxes

22. Math Boxes • Six members of the Cho family sit together for a meal. Each person gets 1 cup of rice and ½ cup of kimchi. • How many cups of food will be served all together? • Answer: 6 cups of rice + 3 cups of kimchi 9 cups of food

23. http://www.raisingsmallsouls.com/