granite school district charlene lui launa harvey sara moore
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Differentiating Instruction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students. Granite School District Charlene Lui Launa Harvey Sara Moore. District Video. Objectives. Content - PowerPoint PPT PresentationTRANSCRIPT
Differentiating Instruction:
Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students
Granite School District
Charlene LuiLauna HarveySara Moore
District Video
Objectives
Content
Learners will become more knowledgeable regarding the necessity to focus on academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS)
Language
Learners will :
› listen to and discuss academic language
› create differentiated math tasks using the WiDA Model Performance Indicators
› participate in 3 mathematical instructional strategies
Mathematics Instruction for ELs
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 obstacle
4. Focus on mathematical practices, not “language” as vocabulary, single words, grammar, or a list of definitions
5. Focus on student’s mathematical reasoning, not accuracy in using language
Academic Language in Diverse Classrooms Margo Gottlieb and Gisela Ernst-Slavit
WIDA
Academic Language
› Used for specific purpose and audience in a particular context
› Used in schools to acquire a new or deeper understanding of the content and to communicate that understanding to others
› Increases in complexity from grade to grade and year to year
› For ELs, increasing horizontally from one language proficiency level to the next
1 2 3 4 5 60
1
2
3
4
5
6
7
8
9
10
11
12Academic Language for ELs
Proficiency Level
Gra
de L
evel
Juanita
Juan
Academic Language for ELs
English Language Development instruction ensures that:
› ELs attain English to high levels of proficiency enabling them to meet the same state academic Core Standards as all students are expected to meet.
› Students meet both English Cognitive Academic Language Proficiency Skills (CALPS) as well as Social Basic Interpersonal Cognitive Skills (BICS).
› ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: reading, writing, speaking, and listening (Genesee, Lindholm-Leary, Saunders & Christian, 2006)
WIDA’s English Language Development Standards
Social & Instructional Language
Language of
Language Arts
Language of
Mathematics
Language of Science
Language of Social Studies
Academic Language
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
www.mrsliretteslearningdetectives.com
› Both Gotlieb & Muschovich suggest focusing on mathematical practice for ELs
Model 4th Grade Math Lesson
Content Objective: I can
Model 3rd Grade Math Lesson
› Brownie recipe
Proficiency Levels
English Language Proficiency Levels
Entering (Pre-Emergent)
Beginning (Emergent)
Developing (Intermediate)
Expanding (Advanced)
Bridging (Fluent)(2 year monitor)
5
32
1
4
Change Chart to proficiency levels Bloom’s
Creatingdebate, speculate,
rank, document Evaluating
construct, synthesize, infer, invent
Analyzinganalyze, appraise, distinguish,
predict
Applyingapply, solve, demonstrate, build
Understandingcategorize, expand, restate, outline
Rememberingchoose, point, find, copy, list, recite
Student Supports
Using WIDA to Differentiate Instruction
Language
Function
Content Stem
Student Support
Model Performa
nce Indicator
Using WIDA to Differentiate Instruction
I can
Language
Function
Content Stem
Student Support
Model Performa
nce Indicator
division problemswith a partner using
models.
Identify and solve
Learning Task 4: Using WIDA MPIsStep 1: As a group, create 2 differentiated learning tasks using listening, speaking, reading, and writing for proficiency levels 1 and 4
Step 2: Share “What ways were tasks differentiated for the two levels?”
Add wida proficiency chart
Anchor Charts
Do-Talk-Record
Sentence Frames
Can Do
› Check the text below for slide information
3 Questions to consider› Is student activity focused on high cognitive
demand, conceptual understanding, connecting multiple representations, and communicating student reasoning?
› Does student activity focus on language as a resource for reasoning, sense making, and communicating mathematical ideas?
› Are students being prepared to deal with typical mathematics texts?
Dimensions of Academic LanguageAcademic Language
General Areas of Coverage
Discourse Level
• Text Type• Genres• Voice/Perspective• Cohesion across sentences• Coherence of ideas• Organization of text or speech• Transitions of though
Sentence Level • Types of sentences-simple, compound, complex, compound-complex
• Types of clauses-relative, coordinate, embedded
• Prepositional phrases• Syntax (forms and grammatical
structures)
Word/Phrase Level
• Vocabulary-general, specialized, technical academic words and expressions
• Multiple meanings of words• Nominalizations• Idiomatic expressions• Metaphors• Double entendres
Dimensions of Academic LanguageAcademic Language
General Areas of Coverage Mathematic Text Type: Recipes
Discourse Level
• Text Type• Genres• Voice/Perspective• Cohesion across sentences• Coherence of ideas• Organization of text or speech• Transitions of though
Directions for a recipe
Sentence Level • Types of sentences-simple, compound, complex, compound-complex
• Types of clauses-relative, coordinate, embedded
• Prepositional phrases• Syntax (forms and grammatical
structures)
Imperative verbs: preheat, combine, mixSequential language: first, second, then, next, later, finally
Word/Phrase Level
• Vocabulary-general, specialized, technical academic words and expressions
• Multiple meanings of words• Nominalizations• Idiomatic expressions• Metaphors• Double entendres
• Recipe• Ingredients• Measuring cup• Utensils• One-half cup• Double• Half• Teaspoon