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June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse in the Mathematics Classroom

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Page 1: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

June 27, 201410:00 - 11:15 a.m.

Kirsten Sarginger, Mathematics CoordinatorSylvia Solís, Multilingual Education Services Project Specialist

Academic Discourse in the Mathematics Classroom

Page 2: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Outcomes• Participants will deepen their understanding of

mathematical discourse and how it supports student learning

• Participants will experience Number Talks and learn how they support all students, including EL students, given the increased language demands of the CCSS-M

• Participants will see the connection between the CCSS-M and the ELD Standards using an integrated approach with reference to the dedicated ELD block

Page 3: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Agenda• CCSS-M and ELD Standards Integration• Academic Discourse: Number Talks• Implications for implementation of

mathematics discourse

Page 4: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Common Core State StandardsAs the CA CCSS-M are implemented, students will face increased language demands during mathematics instruction. Students will be asked to engage in discussions on mathematics topics, to explain their reasoning, to demonstrate their understanding, and to listen to and critique the reasoning of others. The increased language demands may pose challenges for all students and even greater challenges for English learners.

-CA Mathematics Framework Universal Access Chapter Page 9

Page 5: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Students are expected to…• Communicate their understanding of mathematical

concepts• Provide and receive feedback• Progress to a deeper understanding

-Mathematics Framework, Instructional Strategies Chapter Page 14

Page 6: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Common Core State Standards: Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Page 7: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Common Core State Standards

Content Standards:• 2.NBT.9 Explain why addition and subtraction

strategies work, using place value and the properties of operations.

• A.REI.1 Explain each step in solving a simple equation.

Page 8: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

New CCSS Paradigm: language is central to all academic areas

MATH

SCIENCEHistorySocial

Studies

LANGUAGEARTS

*• instructional discourse • expressing and understanding reasoning

Olsen, 2013

Language*

Page 9: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Page 10: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

ELD StandardsPart I: Interacting in Meaningful Ways Provides grade level CA ELD Standards that set expectations for ELs to participate in meaningful, relevant, and intellectually challenging ways in various contexts and disciplines in three modes:

A. Collaborative: engagement in dialogue with othersB. Interpretive: comprehension and analysis of written and spoken textsC. Productive: creation of oral presentations and written texts

-CA ELD Standards Overview Pages 16,19

Page 11: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Academic LanguageTo support students’ ability to express their understanding of mathematics, teachers need to explicitly teach not only the language of mathematics but also academic language for argumentation (proof, theory, evidence, in conclusion, therefore), sequencing (furthemore, additionally), and relationships (compare, contrast, inverse, opposite).

- Math Framework Universal Access Page 10

Page 12: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Number Talks

Page 13: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number Talks• A planned daily routine for whole‐class

instruction• Number Sense (efficiency, accuracy &

flexibility) • Generalized Arithmetic-conceptual

understanding • Reasoning and Problem Solving • Mental Mathematics• Preview- Review- Conceptual Understanding

Page 14: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number Talks and Time

• Number Talks (about 10 minutes)• Mini-Lesson (10 to 20 minutes)• Lesson (more than 20 minutes)

Page 15: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Enhancing Instruction for CCSSM

Upgrading UnitsNumber Talks

“FAL”Mini-Unit with

Forma-tive

Assess-ments

Page 16: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Socio-mathematical Norms• Errors are gifts, they promote discussion.• Share a second sentence to connect your

thoughts.• The answer is important, but it is not the math.• Build on the thinking of others.• Ask questions until ideas make sense.• Think with language and use language to think.

Page 17: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Four Goals for K-2 Number Talks

• Developing Number Sense• Developing fluency with small

numbers• Subitizing • Making Fives and Tens• Number Conservation

Number Talks-Sherry Parrish

Page 18: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Mathematical Thinking• Counting All• Counting On• Known Facts• Derived Facts

– Decomposing – Recomposing

Duality, Ambiguity, and Flexibility in Successful Mathematical ThinkingResearch by Eddie Gray and David Tall, 1994

Page 19: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Understanding Math Discourse

• Talk Formats– Whole-Class Discussion– Small-Group Discussions– Partner Talks

Classroom Discussions: Using Math Talk to Help Students Learn-S. Chapin, C. O’Connor, N Anderson (2003)

Page 20: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Understanding Math Discourse• Talk Moves

– Revoicing• So you’re saying the top number in a

fraction is called the numerator.

– Repeating• Can you repeat what Miguel said in your

own words?Classroom Discussions: Using Math Talk to Help Students Learn

-S. Chapin, C. O’Connor, N Anderson (2003)

Page 21: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Understanding Math Discourse• Talk Moves (continued)

– Reasoning• Do you agree or disagree and why?

– Adding On• Please add onto Jimena’s strategy.

– Waiting• Please take some quite think time.

Classroom Discussions: Using Math Talk to Help Students Learn-S. Chapin, C. O’Connor, N Anderson (2003)

Page 22: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Lenses to Consider During Professional Development Sessions

Learner Lens Teacher Lens

Page 23: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Hand Signals• Agree• Solution

• Strategy

• Question

• Comment

Page 24: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number Talk Examples– Dot Patterns– Five and Ten Frames– Mental Math– Number Strings– True/False Statements– Dilemmas– Spatial Reasoning– What’s My Rule?

Page 25: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Dot TalkHow many dots do you see?

How did you see them?

Page 26: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Dot Talk

I saw ______dots.

I grouped the dots….

I also saw ___ dots, but I grouped the dots differently. I …

Page 27: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Dot Talk

Page 28: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Five Frames

How many dots do you see?How did you see them?

Page 29: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Ten Frames

Page 30: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Ten FramesHow many dots do you see?

How did you see them?

Page 31: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Ten FramesHow many dots do you see?

How did you see them?

Page 32: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Mental Math

70-34

Page 33: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Mental Math Sentence Frames•I would like to defend _____________.•First I____________________________.•Then I ____________________________.•Next I_____________________________.•Last I____________________________.

•I agree/disagree with_______________ because_________________________.

Page 34: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number Talk Classroom Example

Third grade students solving the same problem.

Page 35: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Mental Math

32 x 15

Page 36: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number String (Mental Math)

7+68+7

14+1325+26

Page 37: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number String Sentence Frames•I would like to defend _____________.•First I____________________________.•Then I ____________________________.•Next I_____________________________.•Last I____________________________.

•I agree/disagree with_______________ because_________________________.

Page 38: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Looking for Patterns (Sentence Frame)

•The pattern is __________________.

Page 39: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number String (Mental Math)

3 x 503 x 1003 x 149

Page 40: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Number String (Mental Math)

35 x 870 x 4

140 x 2

Page 41: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

True/False

 

Page 42: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

True/False Sentence Frames

I would like to defend_________________. I believe it is ___true/false______ because________________.

Page 43: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

True/False

7 = 4 + 3

True or False?Why?

Page 44: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

True/False

17-16= 9-8

True or False?Why?

Page 45: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

True/False

8 x 7= 8 x (5+2)

True or False?Why?

Page 46: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

True/False

15 x 24 = 30 x 12

True or False?Why?

Page 47: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Dilemma

Julie says that 10-5+4

is equal to 1

David says that 10-5+4

is equal to 9

Who is correct and why?

Page 48: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Dilemma Sentence Frame

I would like to defend __________because ____________________.

Page 49: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Spatial ReasoningHow many cubes? How do you see them?

What is the surface area?

Page 50: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Spatial Reasoning Sentence Frame

I would like to defend ________________ because ____________________.

Page 51: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

What’s My Rule? In Out

1532

3754

Page 52: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

What’s My Rule? Input Output

1532

5251510

Page 53: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

What’s My Rule? X Y

1532

0421

Page 54: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

What’s My Rule Sentence Frame

I believe its ______________ because_________________________.

I agree with ___________ because_____________.

Page 55: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Questions Teachers Might Ask

• Share your thinking with your partner.• How did you solve it differently?• Who else used this strategy to solve the problem?• How did you figure it out?

Page 56: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Questions Teachers Might Ask

• Share the steps you took to solve the problem.• What information was helpful?• Explain why you took those steps? Tell me more.• What strategies are being used?

Page 57: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Common Core State Standards: Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Page 58: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Table Talk

• Have you implemented Number Talks as part of your daily routine? What were some of the benefits and challenges?

• When in your daily routine could you incorporate the use of Number Talks?

Page 59: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Evidence Based Practices recommended for engaging upper elementary and

older students in high quality discussions

•Carefully prepare for the discussions•Ask follow up questions•Provide a task or a discussion format•Develop and practice the use of specific “discussion protocols”

-ELA/ELD Framework Chapter 5, Page 26

Page 60: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Academic LanguageTo support students’ ability to express their understanding of mathematics, teachers need to explicitly teach not only the language of mathematics but also academic language for argumentation (proof, theory, evidence, in conclusion, therefore), sequencing (furthemore, additionally), and relationships (compare, contrast, inverse, opposite).

- Math Framework Universal Access Page 10

Page 61: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

How To Support ELs

∙Provide protocols for effective discussions∙Ensure equity in participation∙Provide a positive learning environment that encourages all voices to be heard

∙Promote the acceptance of diverse view points

-ELA/ELD Framework Chapter 5, Page 26

Page 62: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

What would this look like in a designated ELD block?

Page 63: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Learning About How English Works

Mathematics text is informational text that requires different skills than narrative texts. Students may...

–Need specific instruction on how to read and comprehend mathematics texts (text, diagrams, tables, symbols) which may not necessarily be read from left to right

–Instruction in writing informational/explanatory text which requires facility with the symbols of mathematics and graphic representations in addition to understanding of mathematical content and concepts

- Math Framework Universal Access Page 10

Page 64: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Factors To Consider for Success•Limited prior and/or background knowledge•Cultural differences•Linguistics•Polysemous words

–have same spellings and pronunciation but meanings are different based on context (ex. table)

- Math Framework Universal Access Pages 13-17

Page 65: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Factors To Consider for Success•Semantic features

Page 66: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Factors To Consider for Success•Syntactic features of word problems

–The arrangement of words in a sentence (phrases, clauses, sentences)

•Text analysis–Word problems are challenging because they require reading and comprehension of the text, identifying the question, creating a numerical expression, and solving that equation

Page 67: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Page 68: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Resources

http://goo.gl/ylgKi for K-2 Number Talk Resources

http://goo.gl/F58uB for 3-5 Number Talk Resources

California English Language Development Standards http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Mathematics Frameworkhttp://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp

Page 69: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Outcomes• Participants will deepen their understanding of

mathematics discourse and how it supports student learning

• Participants will experience Number Talks and learn how they support all students, including EL students, given the increased language demands of the CCSS-M

• Participants will see the connection between CCSS-M and ELD Standards using an integrated approach with reference to the dedicated ELD block

Page 70: June 27, 2014 10:00 - 11:15 a.m. Kirsten Sarginger, Mathematics Coordinator Sylvia Solís, Multilingual Education Services Project Specialist Academic Discourse

Mathematics Discourse

Closing

Kirsten Sarginger, Mathematics Coordinator [email protected]

Sylvia Solís, Multilingual Education Services Project Specialist [email protected]