Welcome to Welcome to Supporting ESL Students in the Math ClassroomSupporting ESL Students in the Math Classroom
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NUMBER NUMBER OFOF YEARS YOUR WITH NORTH PENN BIRTH MONTH
THREE LETTERS FROM DRAW A FOUR-DIGITYOUR NAME FAVORITE NUMBER THAT(first or last-NO VOWELS) “THING” IS IMPORTANT
TO YOU
YOUR HOME SCHOOL
GLYPHSGLYPHS
DATA REPRESENTED VISUALLYDATA REPRESENTED VISUALLY
HOUSEHOUSE SNOWMAN SNOWMAN RoofRoof HatHat DoorDoor ButtonsButtons WindowsWindows EyesEyes PetPet FingersFingers Flowers/cloudsFlowers/clouds
SnowflakesSnowflakes
Nancy [email protected] 21, 2008
8:30-11:30Bridle Path
SUPPORTING ESL STUDENTS IN THE MATH CLASSROOM
±≠≤≥÷×±≠≤≥÷×
Is math the Is math the universal universal language?language?
Math is a language shared by Math is a language shared by all humans regardless of all humans regardless of culture, religion, or gender.culture, religion, or gender.
PI=3.14159 (PI=3.14159 (∏∏))
Math literacy is called Math literacy is called numeracy.numeracy.
FIRST TO 100FIRST TO 100
1.1. ROLL TWO DICEROLL TWO DICE
2.2. ADD THE DIGITS, RECORD THE SUMADD THE DIGITS, RECORD THE SUM
3.3. PARTNER’S TURN TO ROLL AND RECORDPARTNER’S TURN TO ROLL AND RECORD
4.4. CONTINUE TAKING TURNS, ROLLING, CONTINUE TAKING TURNS, ROLLING, RECORDING, ADDING UNTIL FIRST RECORDING, ADDING UNTIL FIRST PERSON’S TOTAL IS 100 OR MORE (DOES PERSON’S TOTAL IS 100 OR MORE (DOES NOT NEED TO BE EXACT)NOT NEED TO BE EXACT)
Stephen Krashen on SLA:
AFFECTIVE FILTER: Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. i + 1
Second language acquisition takes place
when student is exposed to 'Comprehensible Input'
= 'i + 1'.
James Cummins on SLA:
ICEBERG MODEL
(???) (English)
L1 L2 BICS BICS
CALP
Lev Vygotsky's zone of proximal development
BICS 10% Basic
Interpersonal
Communication
Skills 1-2 years
CALP 90%
Cognitive Academic
Language Proficiency 5-7 years or
7-9 years if no L1
English Language Proficiency Standard 1:English Language Proficiency Standard 1:English language learners communicate in English for English language learners communicate in English for SOCIAL AND SOCIAL AND
INSTRUCTIONALINSTRUCTIONAL purposes within the school setting. purposes within the school setting.
English Language Proficiency Standard 2:English Language Proficiency Standard 2:English language learners communicate information, ideas,and English language learners communicate information, ideas,and
concepts necessary for academic concepts necessary for academic concepts necessary for academic concepts necessary for academic success in the content area of success in the content area of LANGUAGE ARTSLANGUAGE ARTS..
English Language Proficiency Standard 3:English Language Proficiency Standard 3:English language learners communicate information, ideas,and English language learners communicate information, ideas,and
concepts necessary for academic concepts necessary for academic concepts necessary for academic concepts necessary for academic success in the content area of MATHEMATICS.success in the content area of MATHEMATICS.
English Language Proficiency Standard 4:English Language Proficiency Standard 4:English language learners communicate information, ideas, and English language learners communicate information, ideas, and
concepts necessary for academic concepts necessary for academic concepts necessary for academic concepts necessary for academic success in the content area of success in the content area of SCIENCESCIENCE..
English Language Proficiency Standard 5:English Language Proficiency Standard 5:English language learners communicate information, ideas, and English language learners communicate information, ideas, and
concepts necessary for academic concepts necessary for academic concepts necessary for academic concepts necessary for academic success in the content area of success in the content area of SOCIAL STUDIESSOCIAL STUDIES..
The Language DomainsThe Language DomainsEach of the five English language proficiency standards Each of the five English language proficiency standards
encompasses four encompasses four language domainslanguage domains: : listening, speaking, reading, and writinglistening, speaking, reading, and writing. .
The language domains reflect the language proficiency levels. The language domains reflect the language proficiency levels. The definitions of the language domains are as follows:The definitions of the language domains are as follows:
ListeningListening – – process, understand, interpret, and evaluate process, understand, interpret, and evaluate spoken language in a variety of situationsspoken language in a variety of situations
SpeakingSpeaking – engage in oral communication in a variety of – engage in oral communication in a variety of situations for an array of purposes and audiencessituations for an array of purposes and audiences
ReadingReading – process, interpret, and evaluate written – process, interpret, and evaluate written language, symbols and text with understanding and fluencylanguage, symbols and text with understanding and fluency
WritingWriting – engage in written communications in a variety of – engage in written communications in a variety of forms for an array of purposes and audiencesforms for an array of purposes and audiences
The Language Proficiency Levels and Performance DefinitionsThe Language Proficiency Levels and Performance Definitions
The five language proficiency levels outline the The five language proficiency levels outline the progression of language development implied in the progression of language development implied in the acquisition of English as an additional language.acquisition of English as an additional language.
1ENTERING
2BEGINNING
3DEVELOPING
4EXPANDING
5BRIDGING
KOREAN
BENGALI
GUJARATI
SPANISH-14
VIETNAMESE
CHINESE
HINDI
CAMBODIAN
EGYPTIAN
RUSSIAN
JAPANESE
THAI
URDU
TAGALOG
FRENCH
TELUGU
NORTH PENN SCHOOL DISTRICT 2007-2008
Top 16 Languages (>10 students)
2007-2008 ESL POPULATIONOver 60 languages from more than 50 countries
http://www.multimediapalace.com/wff/i/in-flag.htmhttp://www.multimediapalace.com/wff/i/in-flag.htm
CULTURE GRAMS http://culturegrams.com
WORLD FACT BOOK https://www.cia.gov/library/publications/the-world-factbook/
If the World Were a Village by David J. Smith
Pick your favoritePick your favorite
28 or 5028 or 501776 or 19711776 or 1971364 or 844364 or 844 http://intranet.npenn.org/resources/timer.ppthttp://intranet.npenn.org/resources/timer.ppt
OvalStickers.net
TEACHING MATH TOTEACHING MATH TOENGLISH LANGUAGE LEARNERSENGLISH LANGUAGE LEARNERS
MAKE IT VISUALMAKE IT VISUAL
MAKE THE INSTRUCTION HANDS-ONMAKE THE INSTRUCTION HANDS-ON
INTRODUCE NEW VOCABULARY INTRODUCE NEW VOCABULARY AT THE BEGINNING OF A LESSONAT THE BEGINNING OF A LESSON
USE DIRECT INSTRUCTIONUSE DIRECT INSTRUCTION
USE GROUP-BASED WORKUSE GROUP-BASED WORK
SIMPLIFY INSTRUCTIONSSIMPLIFY INSTRUCTIONS
MAKE IT PERSONALMAKE IT PERSONAL
WHENEVER POSSIBLE, SUPPLEMENT A LESSON WHENEVER POSSIBLE, SUPPLEMENT A LESSON WITH BILINGUAL MATERIALSWITH BILINGUAL MATERIALS
Everyday MathematicsEveryday MathematicsDifferentiation StrategiesDifferentiation Strategies
Framing the LessonFraming the Lesson Providing Wait TimeProviding Wait Time Making Connections of Everyday LifeMaking Connections of Everyday Life Modeling ConcretelyModeling Concretely Modeling VisuallyModeling Visually Modeling PhysicallyModeling Physically Providing Organizational ToolsProviding Organizational Tools Engaging Children in Talking about MathEngaging Children in Talking about Math Engaging Children in Writing about MathEngaging Children in Writing about Math Using Key Concepts and SkillsUsing Key Concepts and Skills Summarizing the LessonSummarizing the Lesson
Take out six letters to make a word. Take out six letters to make a word.
BSIAXNLEATNTERASBSIAXNLEATNTERASBBSISIAAXXNNLELEAATTNNTERTERAASS BANANABANANA
Suggestions for differentiating instruction, activities, and assessmentsSuggestions for differentiating instruction, activities, and assessments
Suggested AccommodationsSuggested Accommodations reading tests to the studentreading tests to the student reading books at his/her reading reading books at his/her reading
levellevel offering open book tests when offering open book tests when
neededneeded help with studying for testshelp with studying for tests providing word banks for testsproviding word banks for tests speaking essay answers into tape speaking essay answers into tape
recorderrecorder providing extended time for testsproviding extended time for tests reading and explaining directions reading and explaining directions
for tests, worksheets, homework, for tests, worksheets, homework, etc. etc.
Suggested modificationsSuggested modifications Modifying tests by limiting Modifying tests by limiting
multiple choices to two, limiting multiple choices to two, limiting the number of essays, and the number of essays, and providing word banksproviding word banks
providing study guidesproviding study guides providing graphic organizersproviding graphic organizers
simplifying vocabulary and simplifying vocabulary and providing vocabulary lists with providing vocabulary lists with definitionsdefinitions
providing copies of notes of other providing copies of notes of other more proficient studentsmore proficient students
providing peer coaching and providing peer coaching and cooperative study groupscooperative study groups
limiting the numbers of questionslimiting the numbers of questions limiting homework assignments, limiting homework assignments,
providing word wallsproviding word walls using visuals and “hands-on” using visuals and “hands-on”
manipulativesmanipulatives using gestures to convey meaning using gestures to convey meaning
non-verballynon-verbally providing concrete “real” providing concrete “real”
examples and experiencesexamples and experiences building on the knownbuilding on the known using short simple sentencesusing short simple sentences speaking slowly and clearlyspeaking slowly and clearly establishing consistent classroom establishing consistent classroom
routinesroutines using “yes/no”, either/or” using “yes/no”, either/or”
questions.questions.
Math Word BankMath Word Bank
square
4 sides = sides Right angles
What’s My Rule?What’s My Rule?
Dollars to taka
X 68.515
Fahrenheit to Celsius
(-32) ÷ 1.8
Name-Collection BoxesName-Collection Boxes
Bengali:
Arabic:
Chinese:
?
Math BoxesMath Boxes
Six members of the Cho family sit together Six members of the Cho family sit together for a meal. Each person gets 1 cup of rice for a meal. Each person gets 1 cup of rice and ½ cup of kimchi. and ½ cup of kimchi.
How many cups of food will be served all How many cups of food will be served all together?together?
Answer: 6 cups of rice Answer: 6 cups of rice + 3 cups of kimchi+ 3 cups of kimchi 9 cups of food9 cups of food
http://www.raisingsmallsouls.com/
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