Building Common Core ELD Math Instruction with Teaching Toolkits

CABE, March 24, 2016

SFUSD Vision 2025: Graduate Profile

1.Content Knowledge

2.Career and Life Skills

3.Global, Local, and Digital Identity

4.Leadership, Empathy and Collaboration

5.Creativity

6.Sense of Purpose and Sense of Self

Identity: The sense-making

capacity of an organization.

Our ContextSFUSD

Language Learners

Of our 54,000 TK-12 Students

● 65 different languages spoken● 3,400 are Long Term English Learners

(5+years)● 6,924 are Developing (2-5 years)● 3,379 are Newcomers (0-2 years)● 2,280 are English Learners with

Individualized Educational Plans (SPED ELs)

Long Term English Learner

Profile

Learned passivity, non-engagement, underlying discomfort in classes

Doesn’t ask questions or ask for help

Tend not to complete homework or understand the steps needed to complete assignments

Not habitual, proficient readers

Typically desire to go to college – high hopes and dreams but unaware of pathway to those dreams

Does not know they are doing poorly academically – think they are English fluent

Dr. Laurie Olsen

Pathway Options for

English Learners

Core Pathways for English Learners

● Dual Language Immersion – 12 Elementary & 3 K-8 Sites

● Biliteracy – 25 Elementary Sites● English Plus – All except for 6

Newcomer Pathway

● 3 Elementary, 4 MS and 6 HS

Multilingual Education Programs for All Other Students

● Dual Language Immersion● Foreign Language in Elementary

Schools● Secondary World Languages

Our ContextSFUSD

Math Core Curriculum

For our 54,000 TK-12 Students

● Develop Math Core Curriculum based on the Common Core State Standards for Mathematics that includes:

○ Rich math tasks;○ Deciding on grade/course scope and

sequence and secondary course sequence;○ Creating a common unit of study design;○ Training 120 teachers to develop units;○ Piloting units and revising them based on

feedback;○ Incorporating structures to support student

discourse, group work, and special populations such as EL and Students with learning differences.

SFUSD Math Guiding Principles

● All students can and should develop a belief that mathematics is sensible, worthwhile, and doable.

● All students are capable of making sense of mathematics in ways that are creative, interactive, and relevant.

● All students can and should engage in rigorous mathematics through rich, challenging tasks.

● Students’ academic success in mathematics must not be predictable on the basis of race, ethnicity, gender, socioeconomic status, language, religion, sexual orientation, cultural affiliation, or special needs.

Experience a Rich Math Task via the 3-Read Protocol

What is this situation about?

Judy’s BerriesJudy loves to eat berries for breakfast, lunch, and dinner. She sees that Clear Lake School is having a berry sale to raise money for a new playground. The students decided to sell fruit baskets to raise the money. A strawberry basket sells for $3 per basket. A blueberry basket sells for $4 per basket. A raspberry basket sells for $5 per basket. Judy has $20 to spend on berries.

Judy’s BerriesJudy loves to eat berries for breakfast, lunch, and dinner. She sees that Clear Lake School is having a berry sale to raise money for a new playground. The students decided to sell fruit baskets to raise the money. A strawberry basket sells for $3 per basket. A blueberry basket sells for $4 per basket. A raspberry basket sells for $5 per basket. Judy has $20 to spend on berries.

What are the quantities and the units in this situation?

Judy’s BerriesJudy loves to eat berries for breakfast, lunch, and dinner. She sees that Clear Lake School is having a berry sale to raise money for a new playground. The students decided to sell fruit baskets to raise the money. A strawberry basket sells for $3 per basket. A blueberry basket sells for $4 per basket. A raspberry basket sells for $5 per basket. Judy has $20 to spend on berries.

Judy’s BerriesJudy loves to eat berries for breakfast, lunch, and dinner. She sees that Clear Lake School is having a berry sale to raise money for a new playground. The students decided to sell fruit baskets to raise the money. A strawberry basket sells for $3 per basket. A blueberry basket sells for $4 per basket. A raspberry basket sells for $5 per basket. Judy has $20 to spend on berries.

What are some math questions we could ask about this situation?

SFUSD Math Department

Discourseand

Collaboration

SFUSD Multilingual Pathways

Department

English Language Development

Toolkit

3 Goals 8 Talk Moves

and3-Read Protocol

Gots and Wants

Use sticky notes, one per idea of a “GOT” and/or a “WANT”● GOT: an idea received, learned…something you are taking away in the

moment.● WANT: request for information, clarification….

You will share a GOT and a WANT with an eye contact partner or elbow partner.

Contact Information

Glenn Kenyon

SFUSD C&I

Mathematics Dept.

kenyong@sfusd.edu

Angie Estonina

SFUSD C&I

Multilingual Pathways Dept.

estoninaa@sfusd.edu