Welcome to Welcome to Supporting ESL Students in the Math ClassroomSupporting ESL Students in the Math Classroom

Please create a license platePlease create a license plate

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 Kaufmankaufmna@npenn.orgAugust 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/