English Language Learners Achieving Academic Success in Mathematics
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English Language Learners Achieving Academic Success in Mathematics

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To achieve academic success in mathematics, English language learners, like English-dominant peers, must use the language of mathematics to communicate core concepts and reason mathematically.......

To achieve academic success in mathematics, English language learners, like English-dominant peers, must use the language of mathematics to communicate core concepts and reason mathematically. Linking university initiatives with K-12 schools, presenters discuss mathematics standards and cognitive academic language development using examples of effective classroom practice.

See supporting documents (Salls Vocabulary Examples and Word Walls in Math)

Presenters Shelly Chasse-Johndro ; Linda Gerena ; Jennifer Salls ; Olga Ramirez

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  • English Language Learners Achieving Academic Success in Mathematics

    To achieve academic success in mathematics, English language learners, like English-dominant peers, must use the language of mathematics to communicate core concepts and reason mathematically. Linking university initiatives with K-12 schools, presenters discuss mathematics standards and cognitive academic language development using examples of effective classroom practice.

    See supporting documents (Salls Vocabulary Examples and Word Walls in Math)

    Presenters Shelly Chasse-Johndro ; Linda Gerena ; Jennifer Salls ; Olga Ramirez
    Are you sure you want to
    Your message goes here
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  • Colleagues and I developed a course to address the fact that teachers involved in the teaching of STEM subjects (science, technology, engineering and mathematics) increasingly find themselves in multicultural classrooms with English Language Learners (ELLs). These teachers are in need of employing a variety of strategies to help all of their students acquire the material. By focusing on different learning styles, today’s mathematics educators must be able to address their students’ cultural differences, divergent language abilities, ethnicity, social and economic status as well as physical and psychological differences. In the course students become familiar with the foundations of second language acquisition as related to mathematics. This enables them to integrate the acquisition of mathematics concepts with English language development and come to understand the contextual, social, and linguistic factors, which influence the successful learning of mathematics. As a result the students will better comprehend the concepts of language and content objectives, when designing a mathematics curriculum for ELLs. This course emphasizes how to promote equity in schooling, as teaching mathematics to ELLs also provides alternative access to mathematics content for to all students in a classroom. The forum is for educators interested in the effects of language acquisition, instructional strategies, and culture in the teaching and learning of mathematics concepts.
  • The teachers claim that planning PERC lessons forces them to focus on the students. They express surprise and chagrin as they reflect on how much their previous planning revolved around themselves and what they would say rather than their students and how they would learn.
  • Foundational priorities are Curriculum, Instruction, and assessment; equity; advocacy; professional development, and research.
  • Teaching Tips contains a variety of tips for teachers that get updated monthlyFamily Resources includes suggestions on helping children learn math and homework help
  • Figure this contains a variety of resources, including hints for teachers and families and math challenges for students. The materials are in both English and Spanish.
  • Illuminations provides standards-based activities, lessons, and interactives for teaching mathematics. It also contains Calculation Nation, a set of highly engaging online math games.
  • This could be used with intermediate students

Transcript

  • 1. TESOL 2011 Annual Convention
    March 17, 2011
    Shelly Chasse-Johndro
    Linda Gerena
    Jenny Salls
    Olga Ramirez
    English Language Learners Achieving Academic Success in Mathematics
  • 2. Colloquium Members
    • Shelly Chasse-Johndro is the associate director and instructor of a Title III grant which trains pre-service and in-service teachers to work with ELLs in the K-12 setting at the University of Maine.
    • 3. Dr. Linda Gerena is an Associate Professor at City University of New York, York College with more than 20 years of experience in teaching ELLs and preparing pre-service teachers at all grade levels.
    • 4. Dr. Jenny Salls is a high school mathematics teacher and department chair at Sparks High School where she teaches algebra, Trigonometry/Pre-Calculus as well as an intervention class.
    • 5. Dr. Olga Ramirez is a Full Professor in the Department of Mathematics at the University of Texas – Pan American (UTPA) in Edinburg, Texas where she teaches mathematics education courses for pre-service and in-service elementary and middle school teachers.
  • Shelly Chasse-Johndro
    Associate Director of Project Opportunity - Title III grant from the Office of English Language Acquisition (OELA), United States Department of Education
    Teaches ESL endorsement courses for in-service and pre-service teachers at the University of Maine
    Member of the Maine Educational Assessment (MEA) and New England Common Assessment Program (NECAP) Bias and Sensitivity
    President of Northern New England Teachers of English for Speakers of Other Languages (NNETESOL) Executive Board
    Lead individual of Mathematics In TESOL forum
  • 6. High School Graduation Rates
  • 7. Peer Enabled Restructured Classrooms:A Field Trial Experiment Leading to a Successful Model for the Urban Classroom
    Funded by the National Science Foundation Mathematics and Science Partnership
  • 8. What would you see if you walked into a peer enabled restructured classroom?
    Students working in groups and all the students are engaged.
    You may notice a young person acting as a group facilitator (named Teaching Assistant Scholar or TAS).
    The teacher might be walking around, might be talking with a group.
  • 9. The Teaching Assistant Scholars
    High School students who successfully passed and completed the course in a prior year
    Regents scores in the 70-80 category (Average = 73) –
    middle level performance
    Enrolled in “TAS class” during year to learn pedagogical strategies, advanced content, and college preparedness
  • 10. PERC
    Robust
    Closes the Achievement Gap
    Empowering
    Urban Classroom Reform
    School Reform
    Many Remaining Questions
  • 11. National Council of Teachers
    of Mathematics
    Foundational Priorities
    • Curriculum, Instruction & Assessment
    • 12. Equity
    • 13. Advocacy
    • 14. Professional Development
    • 15. Research
  • Advocacy
    • Position statement
    “Teaching Mathematics toEnglish Language Learners”
    • Research Briefs and Clips
  • Resources for Teachers
  • 16. Resources for Teachers
  • Figure This!
  • 23. Illuminations
  • 24. Texas A&M University – CC and UT-Pan AmericanFamily Math & Family Science
    2006 Soar!
    Acknowledgments:
    National Science Foundation
    Preservice Teachers Learning to Engage Hispanic Parents in
    Mathematics and Science 
    [PTEP–Phase 1] (DUE # 0536827).
    Texas A&M -CC
  • 25. #1
    Family Math
  • 26. #1
    Family Math
    English
    Language
    Acquisition
  • 27. Family Math & Family Science
    Cafeteria Setting –
    Expect Over 150 People
    Snacks and Refreshments
    are Provided
    Welcome Families
    Families Arrive
    Pre-service Teachers Prepare
    Registration
  • 28. Family Math & Family Science
    Whole Families Come!
  • 29. Measurement
    How Long is this?
    What Weighs More?
    Vocabulary: Lengths, Centimeter, Decimeter,
    Weight, Grams, Kilograms
  • 30. Vocabulary: Scale, Balance, Trundle Wheel, Circumference, Meter
    Measuring with Scales and a Trundle Wheel
  • 31. Area: Who Has The Biggest Hand?
    Vocabulary: Area, Square Centimeters
  • 32. Fractions Concepts with Cakes, Cuisenaire Rods and Fraction Kits
    Vocabulary: One Whole,
    Unit Fraction,
    Equivalent Fractions
  • 33. Hands on Equations: Solving Equations with One Unknown
    Vocabulary: Equation, Unknown, Solution
  • 34. Using Word Walls in the Math Content Class To Support Language Acquisition
    • Purpose of Word Walls
    • 35. Understanding Word Walls
    • 36. How to use Word Walls in Math
    • 37. Whole Class Activities
    • 38. Small Group Activities
    • 39. Individual Activities
    https://sites.google.com/site/zidrichesl/interactive-math-wor
  • 40. Think - Pair - Share
    • What is the purpose of a word wall?
    • 41. What is my experience using word walls in my teaching?
    • 42. What are some other ways I can use word walls in my classroom?
  • Purpose of and Understanding Words Wall
    • Words must be useful and frequently used in subject areas
    • 43. Refer to the display as the “Word Wall”
    • 44. Use the same format all year
    • 45. Discuss new words as they are displayed
    • 46. Don’t overcrowd the word wall
    • 47. Organize words to make connections clear
    • 48. Do activities with word walls
    • 49. “Retire” words when thy are no longer needed.
    Beers, 2003; Calella, 2001; Allen 2007, 1999
  • 50. How Can We Use Word Walls in Math?
    Talk to a neighbor:
    • What vocabulary or concepts can be included in word walls?
    • 51. How many words per week should be added?
  • So, We Have a Word Wall: What Next?
    Think of ways to use Word Walls in:
    • Whole Class Activities
    • 52. Small Group Activities
    • 53. Individual Activities
  • Today’s Vocabulary
  • 54. Whole Class Activities
  • Small Group Activities
    http://t0.gstatic.com/images?q=tbn:ANd9GcRzmiBzZOnPIBtslml_NOIKCMSLQFKRdzL5ux8Y0emGlpwu3uzw3Q
  • 65. Individual Activities
  • Math Word Wall
    Palm Beach County Schools
  • 72. Activities That Support Academic Language Development
    Proportion of English Language Learners
  • 73. Comprehensive Instruction
    Vocabulary Their Way. Templeton, Bear, Invernizzi, Johnston, 2010
  • 74. Instruction
    “Supporting Math Vocabulary Acquisition,” Bay-Williams, Livers, Teaching Children Mathematics, November 2009
  • 75. Research-Based Methods
    • Definitional Vocabulary Instruction
    • 76. Mnemonic Techniques
    • 77. Word Study
    • 78. Context Strategies
    Activities may occur prior to, during, after engagement with term(s), or in isolation from a text reading
    Vocabulary Their Way. Templeton, Bear, Invernizzi, Johnston, 2010
  • 79. Definition
    Sentence
    Word
    Example/Non Example (Math)
    Picture (real life)
    Frayer Model Adaptation
  • 80. Definition
    Sentence
    Rectangle
    Example/Non Example (Math)
    Picture (real life)
    Rectangle
  • 81.
  • 82.
  • 83.
  • 84.
  • 85.
  • 86. Vocabulary Games
    Taboo
  • Context Strategies
    Words should be seen, used, and practiced in several different contexts to truly get a deep meaning!
  • Etch-a-Sketch
    51 Wacky We-Search Reports: Face the Facts with Fun. Lane, 2003
  • 93. Good News/Bad News
    51 Wacky We-Search Reports: Face the Facts with Fun. Lane, 2003
  • 94. Storyboard
    Going Deep with Compare and Contrast Thinking. NNWP
  • 95. Storyboard
    Going Deep with Compare and Contrast Thinking. NNWP
  • 96. Acronyms
    51 Wacky We-Search Reports: Face the Facts with Fun. Lane, 2003
  • 97. Graffiti Cards
    Going Deep with Compare and Contrast Thinking. NNWP
  • 98. Graffiti Cards
    Going Deep with Compare and Contrast Thinking. NNWP
  • 99. Family MathCulturally Relevant Math Activity
    A Hispanic Family
    Focus on Culturally Relevant Mathematics
  • 100. What can I do to involve
    a Hispanic family
    in mathematics
    education?
    A Hispanic Family
  • 101. Mexican Loteria (Chalupa)
    Traditional Game Similar to Bingo
    Many of the 54 card images are about
    The Day of the Dead
    Nov. 2nd
    Mexico/South Texas – Visit Loved Ones at Cemeteries
  • 102. Math Focus: Rectangles!
    Is there a pattern?
    Find all (1x1), (1x2), (1x3), (3x1), (1x4), (4x1), (2x2), (2x3), (3x2), (2x4), (3x3), (3x4), (4x3) and (4x4) rectangles!
  • 103. (1 x 1)
    (2 x 1)
    (3 x 1)
    Rectangles
    (4 x 1)
  • 104. (1 x 2)
    (1 x 3)
    (1 x 4)
    Rectangles
  • 105. (2 x 2)
    (2 x 3)
    (2 x 4)
    Rectangles
  • 106. (3 x 3)
    (3 x 4)
    (3 x 2)
    Rectangles
  • 107. (4 x 2)
    (4 x 3)
    (4 x 4)
    Rectangles
  • 108. Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
  • 109. Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
  • 110. Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
  • 111. Loteria RectanglesOrganizational Chart – A Problem-Solving Strategy
  • 112. Loteria Rectangles
  • 113. Vocabulary
    Rectangle, Array, Rows, Columns, Pattern,
    Strategy, Organizational Chart
  • 114. Word Wall Resources
    • Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, Stenhouse Publishers.
    • 115. Allen, J. (1999). Words, Words, Words. Portland: Stenhouse Publishers.
    • 116. Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth: Heinemann.
    • 117. Callella, T. (2001). Making Your Word Wall More Interactive. Huntington Beach: Creative Teaching Press.
  • Word Wall Resources
    • Interactive Word Wall: Retrieved January 4, 2011.http://www.teachnet.com/lesson/langarts/wordwall062599.html
    • 118. Palm Beach County Literacy Project. Vocabulary Acquisition, Word Building Strategies and Interactive Word Walls.
    • 119. Word Walls. Retrieved January 4, 2011. http://www.theteacherscorner.net/writing/wordwall/index.htm
    • 120. Working with Words. Retrieved January 4, 2011. http://www.wfu.edu/~cunningh/fourblocks/block4.html
  • Resources
    Research briefs and clips about ELLs in mathematics - www.nctm.org/news/content.aspx?id=8468
    Position Statement: Teaching Mathematics to ELLs - www.nctm.org/about/content.aspx?id=16135
    Resources for Teachers - www.nctm.org/resources/default.aspx?id=230
    Problems by grade and topic - www.nctm.org/resources/content.aspx?id=16387
    Teaching Tips - www.nctm.org/resources/content.aspx?id=9584
  • 121. Resources
    Resource Collections - Assessment, Motivation, Curriculum, and Intervention www.nctm.org/resources/content.aspx?id=15333
    Family Resources - www.nctm.org/resources/families.aspx - Help your child succeed in math and Homework Help
    Figure This! - www.figurethis.org/index.html - Math challenges for students, Teacher’s and Family Corner, English and Spanish
    Illuminations - http://illuminations.nctm.org/ - Standards-based resources for the teaching and learning of mathematics; Web-based; Includes lessons, activities, interactives and Calculation Nation online math game
  • 122. Thank You!
    Shelly Chasse-Johndro - shelly.chasse@maine.edu
    Linda Genera - lgerena@york.cuny.edu
    Jenny Salls - jsalls@washoe.k12.nv.us
    Dr. Olga Ramirez - oram@upta.edu