Targeted intervention program for english language learners[1]


Published on

1 Comment
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • M(N&O)–5–1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 9,999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (proper, mixed number, and improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten (10, 100, 1000)), decimals (to thousandths), or benchmark percents (10%, 25%, 50%, 75% or 100%) as a part to whole relationship in area, set, or linear models using models, explanations, or other representations. (State) M(N&O)–5–2 Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or integers in context using models or number lines. (State)M(N&O)–5–3 Demonstrates conceptual understanding of mathematical operations bydescribing or illustrating the meaning of a remainder with respect to division of whole numbers using models, explanations, or solving problems. (State)  M(N&O)–5–4 Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors, multiples, prime, or composite numbers;and addition or subtraction of fractions (proper) and decimals to the hundredths place. (Division of whole numbers by up to a two-digit divisor.) (State)M(PRP)–5–1 Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content and be able to:Determine the reasonableness of solutions to real-world problems. Generalize solutions and apply strategies to new problem situations.Add to the repertoire of problem-solving strategies (e.g., looking for similar problems) and use those strategies in more sophisticated ways.Solve problems with multiple solutions, recognize when a problem has no solution, and recognize problems where more information is needed.Translate results of a computation into solutions that fit the real-world problem (e.g., when a computation shows that one needs 3.2 gallons of paint to paint a room, how much paint do you buy?).M(PRP)–5–2 Students will use mathematical reasoning and proof and be able to: Draw conclusions and solve problems using elementary deductive reasoning and reasoning by analogy.Make and defend conjectures and generalizations.Use models, known facts, properties, and relationships to explain thinking and to justify answers and solution processes.Recognize the pervasive use and power of reasoning as a part of mathematics.M(CCR)–5–1 Students will communicate their understanding of mathematics and be able to: Discuss mathematical ideas and write convincing arguments.Understand, explain, analyze, and evaluate mathematical arguments and conclusions presented by others.Ask clarifying and extending questions related to mathematics they have heard or read about.Understand and appreciate the economy and power of mathematical symbolism and its role in the development of mathematics.Demonstrate an understanding of mathematical concepts and relationships through a variety of methods (e.g., writing, graphing, charts, diagrams, number sentences, or symbols).Use a variety of technologies (e.g., computers, calculators, video, probes)to represent and communicate mathematical ideas.
  • Targeted intervention program for english language learners[1]

    1. 1. Targeted Intervention Program for English Language Learners<br />By: Erica Bulk<br />Angela Nunes<br />
    2. 2. Why should we help?<br /><ul><li>The ELL population that we are working with are students that are bilingual.
    3. 3. These students come from homes that have parents that don’t speak or have limited English proficiency.
    4. 4. Many of our resident ELL population struggle in the day to day operations of academics.
    5. 5. Many of these students have below proficient NECAP scores and NWEA scores that are way below the fifth grade level.</li></li></ul><li>What can we do?<br /><ul><li>Our intervention program will be set up with about 10 ELL students that struggle in math.
    6. 6. Students will be grouped by need within the small group.
    7. 7. We will select the students based upon below level NECAP & NWEA scores.
    8. 8. The students will also be selected on their academic struggle that occurs in the classroom. </li></li></ul><li>Where and When?<br /><ul><li>J.H. Gaudet School 2 days per week for 6 weeks.
    9. 9. Students will meet after school for 1 hour on Tuesdays and Thursdays in room 120.
    10. 10. After the 6 weeks of intervention students will be assessed to determine effectiveness of the program.</li></li></ul><li>Structure Part 1 <br /><ul><li>30 minutes
    11. 11. Students will be placed into small flexible groups based on student needs and we will focus on bringing all students up to grade level.
    12. 12. Focusing on the gaps that these students have in the math skills and concepts. </li></li></ul><li>Structure Part 2<br /><ul><li>30 minutes will be spend on concepts and skills that were taught in class.
    13. 13. Student will receive direct instruction on their math homework. </li></li></ul><li>Strategies in the Classroom<br />Small Groups<br /><ul><li>Encourage communication and interaction in a non-threatening and more relaxed setting.
    14. 14. Help students feel more comfortable to ask questions or seek explanations.
    15. 15. Promote a positive support system for your ELL students.</li></li></ul><li>Math Strategies<br /><ul><li>Manipulatives and models
    16. 16. Think-Alouds
    17. 17. Informal Language
    18. 18. Clarity checks
    19. 19. Context
    20. 20. Diagrams and graphs
    21. 21. Model</li></li></ul><li>Communication Strategies for Teachers<br /><ul><li>Pause frequently.
    22. 22. Paraphrase often.
    23. 23. Emphasize key ideas and vocabulary through intonation.
    24. 24. Write key terms and concepts on the board.
    25. 25. Use pronouns clearly.
    26. 26. Shorten sentences.
    27. 27. Increase “wait time” for students to answer and process information.</li></li></ul><li>Why?<br /><ul><li>Our ELL parents value education, but they themselves struggle with the language and can’t provide their own child with the help.
    28. 28. Many of these students are very smart if they were tested or taught in their primary language would do well, but struggle in school because of the English language.
    29. 29. Due to these complications, it can sometimes take an emotional toll on these students because they become frustrated.</li></li></ul><li>Statistics<br /><ul><li>10% of the population are ELL students
    30. 30. The No Child Left Behind Act of 2001 (NCLB) requires all students, including English language learners to demonstrate proficiency in math by 2014.
    31. 31. There may be serious consequences for school systems that don’t reach this goal or at least make progress towards the goal.</li></li></ul><li>Curriculum<br />Skills<br /><ul><li>Adding with/without decimals
    32. 32. Subtracting with/without decimals and borrowing
    33. 33. Multiplication- Facts, 2 digits X 2 digits and decimals
    34. 34. Division-long and with decimals
    35. 35. Fractions-adding, subtracting, multiplying, reducing, simplifying, mixed-improper, improper-mixed
    36. 36. Fraction/Decimal/Percent </li></li></ul><li>Grade Level Expectations<br /><ul><li>M(N&O)–5–1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers
    37. 37. M(N&O)–5–2 Demonstrates understanding of the relative magnitude of numbers
    38. 38. M(N&O)–5–3 Demonstrates conceptual understanding of mathematical operations
    39. 39. M(PRP)–5–1 Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content
    40. 40. M(PRP)–5–2 Students will use mathematical reasoning and proof
    41. 41. M(CCR)–5–1 Students will communicate their understanding of mathematics </li></li></ul><li>Activities<br /><ul><li>Homework Assistance</li></ul> -Small group instruction to <br /> reinforce Math concepts.<br /><ul><li>Extra time to review Math </li></ul> concepts taught in class. <br /><ul><li> One to one assistance.
    42. 42.  Review skills that might be lacking, to try to close the gaps in Math.
    43. 43. Receive instruction in how to take standardize test.
    44. 44. NECAP and NWEA practice. </li></ul> <br />
    45. 45. Resources<br />Parent<br /><ul><li>
    46. 46.
    47. 47.
    48. 48.</li></li></ul><li>Resources Continue<br />Student<br /><ul><li>
    49. 49.
    50. 50.
    51. 51.</li></li></ul><li>Works Cited<br /><ul><li>Abedi, J., & Dietal, R. (2004). Challenges in the No Child Left Behind Act for English Language Learners. Policy Brief . Los Angeles, California: CRESST.
    52. 52. Glencoe. (n.d.). English Language Learners in Math. Retrieved March 2, 2011, from Teaching Today:
    53. 53. Northwest Regional Educational Laboratory. (2005). English Language Leaners. Retrieved March 2, 2011, from Focus on Effectiveness:
    54. 54. Rhode Island Department of Education- Grade Level Expectations:
    55. 55. ELL Statistics:</li>