Mathematics for ELL Students (Workshop 1) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org

1. Teaching High-Level Mathematics to English Language Learners in the Middle Grades 1135 Tremont Street, Suite 490 Boston MA 02120 © Copyright 2009 Center for Collaborative Education/Turning Points Workshop 1

2. Teaching High-Level Mathematics to English Language Learners in the Middle Grades was developed by Turning Points, a project at the Center for Collaborative Education in Boston, MA. This tool is part of the Mathematics Improvement Toolkit , a project of the National Forum to Accelerate Middle Grades Reform, and was supported by the U.S. Department of Education’s Comprehensive School Reform Initiative, grant #S332B060005. Opinions expressed are those of the authors and are not necessarily those of the Department. Developed by Turning Points, a project of the Center for Collaborative Education

5. Workshop 1 Teaching High-Level Mathematics to English Language Learners in the Middle Grades Overview of Workshop Series © Copyright 2009 Center for Collaborative Education/Turning Points

7. Teaching High-Level Mathematics to English Language Learners in the Middle Grades © Copyright 2009 Center for Collaborative Education/Turning Points The Research Base

10. Write WRITE your response down, using ONLY ONE SYLLABLE words. ✎ Next, describe the same response using a different modality - drawing, acting out, creating a chart or map. Use as few words as possible. drawing map chart 1-3B 1-3C

11. Pair Take turns sharing your responses with a partner.

12. What did you learn from this exercise that you will keep in mind when you teach mathematics to English language learners? What questions did this exercise raise for you about teaching high-level mathematics to English language learners? Share your responses with the larger group. 1-4

13. All of these protocols and strategies model the use of best instructional practices for teaching high-level mathematics to all students, including English language learners. THINK WRITE PAIR SHARE is the first of many protocols and strategies we will use throughout the workshop. You will see and hear a broad range of English language learners (those who are in the first stages of learning English and those who are in more advanced stages) using them during these workshops.

15. Why do you think this is so? English language learners are rarely exposed to these strategies in the middle grades. THINK PAIR SHARE WRITE

16. The workshop will introduce THINK WRITE PAIR SHARE and others that were specifically developed for English language learners. As participants, you will have an opportunity to master the use of all of these strategies.

17. What does it look like and sound like when English language learners use these best instructional strategies? The video captures the first time they are using the protocol to discuss a mathematical concept. Video of English language learners learning to use a discussion protocol.

18. What does it look like and sound like when English language learners use these best instructional strategies? The School Urban school 15% English language learners The Class 7 th grade class, 40% ELLs 23 students in the class The Teacher Has taught for 3 years Teaches without in-class support First time she has used this protocol in her teaching The English language learners English language learners have lived in United States between one and two years Mathematics is the only subject that the English language learners in this classroom are placed with native speakers of English English language learners rarely spoke in math class until discussion protocols were introduced

21. Using Handout 1-6, take notes on how the teacher structures the lesson to encourage discussion among all students how the English language learners use language to talk about the mathematical concepts in the lesson 1-6

22. Video #1 1-7

23. PAIR Discuss with a partner SHARE some of the responses you heard with the larger group. how the teacher structures the lesson to encourage discussion among all students how the English language learners use language to talk about the mathematical concepts in the lesson

24. The Framing Principles of Teaching High-Level Mathematics to English Language Learners in the Middle Grades

25. The Framing Principles of the Turning Points Tool English language learners have a right to learn high-level mathematics in the middle grades. English language learners should move forward with their conceptual math growth, while simultaneously accelerating their skills in number sense and numerical skills. English language learners learn best in a school-wide and classroom culture of high expectations. English language learners have a deep and broad range of prior knowledge that links directly to the critical concepts of middle grades mathematics. This prior knowledge can be used as a important resource to support the learning of all students. 1-8A

26. The Framing Principles (continued) T he best instructional practices for teaching high-level mathematics to all learners are the best practices for English language learners. English language learners need additional support that is uniquely designed to meet their linguistic and cultural backgrounds in learning high-level mathematics. English language learners need to speak and listen to others throughout their math classes in order to master the mathematical reasoning of high-level mathematics. English language learners must learn the language of mathematics to explain how they solved a problem and why they took the steps they took. English language learners may use their native language as a needed support when they are first learning a concept, while at the same time developing their fluency in using the language of math in English. 1-8B

28. Who are the English language learners in our schools today? English language learners are the fastest growing segment of the school population. 1 out of 10 students enrolled in public schools is an English language learner. * English language learners are expected to be 30% of the school age population by 2015. Nearly 1 out of 3 students enrolled in urban schools is an English language learner. The percentage of English language learners enrolled in schools is increasing throughout the United States, in suburban, rural as well as urban communities. * see handouts for citations of all statistics presented in workshop 1-9A

30. Who are the English language learners in our schools today? Share What were some of the interesting things you or your partner noticed when you analyzed the map? We noticed that..... We thought that was interesting because...

31. English language learners enroll in schools speaking many different languages. Who are the English language learners in our schools today? The great majority in the United States as a whole are native speakers of Spanish.

32. English language learners have a strong desire to receive an education. They have the highest daily attendance rate of any segment of the school population. English language learners have the lowest out of school suspension rates of any segment of the school population. However, English language learners have the lowest standardized test scores of any segment of the school population. English language learners have the highest dropout rate of any segment of the school population. What do we know about their experience in our schools? Why do you think this is so? THINK PAIR SHARE WRITE 1-10A 1-10B

33. Challenges Facing English Language Learners

34. Please read “ Learning the Language of Mathematics in the Middle Grades: The Specific Challenges for English Language Learners.” Mark one important idea you want to discuss with your group. Be prepared to tell the group why you think this particular idea is important. 1-11A,B

35. Get into groups of three. We will now model and practice another small group discussion protocol. It is designed to provide an opportunity for English language learners to discuss and rehearse their ideas with others in small groups before they share them with the larger group. Choose a timekeeper.

37. Continue until everyone has had a chance to start and end the discussion. No one else speaks during that minute. The next person in the group responds for one minute. When everyone else has spoken, the first person has one minute for THE FINAL WORD.

38. In the next exercise, we will be working with word problems. SHARE After reading the article and hearing the discussion, what kinds of challenges do you think English language learners might face in reading, interpreting and solving word problems?

39. Looking at Word Problems: The Challenges for English Language Learners

41. 1) What are some language challenges in this problem for English language learners? THINK 2) What are some math challenges in this problem for English language learners? 3) What are some cultural challenges that could cause difficulty in understanding this problem for English language learners? WRITE A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job? 1-12

43. As each person speaks, ask any questions or make comments that help expand their comments further. What are the language challenges in this problem for English language learners? Get into groups of four. Assign one person to chart the responses to the first question, one at a time. Take turns listening to each others’ responses. GROUP A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job? #1 #3 #4 #2 ➟ ➟ ➟ #1 #2 #4 #3 ➟ ➟ ➟ Small Group discussion

45. Get into groups of four. Assign one person to chart the responses to the second question, one at a time. Take turns listening to each others’ responses. GROUP As each person speaks, ask any questions or make comments that help expand their comments further. What are the mathematical challenges in this problem for English language learners? A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job?

46. Please share two of your group’s responses about the mathematical challenges. SHARE All #2s SHARE Share out to class All #3s SHARE #3 #3 #2 #2

47. Get into groups of four. Assign one person to chart the responses to the third question, one at a time. Take turns listening to each others’ responses. GROUP As each person speaks, ask any questions or make comments that help expand their comments further. What are the cultural challenges in this problem for English language learners? A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job?

48. Please share two of your group’s responses about the cultural challenges. SHARE #4 #4 Share out to class All #2s SHARE All #4s SHARE #2 #2

49. READ/COMPARE Discuss in rounds: How is this list similar and different from the one we have generated? Divide into three groups and take out Handouts 1-14 A,B,C,D and E . Each group will read one challenge area (language, mathematical or cultural) presented by the word problem. SHARE Use Numbered Heads to share out to entire group. 1-14A,B,C,D,E

50. Working on Word Problems: Supports for English Language Learners

52. One important type of support is scaffolding . We have analyzed many of the challenges that English language learners will face in solving the word problem. What supports can we provide to help them overcome these challenges?

53. Scaffolding : a process of ‘setting up’ the situation to make the child’s entry easy and successful and then gradually pulling back and handing the role to the child as he becomes skilled enough to manage it. (Bruner, 1983: 60)

57. What kind of supports would help English language learners to solve the problem without lowering its cognitive demand ( telling them what do, telling them the answer? BRAINSTORM

58. Read all of the stickies silently. Get into groups of three. In your groups, take a group of 4-5 stickies from any of the categories. Put them in the order you would use them in a lesson plan to teach the word problem to English language learners. Copy one of the stickies to use in more than one grouping if needed. Keep arranging and rearranging the stickies until the group feels they are in the order that best supports the learning of English language learners. A certain construction job usually takes four workers six hours. Today, one worker called in sick, so there are only three workers. How long should it take them to do the job?

59. How could you take any four stickies, each from a different category, and put them in the order you would use them in a lesson for English language learners? Lesson plans: Sequence of supporting strategies for English language learners

62. Count off by 3s in your group. Look over Handout 16A,B, C and D, which discuss a number of ways to scaffold the lesson in each area. Some may be similar to those you have written, some may be new. Assign #1 to read the language scaffolds #2 to read the mathematical scaffolds #3 to read the cultural scaffolds What other supports can we use? Choose one or two strategies or scaffolding ideas from the section you have read to share with your partners. Decide on a time each person will report back to the group. Share your selections in your group. SHARE 1-16A,B,C,D

64. Post your sequence of lessons so that each group can see the work of all the groups. Spread them out so that there is room for everyone to gather around each lesson. Take time to examine the lesson carefully. GROUP A GROUP B

67. GROUP A GROUP B What did you learn from creating the lesson plan for English language learners? from working with colleagues? What did you learn from participating in the presentations and questioning? METACOGNITIVE REFLECTION WRITE SHARE any part of your writing with a partner. ✎ 1-17

68. Teachers and Students Trying Out Best Practices

69. Using Handout 1-18, take notes on Short videos of teachers and students Video #2 how the teacher structures the lesson to encourage discussion among all students how the English language learners use language to talk about the mathematical concepts in the lesson 1-18

70. Video #2: Same class as in earlier video Urban classroom 7th grade 40% English language learners Clip shows English language learners working in a small group and answering a question during a large group share out

71. Video #2 1-19A,B

72. PAIR Discuss with a partner SHARE some of the responses you heard with the larger group. Use same protocol THINK WRITE PAIR SHARE with each video. how the teacher structures the lesson to encourage discussion among all students how the English language learners use language to talk about the mathematical concepts in the lesson

73. Video#3 Urban classroom All subjects taught in classroom 7th and 8th grade 100% English language learners Recent immigrants to the United States Experienced teacher of English language learners Clip shows teacher providing directions to English language learners. This is the first time she is introducing this strategy. 1-20

74. Video #3

75. Video #4 Urban classroom 7th grade 100% English language learners Second year in ESL classroom 2nd year teacher of English language learners Clip shows students using a vocabulary building exercise 1-21

76. Video #4 1-22

77. Using Best Practices in Our Classrooms 1-23

78. Collect evidence (student work, teacher lesson plans, video, audio, etc.) of how well it worked to bring to the next workshop. Write down one strategy to try out with your own students. PAIR with a partner to discuss the strategy. 1-24 “ I chose the ____________strategy because....” “ What do you think will be your biggest challenge?” I will collect evidence on how well it helped my students learn by ..................................... . ” “ Why do you think that evidence will help you assess how well the strategy is working for you and your students?”

79. Workshop 1 Teaching High-Level Mathematics to English Language Learners in the Middle Grades © Copyright 2009 Center for Collaborative Education/Turning Points Thank you for attending the workshop