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Slide 4
The Incorporation of Peer-Based Instructionand Structured Oral Conversations
Scaffolded Writing
What the Research Says Makes a Difference.
Slide 6
Math Conversations
Daily Structured Academic Conversational Lessons to Support Regular Mathematics Instruction
Slide 7
Some Support Strategies
Questioning Using Sentence Stems Comments to Keep the Conversation Going
Slide 8
Today we will
Analyze recommendations for improving the instruction of English learners, and identify the ones we can follow.
Develop practical 2-5 minute lesson plans we can use to improve the instruction of English learners.
Goals of Today’s Session
Slide 9
Your Turn: Think/Pair/Share Read the handout, “How can mathematics
teachers support English language learners?”
List the two best suggestions the authors make.
Slide 10
Your Turn: Hand Up, Stand Up, Pair Up
Read the handout. You will find it in your binder. PROMPT: Which recommendations do you
already follow? Which could you apply in your teaching or incorporate into your lesson? Decide which recommendations are useful, which are not, and which additional ones are needed to make a difference in the instruction of English learners.
Stand up after thinking about a prompt to answer/think about, put your hand up and “high 5” someone. Pair up. Discuss the prompt.
Slide 11
Did anyone suggest differentiating instruction?
What types of questions can we ask English learners of three different proficiency levels?
Slide 12
Beginning-Level English Learners
Who has the ____? Do you have a ____ Who wants the ___? Who has the ___? Yes/no questions (Is Jimmy the tallest?) Either/or questions (Is this larger or smaller?) One (and two) word responses to questions (What is three times two?) General questions that encourage lists (What are all the shapes you
see?)
Slide 13
Intermediate-Level English Learners
Why? How? Tell me about… Talk about… What do you think about…? Describe … How would you change this part of the answer? Describe/compare…. How are these different/similar?
Slide 14
Advanced-Level English Learners
What would you recommend/suggest we do to next??
How do you think this problem will be solved?
What would happen if …?Which do you think….?
Slide 15
The Five-Ten Minute Lesson Plan
YOUR TURN: Use the words in the word bank below to tell your partner what we did in the Language sessions this week.
Word Bank: assessment, language objectives, vocabulary, grammar, discourse, sorting activities, think-pair-share, scaffolded conversations, QUICK Writes.
Slide 16
The Five-Ten Minute Lesson Plan
Examine the five-ten minute lesson plans. Decide which ones make sense for you.
Working with a partner, add additional five-ten minute lesson plans.
Hand Up, Stand Up, Pair Up (Kagan)
Stand up after thinking about a prompt to answer/think about, put your hand up and “high 5” someone. Pair up. Discuss the prompt.
Slide 17
A Review of the Week
Language Assessment
Vocabulary
Discourse
Language Objectives
Grammar
Language Activities
Slide 18
A Review of the Week
Sorting and CategorizationEach One, Teach OneThink-Pair-ShareScaffolded QUICK WritesScaffolded Conversations with Sentence StemsScaffolded Conversations with Comments to Keep Conversations Going
Slide 19
Resources: The Language Booklet
Take a few minutes to review the activities.Are there any that you think are
particularly good or would make a difference in improving English learners’ learning of mathematics?
Could you use any in your lessons?
Slide 20
Our success is not for administrators, not for teachers, not for you, and not for me.It is for EL students. It is for EL students who graduate career and/or college ready. It is for the EL students whose educations help them achieve their dreams.
Our Success
Slide 23
Instructional Practices
Instructional practices to differentiate instruction
Instructional practices to maximize students’ exposure to math language and practice using it
Instructional practices to ensure students’ active engagement
Instructional practices to provide review
Slide 24
Instructional Practices (cont.)
Practices to ensure students comprehend instruction
Practices to increase students’ attention to critical features of language
Practices that build on students’ background knowledge
Practices that promote “culturally responsive” instruction
Internet Resources
To Improve Teachers’ Knowledge To Improve Teachers’ Knowledge of of Teaching the Language Of Teaching the Language Of Mathematics to English LearnersMathematics to English Learners
Slide 27
Where to go to find out more about teaching English learnersWhere to go to find out more about teaching English learners
Slide 28ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf
Research-Based Recommendations IES Practice Guide
Slide 41
Dear Mrs. RobbinI really not need humanity 20 writing class because since
time I come to United State all my friend speak english. Until now everyone understand me and I dont ’ need study english. I don ’t know Vietnam language. I speak only english. I have no communication problem with my friend in dorm. My English teacher in high school key person to teach me. My teacher explain to me that how important the book was for the student and persuaded me read many book. I get A in English through out high school and I never take ESL.I gree that some student need class but you has not made a correct decision put me in english class. Please do not makes me lose the face. I have confident in english.
A Letter from a University Student Requesting Exemption from UCI’s ESL Requirement
Slide 42
1Francis, David F., et al. (2006). Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions. Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction (COI), 2006. (Book 1 of 3).
References
Slide 43
A Few General References Pertaining to Teaching English Learners
August, D. & Shanahan, T. (2007). Developing Literacy in Second-Language Learners. Mahway, NJ: Lawrence Erlbaum Associates.
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional Models and Strategies for Teaching English Language Learners.Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Lesaux, N. K., & Jergensen, J. (2010). Effective Practices for English Language Learners. Principals from five states speak. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Slide 44
Schleppegrell, M. J. (2009). Language in academic subject areas and classroom instruction: what is academic language and how can
we teach it? Invited paper for a workshop on The role of language in school learning sponsored by The National Academy of Sciences, Menlo Park, CA, October, 2009. Available
http://www7.nationalacademies.org/cfe/Paper_Mary_Schleppegrell.pdf
Short, D J. & Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. Carnegie Report.
General References Pertaining to Teaching English Learners
Slide 45
Web Resources: Academic Language
Color’n Colorado www.colorincolorado.org/webcasts/ Webcasts
Doing What Works Clearinghouse dww.ed.gov Video-enhanced practice guides
Slide 46
Web Resources: Academic Language
National Clearinghouse for English Language Acquisition (NCELA), Funded by the Office of English Language Acquisition of the U.S. Department of Educationwww.ncela.gwu.edu/webinars/
Slide 47
Daily Reflection
Please take a few minutes to complete your Daily Reflection Form
Turn the form into one of the presenters
Handout: (Journal)
Slide 50
Multiple Representations
Verbal Description Decimal
Lowest Term
Fraction Fraction
Seventy-five hundredths
.75