day #3 category 2 randolph public schools

Day #3Category 2 Randolph Public

Schools

March 12, 2011

8:30-3:30

Leah Palmer and Beverly Glackemeyer

Agenda Warm-up/

journal response Assignments

Culture Math and ELLs ELPBO- using the scope

and sequence to understand proficiency levels

Writing Rubrics Journal and ticket to leave

Today’s Objectives:

Mastery Objectives (Content Objectives):Mastery Objectives (Content Objectives):• Engage in a simulation activity about cultures and apply understandings to

instruction.• Identify strategies to assist ELLs in developing language skills while learning

math. • Examine the Scope and Sequence based on the ELPBO to describe

English proficiency levels.• Connect proficiency levels with principles and practices of sheltered

instruction.• Reflect on the four principles of sheltered instruction and their role in the

writing process.• Analyze ELL writing to identify what students already know and what they

need to know.• Develop a rubric for assessing a writing assignment.

Language Objectives:•Indicate comprehension of explanations and orally participate in discussions.•Read and write responses to prompts and questions.•Read and analyze written text.•View and discuss visuals and videos.•Reflect, talk, and write about personal connections/responses.

Review Assignments: wiki

CultureGoal:

To provide participants with a multicultural perspective, knowledge about cultural groups, and

the opportunity to reflect on the role of students’ home cultures.

Objectives:Reflect on US cultural values as a first step toward increasing cultural awareness.Develop classroom strategies that value all languages and cultures.Reflect on the role of students’ home cultures in their adaptation to the US

Card GameLOW STATUS: Group 1: cards 2,3,4 and 5

MEDIUM: Group 2: cards 7,8,9

HIGH: Group 3: Jacks, queens, kings

BEST: Aces

How does this effect the ELL’s academic success?

Collier, V.P. (Fall 1995) Acquiring A Second Language for School

Teaching about differences

Differences exist

Differences are good

Unjust treatment of differences exists

Unjust treatment of differences is wrong

What is Culture?Culture is a set of common beliefs and values that is

shared by a group of people and that binds them together in a society. All people are members of at

least one culture. The norms of a culture define roles and provide a framework that makes people’s

behavior predictable and understandable to one another.

Culture as an IcebergSurface Culture:

*Fine arts *Storytelling *Drumming *Subsistence *Dancing *Games *Cooking *Dress

Deep Culture:

*Weather forecasting *Animal behavior *Navigation skills *Observation skills *Pattern recognition *Seasonal changes/cycles *Edible plants/medical

knowledge *Constellations*Language terminology *Counting, measurement, estimation *Clothing design/insulation *Tools/technology*Building

design/materials *Transportation *Genealogy *Waste disposal *Fire *Hunting *Weapons

AND MUCH, MUCH MORE…..

Stages of Cultural Adaptation

1. Initial Stage

2. Uprooting Stage

3. Culture Shock> Assimilation leads to culture split

> Acculturation- understanding and acceptance of both cultures

3. Student Behaviors and Culture ShockMany new ELL students exhibit some of these behaviors when experiencing “culture shock”. Some of these behaviors can appear to be disability based.

Quick Exit Needs frequent trips to the bathroom or water fountain

Long Term Exits frequent absence from school

Physical Problems upset stomach, headache, tiredness

Psychological Problems mood swings, tears, blow ups, feelings of inadequacy and inferiority

Classroom Behavior inappropriate behavior with classmates, teachers:

touching, grabbing, yelling, pushing

Culturally bound!

An example of Cultural ImplicationsListen and obey,

Not questionNot challenge

Luck and fateDetermine future,Not own control

Parents may be indulgent,Not push towards

Independence and achievement

High value on Family life

Discourse Style:Parents do not verbalize ongoing eventsAdults do not ask children to voicepreferencesAdults do not ask children to foretellor repeat factsDe-emphasis on actions and eventSequencingParents are parents not teachersDirections are given one step versus multistep

Work towards groupharmony,

Not individual advancement

Eye contact

Culturally Bound Classroom Practices

•Teacher’s way of showing attention

•Teacher’s way of asking questions

•Patterns of taking turns among students (may differ with large group and small group work)

Expectations for:

• retelling stories

•expressing opinions

•showing assertiveness

-Long and Christianson, 1998

Goals of second language and Multicultural Education

1) Teach ELLs to understand US culture

2) Help ELLs achieve a personal accommodation between their two cultures

3) Teach all students to value language and cultural diversity

4) Equitably educate diverse students

Speaking Without Words

• Work with 7:00 clock buddy

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MathGoal:To learn to assist ELLs in developing language skills through mathematics instruction.

Objectives:Identify principles and guidelines which to assist ELLs in developing language skills while learning mathematics content.Identify effective strategies to develop language learning during mathematics instruction.Apply language development strategies to mathematics instruction.

What Is Proficiency in Mathematics?

Like reading comprehension, mathematics proficiency is multi-faceted in nature, draws on many different skills, and is influenced by the factors of the level of the child, the classroom, the school, and the task itself.

Researchers have conceptualized mathematical proficiency as having five interdependent strands, each influenced by multiple factors.

What is needed for success in Mathematics: Conceptual understanding:comprehension of

mathematical concepts, operations, and relations; ･ Procedural fluency:skill in carrying out procedures flexibly, accurately, efficiently, and appropriately;

Strategic competence:the ability to formulate, represent, and solve mathematical problems;

Adaptive reasoning:the capacity for logical thought, reflection, explanation, and justification

Productive disposition:the inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own ability.

Mathematics ProficiencyIt is clear that for a child to be mathematically proficient, there are a number of skills that need to be well developed and integrated, and that learning and performance proficiency relies on well-developed language skills. Cognitive abilities such as counting, identifying numbers, understanding quantity, identifying patterns, and understanding concepts of measurement are each related to math proficiency. Further, just as vocabulary, background knowledge, effective strategy use, and engagement with the work are important for reading comprehension, they are equally important for mathematics proficiency.

Center for Instruction 2006

English Language Learners and the language of

Mathematics

Mathematics Curriculum Frameworks

Revision PanelLeah Palmer

Wellesley Public SchoolsOctober 16th, 2008

Mathematics is NOT a Universal Language

The Language of Mathematics“MATHESE”

Math register

A variety of the English language that is used for mathematics

* Semantics

* Syntax

* Discourse

Semantics:meanings of words, phrases, and sentences

Words with math meaning that are different from their everyday meaning

Multiple Meaning Words

table operation Difference

Addition Chart Graph

product Multiple Dimension

Area Columns Rows

Odd Problem Power

Plot

Syntax:structure of phrases, clauses, and sentences-understanding the relationship between words

All numbers greater/less than X Mary earns 5 times as much as John Joseph is as old as Mary Two numbers, the sum of which is 10 Twenty (noun vs. adjective) is five times X The number A is 5 less than the number B; NOT:

A=5-B Divided by vs divided into

Syntactic Features of Math Word Problems Comparatives

Less than or equal to Prepositions

By how much will your stopping distance increase… Passive Voice

Zero was originally used by the Hindus to represent an empty column in a counting board similar to an abacus. The concept was brought to Europe by way of Arabia in the 9th century. The negative numbers were invented very much later in Renaissance Europe.

Logical connectors: if…then THE RATIONAL ROOT THEOREM

If one of the roots of the equation P(x)=0 is x=p/q where p and q are nonzero integers with no common factor other than 1, then p must be a factor of ao, and q must be a factor or an

Discourse: the style, organization, characteristics of language-how math words are used in different situations

Logical connectors- signal similarity, contradiction, cause/effect, reason/result, chronological sequence, logical sequence

Reference of variables- the number of things rather than the things themselves

Cultural differences

Differences in MCAS CPI Scores Between LEP and Non-LEP

Students

The CPI (Composite Performance Index) is a measure of the extent to which students in a group are

progressing toward proficiency (a CPI of 100) in English language arts (ELA) and mathematics.

Fourth Grade

F o u r t h G r a d e

0 . 0

1 0 . 0

2 0 . 0

3 0 . 0

4 0 . 0

5 0 . 0

6 0 . 0

7 0 . 0

8 0 . 0

9 0 . 0

1 0 0 . 0

2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6 2 0 0 7 2 0 0 8

Y e a r

MCAS CPI

N o n - L E P

L E P

Tenth Grade

T e n t h G r a d e

0 . 0

1 0 . 0

2 0 . 0

3 0 . 0

4 0 . 0

5 0 . 0

6 0 . 0

7 0 . 0

8 0 . 0

9 0 . 0

1 0 0 . 0

2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6 2 0 0 7 2 0 0 8

Y e a r

MCAS CPI

N o n - L E P

L E P

A look at the language of Math MCAS questions

What language skills do students need to successfully solve these

problems?

What language skills do students need to solve this problem?

The first four terms of Angie’s pattern are shown below.

5, 7, 11, 19, . . .

Each term after the first term is found by multiplying the previous term by 2 and then subtracting 3.

What will be the sixth term in Angie’s pattern?

4th Grade

Ms. Caruso wants to arrange 16 desks in rows to form a square.

Which of the following number sentences shows how all of the desks can be arranged in rows to form a square?

a. 2 × 8 = 16 b. 4 × 4 = 16

c. 4 + 12 = 16 d. 8 + 8 = 16

Tenth grade The number of appointments originally scheduled at an animal

hospital each business day for one week is shown in the table below. Animal Hospital Appointments

After making the original schedule, the hospital manager had to change some appointments. In the new schedule, the hospital manager moved 5 of the original Friday appointments to Wednesday.

Which of the following statements is true about the new schedule as compared to the original schedule?

A. The mean number of appointments per day decreased.

B. The mean number of appointments per day increased.

C. The median number of appointments per day decreased.

D. The median number of appointments per day increased.

Day Mon Tues Wed Thu Fri

Number of scheduled appointments

5 4 2 7 12

Standards with ELLs in Mind

KEY ISSUE:Mathematics Literacy and Fluency

• EMPHASIZE MATHEMATICS LITERACY AND ITS IMPORTANT ROLE IN A COMPREHENSIVE KNOWLEDGE BASE- sound mathematics literacy is a grounding that enables students to analyze, reason, and communicate mathematically

-this needs to be explicitly taught to ELLs

• PROVIDE VOCAB GUIDANCE TO ENSURE ACCURATE, RICH, AGE-APPROPRIATE MATH VOCAB at EACH GRADE LEVEL- gaps in understanding can be avoided when students use mathematical language while discussing their understanding or solutions to problems

• RESOURCES FOR PARENTS OF ELLS- translated and readily available

KEY ISSUE:Breadth and Depth of Content

• IMPROVE FOCUS AND COHERENCE IN A WAY THAT IDENTIFIES THOSE SKILLS AND CONCEPTS THAT ARE ESSENTIAL- explicitly stating what to focus on will help ELLs understand what is expected of them and how they are going to demonstrate their understanding of a topic/skill

• CLARIFY EXACTLY WHAT NEEDS TO BE TAUGHT- need to explicitly identify critical topics that require greater focus and classroom time- provide examples appropriate for ELL students

• EMPHASIZE PROBLEM SOLVING WITH REAL WORLD APPLICATION- ELLs bring their diverse background knowledge to solve problems-this helps them understand concepts and feel validated in their own problem solving experiences

KEY ISSUE:21st Century skills

Communication about learning and solving problems- How can we help ELLs be ready for communication of

their skills and knowledge? Specify the language involved to demonstrate each skill

(oral,aural,written,reading) Diversity- ELLs bring diverse backgrounds to enrich the

working and learning environment- How can we address the wonderful asset of diversity

we have in our classrooms? Discuss cultural differences and similarities Validate our students’ experiences and cultures

Cross-Curricular Experience- ELL students become aware of how vocabulary is used differently across curriculum

Tips for Good Math Problems with the ELL in Mind (Enhancing English language learning in the Elementary Classrooms, CAL)

They are readily understandable to the students. (Use vocabulary and syntax familiar to the students.)MATHEMATICAL LITERACY, VOCAB GUIDANCE

They do not involve new math concepts (ones students have not been taught).-FOCUS and COHERENCE

They are intrinsically motivating and intellectually stimulating.-RIGOR, REAL WORLD EXPERIENCES

They lend themselves to more than one method of solution.-EXAMPLES, DIVERSITY (21st century skill)

They are somewhat open-ended so they can be generalized or extended to various situations.-REAL WORLD EXPERIENCES to ABSTRACT, CROSS CURRICULUR CONNECTIONS

They should motivate the students to experiment, search for additional information, use a variety of sources, discover patterns, and make judicious estimates.- CREATIVITY (21st century skill)

They require the student to THINK rather than perform only basic calculations.-RIGOR

Summary: Questions to think about… How are we going to ensure English language learners

have the language to explain their solutions and show their true understanding of mathematical skills?

How are we going to close the gap in achievement between NON LEP students and LEP students?

The ELL Outlook, by Suzanne Irujo

“In the end, it comes down to individual teachers, as it always does. Teachers must know what they need to do to be effective, know how to do it, and have

the support they need to do it.”

Make Math More Comprehensible

•Increase use of visuals to get meaning across

•Increase use of manipulatives•Use drama

•Use demonstrations•Use repetition•Integrate TPR

Make Math More Interactive

Increase use of cooperative learning

Use information gap activities

Assign tasks that require information

gathering

Include Higher Order Thinking Skills

•Require basic calculation tasks to get to the solution of a more complex problem•Look for patterns•Construct tables using data•Rewrite the question or the solution •Explain a solution orally, in writing, or using pictures•Begin problem solving as early as pre-K and use problem solving skills often throughout the curriculum

Increase Personal Connections

•Cross cultural discussion about mathematical strategies and language

Mathematical strategies presentations

3 strategies- how can you use this strategy to teach math and one other content area.How does the strategy use the four principles?How can you modify it for other grade levels?Present strategy to group

English Language Proficiency

Benchmarks and Outcomes: ELPBO

Goal:To use the ELPBO to plan sheltered instruction for different English language proficient levels.

Objectives:Plan and deliver lessons that are appropriate for ELLs at four levels of English proficiencyUse the four principles of sheltered instruction to plan lessons that are guided by both language and content objectives and that are appropriate for students at different grade levels and English proficiency levels

Foundations of the ELPBOMA English Language Arts curriculum

MELA-O (Cat 3)

MA Foreign Language Curriculum Framework

Central Themes of the ELPBOVocabulary is integral to language development

Essential role of oral language in development of academic English proficiency

English Language Acquisition through content area studies

ELBPO contentPAGE 11 Listening and Speaking (S.1.-S.4)Reading (R.1.-R.6)Writing(W.1-W.5)

General Learning Outcomes found on top

of each page.

OrganizationOrganization from General to Specific

Strands (S, R, W)Listening and Speaking, Reading, and Writing

General Outcomes (letter.number)R.4 Literary Elements and Techniques

Students will identify and analyze text elements and techniques of written English as used in various literary

genres. (Page 54)

ThemesMyth and Traditional Narrative (Page 55)

Benchmarks (letters – a, b, c, etc.)c. Identify phenomena explained in origin myths from

various cultures. (link to ELA 16.4) (Page 55)

Student Outcomes (number – 5, 6, 7, etc.)5. Recognize nursery rhymes, fables, fairy tales, tall tales, lullabies, and myths as traditional literature. (link to ELA

16.1)

Proficiency LEVELS

Organized k-2 and 3-12.Levels 1-5

Level 1 to 2: Beginner Level 2 to 3: Early IntermediateLevel 3 to 4: IntermediateLevel 4 to 5: Transitioning

Determined by MEPA, MELA-O scores, and other criteriaAdapted 2009

Scope and Sequence

Scope and sequence was made to have benchmarks and outcomes for smaller grade spans, k-2, 3-4, 5-6, 7-8, 9-12

Listening and Speaking are separate Organized by grade span and Proficiency levels Add Randolph’s proficiency levels

Beginner: level 1 to 2 Early Intermediate: level 2 to 3 Intermediate: level 3 to 4 Transitioning: level 4 to 5

Student ProfilesDeveloped from the ELPBO to

describe what a student who has completed each proficiency level

CAN do.

Example: A level 2 student can do all the outcomes in the beginner

Student Profile.

Beg=2, Early Int=3, Int=4, Trans=5

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Randolph Proficiency Level 2

Video clips of Math Lessons

As you are watching, think about what proficiency level the

students are.

Adapting a lesson for two proficiency (MEPA)levels

In your table group discuss:What level(s) of proficiency are the students in the video, according to the MEPA Levels?How does the teacher adapt the lesson to address 2 proficiency levels? OR how could you adapt the lesson to address two proficiency levels?Report back

Cooperative Work vs. Group work

Brainstorm:

What is the difference between cooperative work

and group work?

Cooperative work vs. Group work

Cooperative Work

Students need each other to successfully complete the assigned task (positive interdependence)

All group members need to do well for the group to do well (individual accountability)

Individual public performance is required (individual accountability)

Participation is equal Most or all the group is overtly

active at once

Group work Any one student could

potentially complete the assigned task alone while the others in the group look on

Most group members could do well while one or a few group members do not

One or a few group members can “hitchhike”, they are not required to overtly participate or their task is primarily symbolic or ‘busy work”

One or a few group members could do all or most of the work

There is a lot of ‘down time” when members of the group are not overtly active

WritingGoal:

To consider writing activities with respect to the needs of ELLs

Objectives:Integrate the four principles into writing activitiesLearn to use the writing process and writing conferences with ELLsExamine ELLs’ writing to identify what they already know and what they need to knowReflect on the use of writers’ workshop with ELL students

After Maria: San Ildefonsoby Amado Maurilio Pena, Jr.

Write a list of what you see in the painting

After Maria: San Ildefonsoby Amado Maurilio Pena, Jr.

Imagine yourself as one of the people in the painting:

What do you see?What do you hear?What do you smell?What are you doing?What do you feel?

What are you thinking?

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After Maria: San Ildefonsoby Amado Maurilio Pena, Jr.

Write a narrative in the first person from the point of view of one of the people.

woman man

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Mediated Writing

Teacher writes instructions for each sentence. Students, once comfortable with the process, can write paragraphs and papers fairly independently.

Benefits to Mediated Writing

• Appropriate for students with speech emergence and intermediate fluency proficiency levels

• Assists students to “move” from graphic organizers to written product

• Easily adaptable for any writing project across content areas

• Students see the underlying structures of longer written discourse

How did this activity use the four principles?

1. Increase comprehensibility

2. Increase Interaction

3. Increase higher order thinking

4. Increase personal connections

Reflections and application:

Talk to your 4:00 buddy about how you could use this writing activity in

your classroom and adapt it for two different proficiency levels.

Type of writing/ PurposeOrganizationIdea developmentLanguageConventions

Elements of Effective WritingElements of Effective Writing

Shared WritingShared Writing

Teacher and class work together and complete a sentence or paragraphs. The teacher and the class discuss the process, formation, and writing of the product. This may include the class writing a sentence/paragraph together or sentence starters.

Video:Watch a 1st grade teacher use this strategy in her classroom.How do this apply to the 4 principles?

Teacher and class work together and complete a sentence or paragraphs. The teacher and the class discuss the process, formation, and writing of the product. This may include the class writing a sentence/paragraph together or sentence starters.

Video:Watch a 1st grade teacher use this strategy in her classroom.How do this apply to the 4 principles?

Benefits of Shared WritingBenefits of Shared Writing

• Appropriate for students with lower proficiency levels and /or limited formal schooling

• Promotes inclusion• Promotes discussion of process, structure and writing

conventions• Assists students to move from labeling to writing• Easily adaptable for any writing project across content

areas

• Appropriate for students with lower proficiency levels and /or limited formal schooling

• Promotes inclusion• Promotes discussion of process, structure and writing

conventions• Assists students to move from labeling to writing• Easily adaptable for any writing project across content

areas

Interactive Writing

Watch a movie of a teacher using Interactive Writing in her classroom.Which of the 4 principles does this strategy apply to?

Looking at students writing:

Get a journal entry (elementary or secondary). Work with 2-3 people What does the student know about writing?

Purpose Organization Idea development Language/ sentence structure, grammar, etc.

Conventions/ capitalization and punctuation What proficiency level is this student?

Use Randolph proficiency descriptors and student profiles.

Assessment Considerations in Language Arts

1. Focus on language in selected activities and on content in other activities.

2. When the focus is language:• Select a few, high priority objectives• First, clarify important but confusing sentences/paragraphs• Choose objects that are appropriate to the student’s

language development stage.• Choose grammar that has been taught.

3. Grade process as well as product, e.g., use of reading strategies, the writing process, participation in peer editing, so students become independent learners.

Designing a Rubric…

Response Journal Rubric

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Book Report Project Rubric

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Science Rubric

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Writing a Poem Rubric

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Example:Character Sketch

Focused Areas (areas that were taught and are now being assessed):

1. Organization:Introduction paragraph

2. Content (Idea Development): 3 character traits with details from the novel

3. Editing (sentence structure): Complete sentences, no run-ons or sentence fragments

4. Vocabulary (language): include at least 3 new words

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Organization:

Topic Paragraph

Content:

3 character traits with details from novel

Sentence Structure: Complete sentences

Vocabulary:

At least 3 new words

Character Sketch Rubric

Clear Grabber, Background (title, author, and summary), and Topic Sentence

All 3 parts of introduction are included, but one area needs work OR only 2 parts are complete

All parts of topic paragraph need work OR 1 part is complete

3 character traits are well explained with at least 2 examples from the text for each.

3 character traits are explained, but one trait is missing an example from the text

2 or more examples from the text are missing

Complete sentences, fragments and run-ons have been edited. ALL sentences are complete.

Complete sentences, fragments and run-ons have been edited. MOST sentences are complete (1-3 sentences are not complete).

3 or more sentences are run-ons or sentence fragments

3 or more vocabulary words are used CORRECTLY in the writing

2 vocabulary words are used correctly in the writing OR 3 words are used and 2 are used correctly

1 vocabulary word is used correctly (or no vocabulary words are used)

Develop a rubric to assess journal writing

Groups of 4-5 teachers Same level (elementary or secondary)Focus on 3 to 4 areas

Purpose Organization Idea development Language Conventions

Mastery (content) Objectives:Mastery (content) Objectives:•Engage in a simulation activity about cultures and apply understandings to instruction.•Examine the ELPBO to describe English proficiency levels.•Connect proficiency levels with principles and practices of sheltered instruction.•Reflect on the four principles of sheltered instruction and their role in the writing process.•Analyze ELL writing to identify what students already know and what they need to know.•Identify strategies to assist ELLs in developing language skills while learning math.

Language Objectives:Language Objectives:•Indicate comprehension of explanations and orally participate in discussions.

•Read and write responses to prompts and questions.

•Read and analyze written text.

•View and discuss visuals and videos.

•Reflect, talk, and write about personal connections/responses.

Reflections, Journal #3

Write your preliminary plans for your

lessons.

Ticket to Leave: 3-2-1

3 THINGS YOU FOUND OUT

2 INTERESTING THINGS

1 QUESTION YOU STILL HAVE