math. put the numbers in order 1. 2. 3. 4. put the numbers in order 1. 2. 3. 4
TRANSCRIPT
Math
Put the numbers in order
• 1. 2. 3. 4.
Put the numbers in order
• 1. 2. 3. 4.
Multiple Meanings
What subject area might you find these words used with different meanings?
Face Tree Cone Plane
What can the teacher do to help clarify content-specific vocabulary?
Math or English Problem
• 4 divided into 2=
• 4 divided by 2=
Word Problems
• Math is NOT a universal language, is it?
• Word problems are a big problem!
• What can the math teacher do?
How many ways can you say…
+ - X subtract multiply divide
minus times quotient
less product over
few a factor gozinta
take away by
add
plus
and
together
combine
Adaptation of Content Content
High Language Low Language
Problem 1
High Math / High Language
• Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
Adaptation of ContentHigh Language Low Language
Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
Problem 2
High Math / Low Language
• Sook and 11 friends will each eat 3 pieces of pizza.
• Each pizza has 8 slices.
• How many pizzas do they need to order?
Adaptation of ContentHigh Language Low Language
Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
Sook and 11 friends will each eat 3 pieces of pizza.Each pizza has 8 slices. How many pizzas do they need to order?
Problem 3
Low Math / High Language
• Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
• Sook + 11 friends = ____ boys• Multiply number of boys times number of slices
they will each eat.• Divide the new number by the number of slices
in a pizza.• Now you know how many pizzas to order!
Adaptation of ContentHigh Language Low Language
Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
Sook and 11 friends will each eat 3 pieces of pizza.Each pizza has 8 slices. How many pizzas do they need to order?
Sookis having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
Sook + 11 friends = ____ boysMultiply number of boys times number of slices they will each eat.Divide the new number by the number of slices in a pizza.Now you know how many pizzas to order!
Problem 4
Low Math / Low Language
• Sook has 11 friends.
• Sook +11 friends = ____ boys
• Each boy eats 3 pieces of pizza.
• ___ X ____ = ____slices needed
• Each pizza has 8 slices.
• _____ _______ = ______ pizzas to order
• How many pizzas do they need to order?
Adaptation of ContentHigh Language Low Language
Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?
Sook and 11 friends will each eat 3 pieces of pizza.Each pizza has 8 slices. How many pizzas do they need to order?
Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Hakim need to order?
Sook + 11 friends = ____ boysMultiply number of boys times number of slices they will each eat.Divide the new number by the number of slices in a pizza.Now you know how many pizzas to order!
Sook has 11 friends. Sook +11 friends = ____ boysEach boy eats 3 pieces of pizza.___ X ____ = ____slices neededEach pizza has 8 slices. _____ _______ = ______ pizzas to orderHow many pizzas do they need to order?
You try one…
Sam bought 8 ball caps, one for each of her eight friends, for $8.95 each. The cashier charged her an additional $12.07 in sales tax. She left the store with a measly $6.28. What is the initial sum of money Sam had?
Best Practices in Science• Prior knowledge activation• Exposure to critical vocabulary• Reflection on hands-on experiences• Nurture collaboration among students• Share answers
Opportunity to LearnAcademic Content Language Development
• Vocabulary Building: It is important for teachers to build vocabulary and conceptual
knowledge at the same time they provide instruction in the skills of word recognition
• Working Word Walls and Charts: Comprehensible input Scientific vocabulary Notebook entries• Making Connections It is important for instruction to focus on connecting new words with
what students already know
Venn Diagram
Student writing
Labeling
Comparison Chart
Scaffolding for each ELL Level
• Level 1: Label, draw, point to, match pictures with vocabulary
• Level 2 : Compare, classify, give examples• Level 3: Describe, compare/contrast using a graphic
organizer, write a paragraph• Level 4: Experiment and summarize the findings into
journal• Level 5: Write a story using a prompt(i.e water
transformation in all states: “I am a drop of water…”)
Grade 6 Science Project Example
What is it? Material Color Size Shape Measurement Weight Living thing?
It is a cup It is made It is It is It is the shape It measures It is light It is non-living of white small of a 4 centimeters thing styrofoam cylinder
What can you tell me about the cup?Maria, the cup is…What shape is the cup?
KWLH ChartWhat we Know What We Want to Find Out What We Learned How Can We Learn MoreSoil is dirt What’s in soil? Soil is made of Research different mineralsSoil is all around us Are there different There are different Museums colors of soil? types of soil Field TripsPlants grow in soil Do all plants Some seeds can grow Videos grow in soil? in soil and humus Internet computer Soil is wet Some seeds cannot search grow in sand and clay
Five things you can do today to help your ELLs…
Vocabulary Help
• Provide word banks for any crossword puzzle or fill-in-the-blank assignments.
• No more than 5 words at a time for fill-in-the-blanks or matching definitions.
• Try not to change the wording of definitions from when you give them to when they are put on a test-it confuses ELLs when the wording is different.
• Circle the first letter of each word in a word search
In class notes
• ELLs have great difficulty listening and copying notes at the same time.
• ELLs(even advanced ones!) have trouble with video-viewing guides.
• If you use an overhead or power point presentation for notes, give ELLs a copy at the beginning of class so they can follow along.
• Omit key words from the copied notes so ELLs will actively listen during lecture or class discussion.
Lectures/Teacher Talk Time
• Don’t present a lecture without any visuals-ELLs need them to provide context!
• ELLs learn best when they have written material to look at.
• Don’t give ORAL tests or quizzes.
Readability
• ELLs often find it difficult to read cursive. Please print or type notes or worksheets so they will understand. Please make sure copies are clear. ELLs have trouble filling in missing letters like we can.
Assignment Length • Shorten assignments, tests, and/or quizzes.
Make sure you tell the ELLs what you expect them to do or to know as they study.
• Circulate around the room during a test or quiz to make sure the ELL is following the directions.
• See if an alternate or easier version of a textbook or novel are available for the ELLs to use in your class.
• www.worldlingo.com• www.googletranslate.com
OUTCOME SENTENCES
• I feel …
• I wonder …
• I think …
• I learned …
Resources
Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf
Standards of Learning Test Examiner’s Manuals and Released Standards of Learning Testshttp://www.doe.virginia.gov/testing/test_administration/index.shtml
Virginia Grade Level Alternate Implementation Manual
http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml
ReferencesAcosta, B., Rivera, C., & Shafer Willner, L. (2008). Best practices in state assessment policies for
accommodating English language learners: A Delphi study. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu.
Kopriva, Emick, Hipolito-Delgado, and Cameron (2007). Do proper accommodations assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26 (3), 11-20.
Rivera, C., Acosta, B. & Shafer Willner, L. (2008). Guide for the refinement of state assessment policies for accommodating ELLs. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu.
Shafer Willner, L., Rivera, C., & Acosta, B. (2008). Descriptive study of state assessment policies for accommodating English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu.