Math Workshop for Second Language Learners WABE 2012 Dr. Kristin Percy Calaff [email protected] Workshop Agenda Purpose: To develop effective instructional strategies in order to build the mathematical thinking of second language learners. Review effective ELL math instruction Practice Singapore model drawing Develop a math “workshop” Effective Math Instruction Explicit Purpose Statements Use a sentence frame – The purpose of today’s lesson is to… in order to… – We will…so we can… Key Components – What? (name the activity) – Why? (link to long-term goal) – How? (plan your assessment tool) Effective Math Instruction Input Strategies Cognitive Content Dictionary Signal Words Pictorials Chants Process Grid CCD - Fractions Word Meaning Example numerator number of pieces 3 4 denominator names the size or total equivalents different fractions with equal values 5 8 1 = 3 2 6 multiples counting by a number 3, 6, 9, 12, 15… factors numbers you can divide by evenly FACTORS of 8 1, 2, 4, 8 (1x8) (2x4) improper fraction top is bigger than the bottom 17 12 mixed number a whole number and a fraction 3½ Sketch Pictorial - Addition Addition Add Plus Sum Combine Counting On 3+3=6 3 plus 3 equals 6 plus 3 +3 6 4+4= 4…5, 6, 7, 8 total equals How many? Altogether In all Problem, Equation, Number Sentence 4+4=8 Everett Public Schools Operation Vocabulary Key Purple= Related to the Symbol Green= Related to word problems Red= Related to equations Pink= numbers The Mr. Four Bugaloo I’m Mr. Four and I’m here to say I count by 4’s almost every day. 4…8…12…16 I skip all the numbers in between. Next I count 20, 24, and 28, I’m almost there and I’m feeling great! 32, 36, and 40, woo-hoo! Doing the Mr. Four Bugaloo! Process Grid - Quadrilaterals Quadrilateral Angles Congruent Sides Parallel Sides parallelogram trapezoid rectangle rhombus scalene square Everett Public Schools Effective Math Instruction Output Strategies Turn and talk / 10:2 Explain your thinking – How did you get that? – How do you know? – I used the ______ strategy because… Group Work / Team Tasks – Cooperative roles in math – “Don’t touch their pencil.” Singapore Problem-Solving 1. UNDERSTAND – Read the problem. – Underline the important information. (Who? What? How?) – Write a “mmm” statement. 2. PLAN – Draw a diagram. – Label the parts. – Put the ? in place. 3. SOLVE – Do the math. (Choose a strategy.) 4. CHECK – Fill in in your answer. (Does it make sense?) Karen had $12 more than José. If José had $23, how much did they have altogether? Marisa and Lucas were giving out flyers to advertise a car wash for their class. Marisa gave out 3 times as many flyers as Lucas. If Lucas gave out 6 flyers, how many did they give out altogether? Johnny had 30 candy bars to sell for his scout troop. If he sold 3/5 of the candy bars on the first day, how many did he have left to sell? Why Math Workshop? Differentiated Instruction Smaller groups = Individual attention More effective use of Para support Greater student ownership Increased motivation How Does It Work? 2 or 3 flexible groups Daily formative assessment Teacher repeats/adjusts “mini-lesson” Students practice independently “Math Experts” assist peers Students do extension/review activities Two-Group Workshop Model 10:0010:20 Group 1 (Low/Mid) HW Review/Readiness Activity/ Extension Activities* Group 2 (Mid/High) Mini-Lesson w/Teacher 10:2010:40 Mini-Lesson w/Teacher Independent and/or Group Practice* (Math Experts Assist) 10:4011:00 Independent and/or Group Practice (Teacher Assists) Extension Activities OR More Practice* * Para/Volunteer may assist, if available Key Elements of Math Workshop Mini-Lessons – Additional manipulatives – High-level concepts, simple numbers – Challenge problems Independent Practice – Clear Expectations – Math “Experts” Readiness/Extension Activities – Readiness (from previous year) – Games, Extensions – Computer: Math Playground, Xtra Math Three-Group Workshop Model Group 1-Low 10:00- Readiness/ 10:20 Extension Activities* Group 2-Mid Mini-Lesson w/Teacher 10:20- Mini-Lesson 10:40 w/Teacher Independent Practice* (Math Experts) 10:40- Independent Extension 11:00 Practice* Activities OR (Math Experts) More Practice * Para/Volunteer assists Group 3-High Independent Practice (from previous day) (Math Experts) Extension Activities Mini-Lesson w/Teacher Plan Your Workshop How will you assess and group students? What assistance do you have available? Will you use a 2 or 3 group model? What readiness activities do you need? What extension activities will you use? How will you teach expectations for student ownership and independence?

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# Overview of Assessment