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  1. Differentiating Instruction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students Granite School District Charlene Lui Launa Harvey Sara Moore

  2. District Video

  3. Objectives Content Learners will become more knowledgeable regarding the necessity to focus on academic language for English Learners (ELs) with the Mathematics Common Core State Standards (CCSS) Language Learners will : • listen to and discuss academic language • create differentiated math tasks using the WiDA Model Performance Indicators • participate in 3 mathematical instructional strategies

  4. Mathematics Instruction for ELs

  5. What do English Learners need in the Mathematics classrooms? (Moschkovich) • Teachers who are prepared to teach math for understanding • Participate in mathematical discussions as they learn English • Treat everyday language as resource, not as an obstacle • Focus on mathematical practices, not “language” as vocabulary, single words, grammar, or a list of definitions • Focus on student’s mathematical reasoning, not accuracy in using language

  6. Academic Language in Diverse Classrooms Margo Gottlieb and Gisela Ernst-Slavit WIDA

  7. Academic Language • Used for specific purpose and audience in a particular context • Used in schools to acquire a new or deeper understanding of the content and to communicate that understanding to others • Increases in complexity from grade to grade and year to year • For ELs, increasing horizontally from one language proficiency level to the next

  8. Academic Language for ELs English Language Development instruction ensures that: • ELs attain English to high levels of proficiency enabling them to meet the same state academic Core Standards as all students are expected to meet. • Students meet both English Cognitive Academic Language Proficiency Skills (CALPS) as well as Social Basic Interpersonal Cognitive Skills (BICS). • ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: reading, writing, speaking, and listening (Genesee, Lindholm-Leary, Saunders & Christian, 2006)

  9. WIDA’s English Language Development Standards AcademicLanguage Standard 1Standard 2 Standard 3 Standard 4 Standard 5

  10. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  11. Both Gotlieb & Muschovich suggest focusing on mathematical practice for ELs

  12. Model 4th Grade Math Lesson Content Objective: I can

  13. Model 3rd Grade Math Lesson • Brownie recipe

  14. Proficiency Levels

  15. English Language Proficiency Levels 5 4 3 2 1

  16. Change Chart to proficiency levels Bloom’s

  17. Student Supports

  18. Using WIDA to Differentiate Instruction • Student Support • Model Performance Indicator • Language Function • Content Stem

  19. Using WIDA to Differentiate Instruction • Language Function • Content Stem • Student Support • Model Performance Indicator I can division problems Identify and solve with a partner using models.

  20. Learning Task 4: Using WIDA MPIs Step 1: As a group, create 2differentiated learning tasks using listening, speaking, reading, and writing for proficiency levels 1 and 4 Step 2: Share “What ways were tasks differentiated for the two levels?”

  21. Add wida proficiency chart

  22. Anchor Charts

  23. Do-Talk-Record

  24. Sentence Frames

  25. Can Do

  26. Check the text below for slide information

  27. 3 Questions to consider • Is student activity focused on high cognitive demand, conceptual understanding, connecting multiple representations, and communicating student reasoning? • Does student activity focus on language as a resource for reasoning, sense making, and communicating mathematical ideas? • Are students being prepared to deal with typical mathematics texts?

  28. Dimensions of Academic Language

  29. Dimensions of Academic Language