Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.
Differentiating Instruction:
Building Mathematical Academic
Language Skills for Culturally and
Linguistically Diverse Stud...
Granite School District Video
2
3
QR Code
4
Objectives
Content
Learners will become more knowledgeable regarding the
necessity to focus on academic language for Engli...
Mathematics Instruction for ELs
6
What do English Learners need in the
Mathematics classrooms? (Moschkovich)
1. Teachers who are prepared to teach math
for ...
Academic Language in
Diverse Classrooms
Margo Gottlieb and Gisela Ernst-
Slavit
World Instructional
Design and
Assessment ...
Academic Language
› Used for specific purpose and audience in a
particular context
› Used in schools to acquire a new or d...
0
1
2
3
4
5
6
7
8
9
10
11
12
1 2 3 4 5 6
GradeLevel
Proficiency Level
Academic Language for ELs
Juanita
Juan
10
Academic Language
for ELs
English Language Development
instruction ensures that:
› ELs attain English to high levels of pr...
WIDA’s English Language
Development Standards
Social &
Instructional
Language
Language of
Language
Arts
Language of
Mathem...
Standards for Mathematical Practice
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and
quan...
14
4th Grade
Fractions Unit
15
Model 4th Grade Math Unit
16
Content Objective: I can solve and explain
problems involving fractional parts
Language Objec...
Model 4th Grade Math Unit
17
Multicultural Literature
18
Identifying Academic
Language
“What language will students need to know
in order to access grade-level material and
demons...
Dimensions of Academic Language
Academic
Language
General Areas of Coverage
Discourse
Level
• Text Type
• Genres
• Voice/P...
Learning Task
21
› Think:
– “What language will students need to
know in order to comprehend the recipe
text?”
› Choral re...
Granite School District
Vocabulary Cards
22
http://www.graniteschools.org/DEPART/TEACHINGLEARNING/C
URRICULUMINSTRUCTION/M...
Anchor Charts
23
Do-Talk-Record
24
Students:
1. Work with a general idea
2. Talk about how they solved the problem
or what strategies were ...
Sentence Starters and Frames
25
Differentiated Tasks
Using WIDA
26
English Language Proficiency Levels
Entering (Pre-
Emergent)
Beginning
(Emergent)
Developing
(Intermediate)
Expanding
(Adv...
Student Supports
28
Using WIDA to Differentiate Instruction
I can
Language
Function
Content
Stem
Student
Support
Model
Performance
Indicator
f...
Learning Task 4: Using WIDA MPIs
› Do-Talk: With a partner, create 1 differentiated
learning task using listening, speakin...
Take Away
› Find a partner
› Answer the following
questions:
– What squared with me?
– What questions are still
circling a...
Objectives
Content
Learners will become more knowledgeable regarding the
necessity to focus on academic language for Engli...
Thank you for joining us today!
Contact us at:
Charlene Lui clui@graniteschools.org
Launa Harvey llharvey@graniteschools.o...
34
Prochain SlideShare
Chargement dans…5
×

c_titlei_sched_files_presentation_Differentiated Instruction and Academic Language for ELs

505 vues

Publié le

  • Have you ever used the help of ⇒ www.WritePaper.info ⇐? They can help you with any type of writing - from personal statement to research paper. Due to this service you'll save your time and get an essay without plagiarism.
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici
  • Have u ever tried external professional writing services like ⇒ www.HelpWriting.net ⇐ ? I did and I am more than satisfied.
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici
  • Hello! I can recommend a site that has helped me. It's called ⇒ HelpWriting.net ⇐ So make sure to check it out!
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici
  • Soyez le premier à aimer ceci

c_titlei_sched_files_presentation_Differentiated Instruction and Academic Language for ELs

  1. 1. Differentiating Instruction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students Granite School District Charlene Lui Launa Harvey Sara Moore 1
  2. 2. Granite School District Video 2
  3. 3. 3
  4. 4. QR Code 4
  5. 5. 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 › connect academic language to mathematical instructional strategies in the classroom 5
  6. 6. Mathematics Instruction for ELs 6
  7. 7. What do English Learners need in the Mathematics classrooms? (Moschkovich) 1. Teachers who are prepared to teach math for understanding 2. Participate in mathematical discussions as they learn English 3. Treat everyday language as resource, not as an obstacle 4. Focus on mathematical practices, not “language” as vocabulary, single words, grammar, or a list of definitions 5. Focus on student’s mathematical reasoning, not accuracy in using language 7
  8. 8. Academic Language in Diverse Classrooms Margo Gottlieb and Gisela Ernst- Slavit World Instructional Design and Assessment (WiDA) 8
  9. 9. 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 9
  10. 10. 0 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 GradeLevel Proficiency Level Academic Language for ELs Juanita Juan 10
  11. 11. 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 Social Basic Interpersonal Communication Skills (BICS) as well as Cognitive Academic Language Proficiency (CALP) › ELD is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: listening, speaking, reading and writing (Genesee, Lindholm- Leary, Saunders & Christian, 2006) 11
  12. 12. WIDA’s English Language Development Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 12
  13. 13. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. www.mrsliretteslearningdetectives.com 13
  14. 14. 14
  15. 15. 4th Grade Fractions Unit 15
  16. 16. Model 4th Grade Math Unit 16 Content Objective: I can solve and explain problems involving fractional parts Language Objective: I can describe and compare the use of fractions in a variety of situations Activity: Students will use real world problems to create and convert recipes using fractions Assessments: • Math journal (Do-Talk-Record) • Use of sentence frames • Converting recipes (Anchor Chart)
  17. 17. Model 4th Grade Math Unit 17
  18. 18. Multicultural Literature 18
  19. 19. Identifying Academic Language “What language will students need to know in order to access grade-level material and demonstrate understanding of the topic and concepts?” 19
  20. 20. Dimensions of Academic Language Academic Language General Areas of Coverage Discourse Level • Text Type • Genres • Voice/Perspective • Cohesion across sentences • Coherence of ideas • Organization of text or speech • Transitions of thoughts 20 Sentence Level • Types of sentences-simple, compound, complex, compound-complex • Types of clauses-relative, coordinate, embedded • Prepositional phrases • Syntax (forms and grammatical structures) Word/Phrase Level • Vocabulary-general, specialized, technical academic words and expressions • Multiple meanings/polysemous words • Nominalizations • Idiomatic expressions • Metaphors • Double entendres Mathematic Text Type: Recipes Directions for a recipe Imperative verbs: preheat, combine, mix Sequential language: first, second, then, next, later, finally • Recipe • Ingredients • Measuring cup • Utensils • One-half cup • Double • Halve • Teaspoon
  21. 21. Learning Task 21 › Think: – “What language will students need to know in order to comprehend the recipe text?” › Choral read
  22. 22. Granite School District Vocabulary Cards 22 http://www.graniteschools.org/DEPART/TEACHINGLEARNING/C URRICULUMINSTRUCTION/MATH/
  23. 23. Anchor Charts 23
  24. 24. Do-Talk-Record 24 Students: 1. Work with a general idea 2. Talk about how they solved the problem or what strategies were used 3. Write down the steps in solving the problem
  25. 25. Sentence Starters and Frames 25
  26. 26. Differentiated Tasks Using WIDA 26
  27. 27. English Language Proficiency Levels Entering (Pre- Emergent) Beginning (Emergent) Developing (Intermediate) Expanding (Advanced) Bridging (Fluent) (2 year monitor) 5 3 2 1 4 27 6 Reaching(Exit)
  28. 28. Student Supports 28
  29. 29. Using WIDA to Differentiate Instruction I can Language Function Content Stem Student Support Model Performance Indicator fractional part problems with a partner using models. Identify and solve 29
  30. 30. Learning Task 4: Using WIDA MPIs › Do-Talk: With a partner, create 1 differentiated learning task using listening, speaking, reading, and writing for proficiency levels 1 and 2 › Record: Write the task using a complete sentence 30
  31. 31. Take Away › Find a partner › Answer the following questions: – What squared with me? – What questions are still circling around? – What key points would I like to implement? How will I start?
  32. 32. 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 › connect academic language to mathematical instructional strategies in the classroom 32
  33. 33. Thank you for joining us today! Contact us at: Charlene Lui clui@graniteschools.org Launa Harvey llharvey@graniteschools.org Sara Moore smmoore@graniteschools.org 33
  34. 34. 34

×