Day #3 Category 2 Randolph Public Schools
description
Transcript of 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
QuickTime™ and a decompressor
are needed to see this picture.
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
QuickTime™ and a decompressor
are needed to see this picture.
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?
QuickTime™ and a decompressor
are needed to see this picture.
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
QuickTime™ and a decompressor
are needed to see this picture.
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
QuickTime™ and a decompressor
are needed to see this picture.
Book Report Project Rubric
QuickTime™ and a decompressor
are needed to see this picture.
Science Rubric
QuickTime™ and a decompressor
are needed to see this picture.
Writing a Poem Rubric
QuickTime™ and a decompressor
are needed to see this picture.
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
QuickTime™ and a decompressor
are needed to see this picture.
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