Transcript Preparing for Success in Algebra KICK-OFF EVENT!

Preparing for Success in Algebra
English Language Learners in Mathematics
A Collaboration between:
 Los Angeles USD
 University of California, San Diego
 San Diego State University
 University of California, Irvine
The Language of Mathematics for
English Learners
Overview
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This series of interactive sessions is
designed to help teachers
teach the language of mathematics and
algebra to ELs.
5 Day Outlook
Day
Session
Monday
The Language of Mathematics: Focusing on the
Students
Tuesday
Language Objectives: Goals, Rationale, Application
Research-based activity: Categorization/sorting
Wednesday Language Objectives: A Focus on Vocabulary
Research-based activity: Text Analysis
Thursday
Language Objectives: A Focus on Discourse
Research-based activity: Instructional Conversations
Friday
Making a Difference
Day One
The Language of Mathematics: A Focus on
Students
Day 1 Objectives
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Articulate the criteria used to reclassify English learners (ELs)
Make implications on how to monitor and support English
Learners
Identify English learners of three different proficiency levels beginning, intermediate, and advanced based on the English
that the students produce during the 10-Minute Interview.
Distinguish the difference between evaluating
content knowledge and English language proficiency.
Who are our English Learners?
Language Classification
Acronym
What does it mean?
EO
English Only
IFEP
Initially Fluent English Proficient
EL
English Learner (ESL/PRP)
RFEP
Reclassified Fluent English Proficient
PRP
Preparing for Reclassification Program
8
What do you know about
reclassification?
Reclassification
Reclassification Criteria:
3 – 5/6
Performance in Basic
Grade-Level Skills
CST ELA at Basic, Proficient, or
Advance Level
Teacher Evaluation
Score of 3 or 4
In ELA
Annual CELDT Scores
Overall performance
of 4 or 5 with skills areas
of 3 or higher in
Listening, Speaking, Reading,
And Writing
Reclassification Criteria:
6 - 12
Performance in Basic
Grade-Level Skills
CST ELA at Basic, Proficient, or
Advance Level
Teacher Evaluation
Pass ESL 3, 4, or English
with a grade of
A, B, or C
Annual CELDT Scores
Overall performance
of 4 or 5 with skills areas
of 3 or higher in
Listening, Speaking, Reading,
And Writing
Secondary EL Roster
This option provides a roster of ELs by class with
the following information:
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First US Enrollment
Annual CELDT Scores
CST ELA
Secondary
Activity
Students eligible to reclassify
CELDT
Student
CST
ELA
Grade
Did student meet
reclassification criteria?
Next steps…
Key Questions
Are ELs being reclassified
in a timely manner?
What support do ELs need
to reclassify?
What is the system at your
school to monitor ELs?
Next Steps
At your school site, request a roster with the
names of students and their ESL levels
from your bilingual coordinator.
 Find
out who are the English Learners in your class.
Analyzing the English Language Proficiency of
Students Using English in Mathematical Contexts
Language Interview
A tool to identify beginning, intermediate and
advanced level English Learners.
Language Interview Tasks
•General Discussion
•Talking Through a Problem
•Writing Sample
General Discussion
Language Interview Rubric
Task 1: Listening/Speaking
Beginning
Intermediate
Advanced
Communicates basic ideas
in short sentences with
high frequency, basic words
(like big) or is unable to
answer questions; uses
speech characterized by a
lack of fluency and many
pauses; has difficulty
understanding the
conversation; the teacher
has to repeat herself or
himself several times
Communicates basic ideas
about mathematics; is
unable to switch between
verb tenses effectively;
deletes word endings (e.g.,
the –s ending on noun
plurals-like pencils, the -ed
endings on verbs-like
painted and the –er
endings on adjectives-like
heavier); uses basic, high
frequency words instead of
content-specific words;
speaks fluently with few
hesitations; understands
most of the conversation
Communicates ideas with
few grammatical and lexical
errors; understands
everything the teacher
says, except for a few
content-specific words
Talking Through a Problem
Language Interview Rubric
Task 2: Reading
Beginning
Intermediate
Advanced
Has difficulty reading even
the most basic sentences in
English or is unable to read
the word problem and
understand it
Is able to read the word
problem but does not
understand all words; may
misunderstand sentence
structures and fail to notice
logical connections
(because, but, since,
however) between words;
language issues prevent the
student from recognizing
the critical information in
word problems
Is able to read the word
problem and understand all
but the most difficult
mathematics words; has
difficulty understanding
subtle meanings in word
problems
Writing
Ask the student to write a paragraph of at
least three sentences in length describing
what s/he learned in the mathematics classes
that s/he has taken. Ask: What have you
learned in the mathematics classes that you
have taken? State: Answer this question in
writing.
Language Interview Rubric
Task 3: Writing
Beginning
Intermediate
Advanced
Writes short, incomplete
sentences with basic words
or is not able to complete
task or do it
Is able to convey many
basic ideas; Writes basic
sentences and/or
paragraphs but makes
many errors (e.g., deletes
the –s ending on noun
plurals-like squares, and
the -ed endings on verbslike talked and the –er
ending on adjectives-like
shorter); uses basic, high
frequency words (like big);
does not use many (if any)
academic words or
mathematics words
Is able to communicate
everything s/he wants to
write with few grammatical
and lexical errors; uses
some academic words and
mathematics words