# Preparing for Success in Algebra KICK-OFF EVENT! - PowerPoint

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```					Preparing for Success in Algebra
English Language Learners in Mathematics

A Collaboration between:
 Los Angeles Unified School District
 University of California, San Diego
 San Diego State University
 University of California, Irvine
 San Diego Mathematics Project
Welcome

California Mathematics and Science
Partnership (CaMSP)
March 20th, 2010
Objective: Use content-based review
strategies.

Slide 2
CA 6th Grade Standard NS 1.3

   Use proportions to solve problems (e.g., determine
the value of N if 4/7=N/21, find the length of a side of
a polygon similar to a known polygon). Use cross-
multiplication as a method for solving such problems,
understanding it as the multiplication of both sides of
an equation by a multiplicative inverse.
   6 questions on CST
   5 questions on PA #2, plus 1 Constructed Response

Slide 3
Anecdotal results from PA #2
   Think-Pair-Share
response
 What were the most common errors and
misconceptions?
 Were student errors conceptual or procedural?
 What vocabulary words did the students have the
most problems with?
– Be prepared to share out with the whole group

“If Ty rides his bike for 26 days every 4 weeks, how
many days can he expect to ride in 50 weeks?”
Slide 4
Review Strategies that provide access
to content

   Mathematically Speaking
–   Vocabulary emphasis
–   Speaking
–   Listening
   Appointment Book
–   Content
–   Set up & Solution

Slide 5
Mathematically Speaking Activity
Teacher Instructions:
 All students independently complete both mathematical tasks
or problems.
 Student pairs are formed.
 Target vocabulary words are written on the MS chart in the left
column. For lower grades, the teacher can fill in the words.
 The two students write their names across the top. One
student explains half of the completed task or a given problem
to the other student as he or she tallies on the chart each time a
target word is used in the explanation. Students keep talking
until all target words have been used.
 The other student then takes a turn doing the same.
Slide 6
Appointment Book
Teacher Instructions:
 Students make appointments with different classmates.
 Teacher signals and announces first appointment.
 The students pair up (find their appointment classmate)
and together they solve the problem on the
 The teacher signals and announces next appointment.
 Cycle continues until all/most appointments are filled.
 Closure: Students complete sentence frames at the
bottom of their handout.
Slide 7
2:00 Appointment

One package of blueberries costs \$3.
How many packages of blueberries can

Slide 8
5:00 Appointment

For every 9 square feet of surface, a pond
should have 2 fish. A pond with a surface
of 45 square feet should contain how
many fish?

Slide 9
1:00 Appointment

Shawna reduced the size of a rectangle
to a height of 2 in. What is the new
width if it was originally 24 in wide and
12 in tall?

Slide 10
3:00 Appointment

If two pencils cost \$1.50, how many pencils

Slide 11
4:00 Appointment

Jane ran 100 meters in 15 seconds. How long
did she take to run 1 meter?

Slide 12
Debrief use of Review Strategies
• What structures are necessary in order to ensure a successful
lesson when working with these strategies? What classroom
management procedures need to be in place?
•How do these strategies evoke the use of language?
was taught and assessed?
•What other strategies or activities can be used to
review/reteach a standard that has already been assessed?

Slide 13
Evaluation

Please give feedback in the box labeled,

Slide 14
Thank You!!

   Esmeralda Orozco
–   Esmeralda.orozco @suhsd.k12.ca.us

   Nury Arrivillaga
–   Nury.Arrivillaga @lausd.net

Slide 15
Strategy Stop
QUICK Write
 Strategy: Springboard for Instructional Conversations
 Scaffolds: Bridging and Contextualization
 Language Domains: Writing and Reading
 Description: Students give quick reaction to prompt presented. Goal
is to capture feelings or meaning to the person not linguistic
correctness.
 Affect: Supports low-risk learning environment
 Interaction / Practice: Facilitation of Language Development

Slide 16
Strategy Stop
3 Step Interview
 Access Strategy: Instructional Conversations
 Scaffolds: Bridging, Modeling, Schema-Building
 Language Domains: Listening, Speaking, Reading
 Description: Students share to A/B partners. Then each share their
partner’s thoughts/responses to the rest of the table/group.
 Affect: Supports low-risk learning environment
 Interaction / Practice: High accountability (peers); practice with
language development

Slide 17
Strategy Stop
Mind Mirror
 Scaffolds: Bridging, Contextualization, Schema Building
 Language Domains: Listening, Speaking and Writing
 Description: Students tie ideas together in a graphic by giving simple quotes
from the text to synthesis of ideas.
 Affect: Supports learning environment with accountability
 Interaction / Practice: All must participate and practice oral language.

Slide 18
Strategy Stop
Hand Up, Stand Up, Pair Up (Kagan Strategy)
 Strategy: Instructional Conversations
 Scaffolds: Bridging, Contextualization, Schema Building
 Language Domains: Listening, Speaking
 Description: Students stand up after thinking about a question or
“high 5” someone to pair up. Now they discuss their answer to a
certain prompt or problem
 Affect: Supports learning environment with accountability
 Interaction / Practice: All must participate and practice oral language.

Slide 19
Strategy Stop

A-Z Review
 Access Strategy: Cooperative learning
 Scaffold: Metacognition
 Language Domains: Writing &Listening and Speaking
 Description: It is a review strategy. Students think of a word
related to a certain topic, one or more for each letter of
the alphabet.
 Affect: Supports low-risk learning environment
   Interaction / Practice: Facilitation of Language
Development, practice writing, and orally presenting

Slide 20
MATH!!!!

Strategy Stop
Mathematically Speaking:
 Access Strategy: Instructional Conversations
 Scaffold: Schema-Building,Meta-Cognition
 Language Domains: Listening and Speaking
 Description: Students solve 2 different problems or half of a
task. They take turns explaining their half of the completed
task or given problem to the other student as he or she
tallies on the chart each time a target word is used in the
explanation. Students keep talking until all target words
have been used.
 Affect: Supports low-risk learning environment
 Interaction / Practice: Facilitation of Language
Development, practice speaking and listening, and orally
presenting                                                Slide 21
Strategy Stop

3 x 3 Sentence Builders
 Scaffold: Contextualization, Text Representation
 Language Domains: Writing
 Description: Picking 4(2 x2) or 9 (3x3) words from
vocabulary list students put them in boxes and create
sentences with words that go across horizontally, vertically
and diagonally.
 Affect: Supports low-risk learning environment
   Interaction / Practice: Facilitation of Language
Development, practice writing, and understanding
interrelation between concepts and terms.
Slide 22
Strategy Stop

Collaborative Poster
 Access Strategy: Cooperative Learning
 Scaffold: Bridging, Text Re-presentation, Schema Building
 Language Domains: Writing and Listening& Speaking
 Description: Students work in groups of four, each with a different
colored marker. Students work together to strike a balance in solving
the task while learning from each other and discussing the content.
 Affect: Supports low-risk learning environment
   Interaction / Practice: Facilitation of Language Development,
practice writing, and deepens understanding concepts and
procedures.

Slide 23

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