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)
Academic Year Follow Up Session # 3
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
     – At your table, share your results from the constructed
       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
    board/overhead/document camera.
   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
           you buy for $9?




                                    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
          can you buy with $9.00?




                                          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?
•How did these strategies provide access to the math after it
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,

 “Comments about Pedagogy Session”

  in your Follow Up #3 Evaluation form.



                                            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
 Strategy: Advanced Graphic Organizer
 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
  having had a prompt to answer/think about, put their hand up and
  “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
 Access Strategy: Academic Language
 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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