New English Language Development and Common

Core State Standards Institute

Fostering Vocabulary Development and Deeper Conceptual

Understanding in the Mathematics Classroom

June 27 , 2013

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Introductions

Melissa Christie

Director, Curriculum & Instruction

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Goal

Prepare every English learner for college and career success!

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Learning Objectives

Participants will:• deepen their knowledge of how to support

English Learners’ understanding of the Common Core State Standards- Mathematics (CCSS-M).

• increase their understanding of the CCSS-M by exploring performance tasks that deepen students’ conceptual understanding.

• engage in an instructional strategy called Number Talks to support students’ oral and receptive language development.

Language Objective

• Participants will use speaking and listening skills to communicate their understanding of the various components found in the CCSS Mathematics Content and Practice Standards.

Agenda

• CCSS-M Standards and Mathematical Practices

• Support for Oral Language Production• Formative Performance Tasks• Number Talk• Awareness to Action

Domains and Conceptual Categories

K 1 2 3 4 5 6 7 8 HS

Counting & Cardinality

Number and Operations in Base TenRatios and Proportional

Relationships Number & QuantityNumber and Operations –

FractionsThe Number System

Operations and Algebraic Thinking

Expressions and Equations Algebra

Functions Functions

Geometry Geometry

Measurement and Data Statistics and ProbabilityStatistics & Probability

8 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.

EL Focus for the 8 Standards for Mathematical

Practice

• SMP 3. Construct viable arguments and critique the reasoning of others.

• SMP 6. Attend to precision.

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Video

Use the note taking guide to capture evidence of academic discourse and support

for oral language development.

Group Discussion

• What mathematical thinking did the students demonstrate?

• What mathematical practices did students exhibit?

• What was the role of the teacher during the lesson?

Maintenance and Decline of Cognitively-Demanding

TasksMaintenance

• Scaffolding of student thinking and reasoning• Pressing for justifications, explanations, and/or

meaning through questioning, comments, and/or feedback

Decline• Not asking questions that go beyond the correct

answer• Not holding students accountable to their thinking

and reasoning

Stein, Remillard, & Smith, 2007

Number Talks•  A daily routine for whole‐class instruction

•  Number Sense (efficiency, accuracy & flexibility)

•  Generalized Arithmetic-conceptual understanding

•  Reasoning and Problem Solving

•  Mental Mathematics

•  10 minutes per day

•  Preview- Review- Conceptual Understanding

Questions Teachers Might Ask

• Who would like to share their thinking?• Did someone solve it a different way?• Who else used this strategy to solve the

problem?• How did you figure it out?• What did you do next?• What did you need to know?• Why did you do that? Tell me more.• Which strategies do you see being used?

Connecting to SMP 3 and 6

• My idea is similar to ______________ because________________.

• My idea is different than ____________ because________________.

Oral Language Production

A focus of language is crucial, no matter what subject is being taught. Teachers must engage students in

classroom discussions of subject matter that are more sophisticated in form and content. And teachers must know enough about language to discuss it and support its development in their students. Academic language is learned through frequent exposure and practice over

a long period of time-from the time children enter school to the time they leave it.

Fillmore and Snow, 2000

Taken from Dr. Kate Kinsella’s presentation, SCCOE 2012

CCSS-ELA& LITERACY IN SCIENCE,

HSS, AND TECHNICAL SUBJECTS

SPEAKING AND LISTENING STANDARDS

Mapping to the Core – May 2013

Speaking and Listening Strands

• Comprehension and Collaboration (Listening)

• Presentation of Knowledge and Ideas (Speaking)

Mapping to the Core – May 2013

Comprehension and Collaboration

• Students should learn to:– participate effectively in oral interactions– integrate and evaluate information– evaluate the speaker’s message,

perspective, and rhetoric

Dr. Timothy Shanhan, 2012

Mapping to the Core – May 2013

Presentation of Knowledge and Ideas

• Students should learn to:– present information in clear and

appropriate ways– use digital media and other displays to

support such presentations– adapt speech to the demands of a variety

of contexts and tasks

Dr. Timothy Shanhan, 2012

Mapping to the Core – May 2013

Big Ideas• Students gain, evaluate, and present

increasingly complex information, ideas, and evidence:– Respond to and develop what others

have said– In formal presentations, through media– In informal discussions

Mapping to the Core – May 2013

Big Ideas

• Part of speaking is listening• Students need to learn how to talk

– With a partner (think-pair-share)– In small groups– Whole class

Mapping to the Core – May 2013

EL Implications• English Learners contribute more actively in

class when they are given plenty of opportunities to engage in planned oral language production such as collaborative conversations, structured group discussions and opportunities to provide meaningful feedback based on task, purpose and audience.

Mapping to the Core – May 2013

Moving From Awareness of ELD Standards to Action

Brainstorm the following questions:• What is the awareness level of the ELD

Standards at your site or district? Use a scale of 1-5.

• What are some key actions you can take to begin your transition?

• What support is needed to guide your transition?

Additional Resources

• Noyce Foundation Math Resources• CA Department of Education-CCSS• Smarter Balanced Assessment Consortium• SCCOE Math Website