Building Your Toolkit for the Academic Language of Math: Strategies

Building Your Toolkit for the
Academic Language of Math:
Strategies and Support
Created and Facilitated by: Camala Mitchell
Title III ESOL Instructional Specialist
Clayton County Public Schools
What is our focus for today?
Content Objectives
Language Objective
• Identify the key elements of
Academic Vocabulary
• Understand effective
strategies related to
teaching Academic
Vocabulary for English
Learners
• Participants will engage in
academic discourse to
strengthen their
understanding of effective
strategies used to the teach
Academic Vocabulary of
Math to English Learners by
orally sharing with their
partners and small groups.
We cannot automatically assume our
students will understand complex content
and technical vocabulary.
(TALA, 2010)
I wonder if my teacher
gets tired of saying
“Wah Wa Wahwah”
all day long!
What is Academic
Language?
The Spectrum of Academic Language
Proficiency
Academic
Vocabulary
Self-Talk
Thinking &
Knowing
Language
for Reading
Academic Language
English Syntax
Language
for Writing
English
Grammar
Prosody
(syllabication,
stress, intonation))
Oral Academic
Discourse
The SIOP Model for Teaching English-Language Arts to English Learners, Vogt, Echevarria, Short, 2010
3 Elements of Academic Vocabulary for
teaching Math
Content Words
Prime factor, congruence,
multiply, subtract, addend,
triangle
Process/Function
Academic
Vocabulary
Academic Vocabulary
Process/Functions
how to restate a problem,
justify opinions, explain,
If…then, calculate, why, isolate
Words & Word Parts (Structures)
Reinforce past tense when
talking about math operations or
concepts, word parts of words
such as application
The SIOP Model for Teaching Mathematics to English Learners, Vogt, Echevarria, Short, 2010
Let’s find the Content and
Process/Function Words
In Kindergarten through Grade 2, All Students Should:
• Understand situations that entail multiplication and
division, such as equal groupings of objects and sharing
equally
• Model situations that involve the addition and
subtraction of whole numbers, using objects, pictures,
and symbols
Activity
Your Turn
In Grades 3-5, All Students Should:
• Identify such properties as commutatively,
associativity, and distributivity and use them to
compute with whole numbers
• Propose and justify conclusions and predictions
that are based on data and design studies to
further investigate the conclusions or predictions
Activity
Handout
How did you do?
In Grades 3-5, All Students Should:
• Identify such properties as commutatively,
associativity, and distributivity and use them to
compute with whole numbers
• Propose and justify conclusions and predictions
that are based on data and design studies to
further investigate the conclusions or predictions
Activity
Teaching the Language of
Mathematics
Two-way and Reciprocal
Mathematical knowledge is developed through
language, and language abilities can and should
be developed through mathematics instruction
J. Cummins
Why is it important to teach
Academic Vocabulary to English
Learners?
http://www.readingrockets.org/article/math-instruction-english-language-learners
How do I teach
Academic Language in Math?
Word Walls
A word wall is a displayed collection of words that support
ongoing teaching and learning.
(Cunningham and Allington, 1994).
Interactive Word Walls e
“I have found few Word Walls that are
successful if they are prepared in the
absence of teaching and learning. You will
want your Word Wall to be a living part of
the classroom with new words being added
each day as they are encountered and
taught.”
(Allen 2007)
Teaching Strategies using
Math Word Walls
(cognate)
La suma
Mystery Word
1. The teacher chooses a word from the Word Wall.
2. The word is written on the board in a scrambled
order.
3. Students unscramble the word and define the word.
4. Clues can be given to help students.
5. Pairs of students use a white board to write their
responses using the sentence frame below.
Oral Sentence Frame:
The mystery word is … and its definition is…
Cooperative Learning Word Wall
Activity
(Handout)
Mystery Scramble Word
difference
ifdecnefr
Cooperative Learning Activity
Mind Reader
1. Each student numbers his/her paper from 1 to 5.
2. Before any clues are given, always say: “I am thinking
of a word on the Word Wall.”
3. The teacher then gives clues about one of the words
from the Word Wall.
4. After each clue, the students record their guess.
5. By the fifth clue, everyone can “guess” the word!
Word Wall Activity
(Handout)
Roll and Connect
1. Have students fold a 4 x 4 table and fill-in the table as shown.
4
5
6
1
square
cube
four
2
triangle
angle
three
3
line segments
polygon
faces
2. Roll the dice and have students use words in the corresponding
row or column to create a factual sentence, make connections,
or explain similarities and differences.
• 3. Repeat
Sentence Frame:
My words are ____ and ____. They are
(connected/similar/different) because….
Cooperative Learning Word Wall Activity
(Handout)
Teaching Math Academic
Vocabulary Using Pictures and
Symbols
Frayer Model Activity Directions
 Complete the Frayer Model graphic organizer
 Quickwrite on the back: Two or three
summary sentences describing why using
math content vocabulary is important
 Pair and share your quickwrite
Let’s Make a Frayer Model Graphic
Organizer…
Fold your paper
into 4 squares.
Frayer Model Organizer Activity
Extend and Refine Understanding of New Vocabulary
Definition
Characteristics and Pictures
sum
Examples & Spanish Cognate
Non-Examples
• la suma
Activity
Math Word Learning
Strategies
Acrostic for Math
Long or short
In all directions
Never ends
Extremely straight
Acrostic for Math
A____________________
N____________________
G____________________
L____________________
E____________________
Cooperative Learning Activity
Our Takeaways for Today
 When teaching math to English learners is essential to
focus on Academic Vocabulary
 There are three types of Academic Vocabulary: (1)
Content Vocabulary; (2) Process/Function Vocabulary;
(3) Structures
Focus on strategies using Word Walls,
Pictures/Symbols, Cognates, Word Learning
Strategies, & Word Parts
Did we meet our goals today?
Content Objectives
• Identify the key elements of
Academic Vocabulary
• Understand effective
strategies related to
teaching Academic
Vocabulary for English
Learners
Language Objective
• Participants will engage in
academic discourse to
strengthen their
understanding of effective
strategies used to the teach
Academic Vocabulary of
Math to English Learners by
orally sharing with their
partners and small groups.
References
http://www.colorincolorado.org/article/math-instruction-englishlanguage-learners
http://www.seguin.k12.tx.us/users/0020/docs/Teaching%20AcadVocab
_MathELLs_Nov2011.pdf
http://www.meadowscenter.org/vgc/professionaldevelopment/detail/tala
Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades 412
Echevarria, J. Short, D. Vogt, M. The SIOP Model for Teaching
Mathematics to English Learners.
Math Cognates
Vocabulary Word
Cognate
Angle
el ángulo
Absolute value
el valor absoluto
Acute triangle
el triángulo agudo
Algebraic expression
la expresión algebraica
Arc
el arco
Area
el área
Bar Graph
la gráfica de barros
Base
la base
Calendar
el calendario
Capacity
la capacidad
Cent
el centavo
Center
el centro
Centimeter
el centímetro
Cents
los centavos
Chord
el chordón
Circle
el círculo
Circumference
la circunferencia
Common Denominator
el denominador común
Common Factor
el factor común
Common Multiple
el múltiplo común
Composite number
el número compuesto
Cone
el cono
Congruent
congruente
Coordinate
La coordenada (noun)
Coordinates
las coordinadas
Create
crear
Cube
el cubo
Cylinder
el cilindro
Data
los datos
Decagon
el decágono
Decimal
el decimal
Decimal equivalent
el equivalente decimal
Decimeter
el decímetro
Denominator
el denominador
Diameter
el diámetro
Difference
la diferencia
1
Math Cognates
Vocabulary Word
Cognate
Different
diferente
Digit
el dígito
Divide
dividir
Divided by
dividido por
Dividend
el dividendo
Divisible
divisible
Division
las divisiones
Divisor
el divisor
Dollar sign
el signo de dólar
Double
el doble
Doubles
los dobles
Dozen
Equal
la docena
igual
Equal groups
grupos iguales
Equation
la ecuación
Equilateral
equilátero/a
Equilateral triangle
el triángulo equilátero
Equivalent
Estimate
equivalente (adj.), el equivalente (noun)
estimar
Estimated
estimado/a
Exponent
el exponente
Expression
la expresión
Factor
el factor (noun only; not a cognate for the verb)
Factors
los factores
Fahrenheit
fahrenheit
False
falso
Figure
La figura (table or graph); not a cognate for “figure” as “numeral”)
Frequency Table
la tabla de frecuencias
Function
la función
Function Table
la tabla de funciones
Gallon
el galón
Gram
el gramo
Graph
la gráfica
Heptagon
el heptágono
Hexagon
el hexágono
Horizontal
horizontal
2
Math Cognates
Vocabulary Word
Cognate
Hour
la hora
Intersection
la intersección
Inverse Operations
las operaciones inversas
Isosceles
isósceles
Isosceles triangle
el triángulo isósceles
Kilogram
Kilometer
el kilogramo
el kilómetro
Line
la línea
Line graph
Line of symmetry
la gráfica de líneas
la línea de simetría
Line segment
Liter
el segmento de línea
el litro
Median
Mediana (geometry only; not a cognate for “middle value”)
Meter
el metro
Milligram (mg)
el miligramo
Milliliter (ml)
el mililitro
Millimeter
Minute
el milimetro
el minuto
Mixed number
el número mixto
Mode
el modo
Model
el modelo
Modeled
modelado/a (adj.)
Multiple
el múltiplo (noun), múltiple (adj.)
Multiples
los múltiplos
Multiplication
la multiplicación
Multiplied
multiplicado/a (adj.)
Multiplied by
multiplicado/a por
Multiply
multiplicar
Negative Numbers
el número negativo
Net
neto/a (adj. Only)
Nonagon
el nonágono
Number
Number line
el número
la línea numérica
Numerator
el numerador
Object
el objeto (noun only)
Obtuse Angle
el ángulo obtuso
Obtuse triangle
el triángulo obtuso
3
Math Cognates
Vocabulary Word
Cognate
Order
ordenar (verb), el orden (noun)
Origin
el origen
Ounce
la onza
Pair
el par (noun only)
Parallel
paralelo/a
Parallel lines
las líneas paralelas
Parallelogram
el paralelogramo
Pentagon
el pentágono
Per
por (sometimes: per)
Perimeter
el perímetro
Period
el período
Perpendicular
perpendicular
Pi
pi
Pictograph
la pictográfica
Picture
Pint
la pictográfica
la pinta
Plane figure
la figura plana
Polygon
el polígono
Position
la posición
Prediction
la predicción
Price
El precio (noun only; in the sense of “cost”)
Prime number
el número primo
Prism
el prisma
Probability
la probabilidad
Problem
el problema
Product
Pyramid
el producto
la pirámide
Quadrant
el cuadrante
Quadrilateral
el cuadriláteral (noun); cuadriláteral (adj.)
Quotient
el cociente
Radii
los radios
Radius
el radio
Range
el rango
Reciprocal
Rectangle
recíproco/a (adj. only); not a cognate for noun
el rectángulo
Rectangular prism
el prismo rectángulo
4
Math Cognates
Vocabulary Word
Cognate
Rectangular pyramid
la pirámide rectangular
Reflection
Regroup
la reflección
reagrupar
Represented
representado/a (adj.)
Represents
representa
Results
los resultados
Rhombus
el rombo
Rotation
la rotación
Scalene
escaleno/a
Scalene triangle
el triángulo scaleno
Seconds
los segundos
Segment
el segmento
Sign
el signo
Simplify
simplificar
Solution
la solución
Standard form
la forma estándar
Sum
Symmetry
la suma
la simetría
Table
la tabla
Temperature
la temperatura
Term
el término
Total
el total
Transformation
la transformación
Trapezoid
el trapezio
Triangle
el triángulo
Triangular pyramid
la pirámide triangular
Value
el valor
Variable
la variable (noun); variable (adj.)
Vertex
el vértice
Vertical
vertical
Vertices
los vértices
Volume
el volumen
Yard
la yarda
Zero
el cero
5