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Developing High-Performing English Language Learners in the

Common Core Math Classroom

Day 1

Facilitator Handbook

V041913

Copyright © 2013 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458.

ISBN: 978-5-90801-603-2

This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted.

© 2013 Pearson Education, Inc. All rights reserved.

Table of Contents Module 1: Overview of the Common Core State Standards ................................................................................1

Module 2: An Introduction to Second Language Acquisition Research ...................................................... 15

Module 3: A Focus on Language in the Math Classroom................................................................................... 23

Appendices

Appendix A: Resource for Facilitating the Ten Key Points Activity and Debrief ..................................... 35

Appendix B: Resource for Facilitating the Five Essential Practices Activity and Debrief..................... 41

Appendix C: Mikayla Paris Video: Links to the Five Essential Practices for Teaching English Language Learners ..................................................................................... 47

KEY

Italics = Instructions

Bold = Suggested Script

Gray shading = Background Information and Suggestions

Developing High-Performing ELLs in the CCSS Math Classroom 1


Program Developing High-Performing English Language Learners in the Common Core Math Classroom—Day 1

Module 1

Title Overview of the Common Core State Standards

Time 120 minutes

Delivery X Face-to—Face

Webinar

Both

Summary

Prerequisites or

Assumptions

Do participants need to bring any special knowledge, skill, or background information to this training?

Basic exposure to and understanding of the Common Core State Standards for Mathematics (CCSSM)

Essential Question

While the CCSSM provide a coherent pathway for students to learn relevant math content, they do not specify strategies for engaging English language learners (ELLs) in this content.

It is crucial to identify the supports necessary to give ELLs access to the math to meet the demands of the CCSS.

Participants’ Performance Objectives

By the end of this module, the participants should be able to: Examine the learning expectations of all students determined by

the CCSSM and the instructional implications for ELLs Begin to identify language demands (speaking, listening, reading,

and writing) embedded in the CCSSM and WIDA (World-Class Instructional Design and Assessment) expectations

Develop and analyze profiles of ELLs and connect expectations of the CCSSM to student profiles

Determine and discuss instructional implications for teachers based on second language acquisition research and the CCSSM expectations

Facilitator’s

Actions

During this module, the facilitator will: Facilitate a discussion linking the CCSSM, language fluency, and

mathematical proficiency Assist participants in developing student profiles that address

various needs of ELLs Facilitate a discussion around the realities of the CCSS and

college and career readiness with a lens on ELLs Introduce the WIDA standards Facilitate a reflection using a KWL chart

2 Overview of the Common Core State Standards, Day 1


Summary

Materials

Computer, projector, and speakers* Facilitator Handbook PowerPoint presentation, including the videos Participant Workbooks CCSS for Mathematics Chart paper and markers Sticky-notes

* Some PPT slides include embedded videos with audio that will benefit from being played using speakers.

Training Activities

What authentic tasks will participants engage in to support their performance back in the classroom?

Participate in discussions that provide a solid link among the CCSSM, language fluency, and mathematical proficiency

Develop student profiles that highlight the specific needs of ELLs Participate in discussions around the realities of the CCSS and

college and career readiness with a lens on ELLs Explore the WIDA standards Engage in a reflection using a KWL chart

School-Based

Evidence

Back in the participants’ classrooms or schools, we would see: Active discussions among school staff about implementing the

CCSSM while considering ELLs’ needs Participants using student profiles to target the needs of

specific ELLs



Topic & Time Presentation/Activities Materials

Developing Student Profiles

20 minutes

�

Slide 15 Student Profiles: A Beginning

Use the questions on pp. 14–17 of the workbook to begin to develop a student profile for two current or two former students you would consider to be ELLs.

What are these students' first names, ages, and grade levels?

What are some of these students’ characteristics?

Slide 16 Student Profiles: Digging Deeper

Consider these questions as you continue to develop a profile for two students:

What does this student bring into the classroom?

What does he or she know? How do you know what he/she knows? What are his/her strengths and challenges in

and out of the classroom? What are his or her goals in life? How does he/she interact with his/her peers? What other information is pertinent when

creating a profile of this student? Next, have participants identify what modifications, strategies, and tools have been used so far to help support these students. Note that to effectively support these ELL students, it is important to focus on what resources (i.e., language and culture) these students bring to the classroom. These resources can be used as entry points when introducing new content. After participants finish their discussions, have a few volunteers share with the whole group.

Slide 17 A Loud Silence

Share the quote.

Slide 15

Participant Workbook:

– Developing a Student Profile, pp. 14–17

Slide 16

Slide 17




Student profiles: Encourage participants to refer to their student profiles throughout the day.

College and Career

Readiness

15 minutes

�

Slide 18 College and Career Readiness

The CCSS do not specifically address the needs of ELLs or other special student populations. But the authors gave the following guidance: “All students must have the opportunity to learn to meet the same high standards if they are to access the knowledge and skills necessary in their post-school life” (p. 4).

Slide 19 Think-Pair-Share

Ask participants to do a Think-Pair-Share: What does it mean to be college and career ready? They should:

1. Think about the question

2. Pair with a partner to discuss the question

3. Share as partners with the entire group Chart participant ideas as time allows.

Slide 20 College and Career Readiness Defined

Have participants read and react to the Educational Policy Improvement Center’s definition of College and Career Readiness:

College and career readiness can be defined as the level of preparation a student needs to enroll and succeed—without remediation—in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program, or in a high-quality certificate program that enables students to enter a career pathway with potential future advancement.

Connect to participants’ previous ideas.

Slide 21 College and Career Ready Students

Slide 18

Slide 19


– Think-Pair-Share, p. 18

Chart paper and markers

Slide 20

Slide 21




Discuss the characteristics of college and career ready students:

Demonstrate independence

Build strong content knowledge

Respond to the various demands of audience, tasks, purpose and discipline

Comprehend as well as critique

Value evidence

Use technology and digital media strategically and capably

Come to understand other perspectives and cultures

Connect to participants’ previous ideas.

The challenge: The biggest message to resonate from this section should be that the CCSS for Mathematics advocate college and career readiness for all students. Given this charge, it is all the more important that we identify the supports necessary for ELLs and other special student populations to engage with rigorous, grade-level math. Background information: You may want to read p. 7 of the CCSS for English Language Arts (“Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language”) for additional information.

ELLs and the CCSSM:

Digging Deeper

20 minutes

�

Slide 22 KWL Chart

Turn to the KWL chart on p. 19 of your workbook. Think about the first two columns (i.e., what I know about the CCSSM and what I want to know about the CCSSM) and make notes in your workbook. As participants finish their thoughts, have volunteers write their ideas on sticky-notes and place on a large KWL chart at the front of the room. Have participants share as time allows.

Slide 23 Creating Better Standards in Mathematics

Play the video clip.

Slide 22

Large KWL Chart (to display at the front of the room)


– KWL chart, p. 19

Slide 23




Slide 24 Introduction to the CCSSM

Debrief the video.

Slide 25 Yes, the CCSSM

Discuss what the CCSSM do:

Define what ALL students should understand and be able to do

Stress conceptual understanding of key ideas Are based on evidence and research from

top-performing countries around the world. Are clear and consistent Set grade-specific standards Serve as a guide to the goal of college and

career readiness for ALL students Are a call to take the next step

Slide 26 The CCSSM: Considerations for ELLs

Discuss the limitations of the CCSSM (“the Standards”) with regard to ELLs:

The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

It is beyond the scope of the Standards to define the full range of supports appropriate for ELLs and for students with special needs.

ELLs should be held to the same high expectations outlined in the CCSSM.

ELLs require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content knowledge.

Slide 24

Slide 25

Slide 26

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