New English Language Development
and Common Core State Standards
Institute
Fostering Vocabulary Development and
Deeper Conceptual Understanding in the
Mathematics Classroom
June 27 , 2013
Introductions
Melissa Christie
Director, Curriculum & Instruction
2
Goal
Prepare every English learner for
college and career success!
3
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.
4
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 Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
The Number System
Expressions and Equations
Number &
Quantity
Algebra
Operations and Algebraic Thinking
Functions
Geometry
Measurement and Data
Functions
Geometry
Statistics and Probability
Statistics &
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.
Video
Use the note taking guide to capture evidence
of academic discourse and support for oral
language development.
10
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 Tasks
Maintenance
• 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
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Noyce Foundation Math Resources
CA Department of Education-CCSS
Smarter Balanced Assessment Consortium
SCCOE Math Website