EXT 3-6 Sampler

27 ELLStrategies Teachersworkingwith English Language Learners in the classroommay use the following strategies to facilitate student comprehension and understanding. SlowDown Remember tomoderate your pacewhen you speak to the class, especiallywhen reviewing procedural skills, such as themultiplication or division algorithms. Help students track your speech by emphasizing time and order words, like first, next, and last. Allow pause times between sentences for students to process your language, andwatch for visual clues that studentsmight be getting confused or losing focus. Consider stopping periodically to ask students to summarize in their ownwordswhat you have said. Draw a Picture Use drawings to help reinforce concepts. Especiallywhen teachingmultiplication and division, it can be helpful to have pictures on the board to support the language. Since there is somuch specific vocabulary related tomultiplication and division (factor, product, divisor, quotient, etc.), try drawing or pointing out an example of eachword on the board anytime you introduce it in the conversation. Pictures can also be a terrificway to draw in reluctant learners; consider designating a “class artist” eachmorning to illustratewords and ideas on the board. Make It Hands-on Hands-onmanipulatives, such as cubes, blocks, and counters are invaluablewhen reinforcingmultiplication and division concepts. Childrenwith a significant gap between the amount of English they understand and the amount of English they speakwill find it helpful to havemanipulatives handywhen theywant to sharewhat they understand or ask a question to clarify a concept. Use Comparisons Simple analogies can go far in helping to clarify language and concepts. Don’t be afraid to use real-world examples or simple language to help introduce amore complicated idea or procedure. Invite students to share their own connections and comparisonswhen teaching a lesson. Children often make conceptual links that can be helpful to their peers. Try Peer Teaching Take advantage of student expertise to build understanding with ELL students. Students are often able to seewhere their peers’ understanding has broken down and can offer clear explanations from a child’s perspective. Try pairing native English speakerswith ELL students for independent work. Write it Out Some studentsmay understandwritten English better than spoken English, so try to anchor your spoken lessons with keywordswritten on the board. Take time tomake the connection between the content-specificwords you use in your lesson and thewords that arewritten on the board. A “wordwall” or student math dictionaries can be helpful ways to track students’ growingmath vocabulary throughout the year. EncourageRepetition When introducing a new concept ormathematical procedure, encourage students to repeat key vocabulary or sentences after you. Often, saying thewords out loudwill help to improve comprehension and recall. You can have thewhole class repeat words and phrases, and you can also invite individual students to saywords aloud, challenging more capable students to try the newwords in sentences. An effectivemethod is to use the “I say it, we say it, you say it” technique for key ideas, e.g., 1 ten of 1 block equals 1 of the next larger block. “10 ones equals 1 ten. 10 tens equals 1 hundred. 10 hundreds equals 1 thousand.” Listen Encourage your ELL students to be resourceful and use whatever words they have to participate in class activities. Take time to listen to how they share their understanding and their questions. While their vocabularymay be limited, theywill often find creative—and effective—ways to describe a concept or a process. In some cases, you can repeat students’ own language back to them, modifying with corrections, in order to show the link between their words and standard English. 4ETeacherManual Foreword xiv Lesson-SpecificELLTips Page 2 ExpandedNotation Help students to connect expanded notation concepts to words into the language they speak at home. Invite students to share their translations for ones, tens, and hundreds, and write thesewords underneath the Englishwords in columns as shown on the reproducibleworksheet. As youwrite each number in expanded notation, invite a student volunteer to translate the quantity of hundreds, tens, and ones into his or her “home” language. Page 7Rounding to theNearest TenwithModels ELL studentsmay need clarification to understand a new definition of round. Tell students that while round can refer to the shape of a circle, an oval, or a ball, it has a different meaningwhen talking about numbers. Say, “When you round a number, you find out about howmuch that number is.” Page 17 ProblemSolving Strategies Page 19 Two-Step Problems As ELL students practice two-step problems, they will need support and encouragement to verbalize their understanding. Take the time to ask students to share out loud how they solved the problems, being sure to identify each step. Offer sentence frames to help students organize their thinking, such as “The first step of the problemwas to _____. The expression that shows this is ______. The second step of the problemwas to ____________. The expression that shows this is __________.” Page 21 Building Arrays andDrawing Multiplication Facts Help students to understand keymultiplication vocabulary, focusing on thewords factor, product, and array. Draw six rows of three circles on the board. Tell students, “This picture shows amultiplication array. An array is a picture that shows equal groups in rows. This array has six rows. There are three circles in each row. Altogether, this array UniversalAccessStrategies ELLStrategies&Tips General strategies and specific tips clarifypossiblemisconceptions andmake mathaccessible for ELL students. ELLTips