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UNIVERSITY of CALIFORNIA, SAN DIEGO Telling, Writing And UNIVERSITY OF CALIFORNIA, SAN DIEGO Telling, Writing and Reading Number Tales in ASL and English Academic Languages: Acquisition and Maintenance of Mathematical Word Problem Solving Skills A thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Teaching and Learning: Bilingual Education (ASL-English) By Alexander Zernovoj Committee in charge: Tom Humphries, Chair Bobbie M. Allen Claire Ramsey 2005 Copyright Alexander Zernovoj, 2005 All rights reserved. The thesis of Alexander Zernovoj is approved: _____________________________________ Chair _____________________________________ _____________________________________ University of California, San Diego 2005 iii DEDICATION It is difficult to imagine how I would have gone this far without the support of my family, friends, professors, teachers and classmates. They have encouraged me to pursue lifelong teaching and learning. They also have inspired me, helped me, supported me, and pushed me to become a best teacher as I can be. This thesis is dedicated to them. iv TABLE OF CONTENTS Signature Page ………………………………………………………… iii Dedication ……………………………………………………………… iv Table of Contents ……………………………………………………… v List of Figures …………………………………………………………... vi List of Tables …………………………………………………………... viii Abstract ………………………………………………………………… xi I. Introduction and Overview ………………………………...…………… 1 II. The Need for Bilingual Approaches to Education ……………............... 5 III. Assessment of Need …………………………………………………… 20 IV. Review of Existing Materials and Curricula …………………………… 25 V. Key Learning Theories and its Relevant Research ……………………... 30 VI. Curriculum Framework ………………………………………………… 36 VII. Curriculum Implementation …………………………………………… 40 VIII. Curriculum Evaluation and Data results ………………………………... 106 IX. Conclusion ……………………………………………………………… 128 X. References ……………………………………………………………… 130 Appendix A: Curriculum Lesson Plans ………………………………… 136 Appendix B: Curriculum Forms ………………………………………... 191 Appendix C: Curriculum Rubrics ……………………………………… 228 v LIST OF FIGURES Figure 7.1: The “Oreo cookies” Tale ………………………………………… 44 Figure 7.2: Questions for the “Oreo cookies” Tale ………………………… 46 Figure 7.3: K-W-L chart for Word Problems ……………………………… 47 Figure 7.4: Venn Diagram of Tales and Word Problems …………………... 47 Figure 7.5: “What makes a tale good?” Poster ……………………………… 49 Figure 7.6: “Planning and Creating Tales Strategies” Poster ……………… 52 Figure 7.7: Planning of the “Pizza” Tale using the Four Squares …………... 53 Figure 7.8: Giving Feedback and Suggestions Poster ……………………… 59 Figure 7.9: “Reasons for Editing” Poster …………………………………… 62 Figure 7.10: Unit 2, Lesson #1 “Turtles” Word Problem …………………… 64 Figure 7.11: “Reading Word Problems Strategies” Poster …………………… 66 Figure 7.12: “Joining To” Word Problem …………………………………… 68 Figure 7.13: Second “Joining To” Word Problem …………………………… 70 Figure 7.14: “Joining All” Word Problem …………………………………… 73 Figure 7.15: Second “Joining All” Word Problem …………………………… 74 Figure 7.16: Review “Joining To” Word Problem from Unit 2, Lesson 2 …… 75 Figure 7.17: “Separating From” Word Problem ……………………………… 78 Figure 7.18: Second “Separating From” Word Problem ……………………… 78 Figure 7.19: “Separating To” Word Problem …………………………………... 81 Figure 7.20: Second “Separating To” Word Problem ………………………… 82 Figure 7.21: “Compare #1” Word Problem …………………………………… 86 vi Figure 7.22: Second “Compare #1” Word Problem …………………………… 86 Figure 7.23: “Compare #2” Word Problem …………………………………… 90 Figure 7.24: Second “Compare #2” Word Problem …………………………… 91 Figure 7.25: “Part-Part-Whole #1” Word Problem …………………………… 93 Figure 7.26: Second “Part-Part-Whole #1” Word Problem …………………… 93 Figure 7.27: “Where? When? Who? What” Poster …………………………… 94 Figure 7.28: Students’ English Sentences of my ASL ………………………… 95 Figure 7.29: “Part-Part-Whole #2” Word Problem …………………………… 98 Figure 7.30: Second “Part-Part-Whole #2” Word Problem …………………… 99 Figure 8.1: Student #1’s Final Draft ………………………………………… 113 Figure 8.2: Student #2’s Final Draft ………………………………………… 114 Figure 8.3: Student #3’s Final Draft ………………………………………… 115 Figure 8.4: Student #4’s Final Draft ………………………………………… 116 vii LIST OF TABLES Table 7.1: Unit 1, Lesson 2 Comparing Tales to Word Problems Student Performance Rubric for Students ……………………… 51 Table 7.2: Unit 1, Lesson 2 Comparing Tales to Word Problems Student Performance Rubric for Teacher ……………………… 51 Table 7.3: Unit 1, Lesson 3 Planning and Creating ASL Tales Student Performance Rubric for Students ……………………… 56 Table 7.4: Unit 1, Lesson 3 Planning and Creating ASL Tales Student Performance Rubric for Teacher ……………………… 57 Table 7.5: Unit 1, Lesson 4 Giving Feedback on ASL Tales Student Performance Rubric for Students ……………………… 60 Table 7.6: Unit 1, Lesson 4 Giving Feedback on ASL Tales Student Performance Rubric for Teacher ……………………… 60 Table 7.7: Unit 1, Lesson 5 Revising ASL Tales Student Performance Rubric for Students ……………………… 63 Table 7.8: Unit 1, Lesson 5 Revising ASL Tales Student Performance Rubric for Teacher ……………………… 63 Table 7.9: Unit 2, Lesson 1 Acting Out ASL Addition Number Tales Student Performance Rubric for Students ……………………… 67 Table 7.10: Unit 2, Lesson 1 Acting Out ASL Addition Number Tales Student Performance Rubric for Teacher ……………………… 68 viii Table 7.11: Unit 2, Lesson 2 Using Cubes for ASL Addition Number Tales Student Performance Rubric for Students ……………………… 72 Table 7.12: Unit 2, Lesson 2 Using Cubes for ASL Addition Number Tales Student Performance Rubric for Teacher ……………………… 72 Table 7.13: Unit 2, Lesson 3 Formulating Arithmetic Sentences for ASL Addition Number Tales Student Performance Rubric for Students ……… 76 Table 7.14: Unit 2, Lesson 3 Formulating Arithmetic Sentences for ASL Addition Number Tales Student Performance Rubric for Teacher ………… 77 Table 7.15: Unit 2, Lesson 4 Acting Out and Using Cubes for ASL Subtraction Number Tales Student Performance Rubric for Students ………… 80 Table 7.16: Unit 2, Lesson 4 Acting Out and Using Cubes for ASL Subtraction Number Tales Student Performance Rubric for Teacher ………… 81 Table 7.17: Unit 2, Lesson 5 Formulating Arithmetic Sentences for ASL Subtraction Number Tales Student Performance Rubric for Students ………… 83 Table 7.18: Unit 2, Lesson 5 Formulating Arithmetic Sentences for ASL Subtraction Number Tales Student Performance Rubric for Teacher ………… 84 Table 7.19: Unit 3, Lesson 1 Comparing ASL and English Tales Student Performance Rubric for Students ……………………… 88 Table 7.20: Unit 3, Lesson 1 Comparing ASL and English Tales Student Performance Rubric for Teacher ………………………… 89 Table 7.21: Unit 3, Lesson 2 Modeling a Good English Tale Student Performance Rubric for Students ………………………… 92 ix Table 7.22: Unit 3, Lesson 2 Modeling a Good English Tale Student Performance Rubric for Teacher ……………………… 92 Table 7.23: Unit 3, Lesson 3 Planning and Writing English Tales Student Performance Rubric for Students ……………………… 96 Table 7.24: Unit 3, Lesson 3 Planning and Writing English Tales Student Performance Rubric for Teacher ……………………… 97 Table 7.25: Unit 3, Lesson 4 Editing English Tales Student Performance Rubric for Students ……………………… 100 Table 7.26: Unit 3, Lesson 4 Editing English Tales Student Performance Rubric for Teacher ……………………… 101 Table 7.27: Unit 3, Lesson 5 ASL and English Number Tales Cumulative Project Student Performance Rubric for Students ……………………… 104 Table 7.28: Unit 3, Lesson 5 ASL and English Number Tales Cumulative Project Student Performance Rubric for Teacher ……………………… 104 x ABSTRACT OF THE THESIS Telling, Writing and Reading Number Tales in ASL and English Academic Languages: Acquisition and Maintenance of Mathematical Word Problem Solving Skills by Alexander Zernovoj Master of Arts in Teaching and Learning: Bilingual Education (ASL-English) University of California, San Diego, 2005 Tom Humphries, Chair One of the major goals in deaf education is to teach deaf and hard of hearing students the tools and strategies to solve mathematical word problems. A mathematical word problem curriculum was designed and implemented based on telling, reading and writing number tales in American Sign Language (ASL) and English. The learning experiences helped develop ASL and English academic language in deaf students across two domains: Literacy and Mathematics. The results suggested that the deaf students (1) acquired and maintained word problem solving strategies and tools that are critical for reading and solving math word problems, (2) used prior knowledge and daily experiences to connect with number tales, (3) increased their metalinguistic awareness of ASL and English, (4) developed mathematical academic language (or “math talk”) in both ASL and English, and (5) gained confidence in their ability to read and solve mathematical word problems. xi I. Introduction and Overview Considerable attention has been devoted recently to the pedagogy and language acquisition research exploring ways to improve English reading and writing literacy skills of deaf and hard of hearing students. Teachers are accountable for documenting progress in deaf and hard of hearing students’ literacy skills. Equally important is the development of academic language in Mathematics. Thus, teacher- researcher designed an approach to develop American Sign Language (ASL) and English academic language in deaf and hard of hearing students across two domains: Literacy and Mathematics. The curriculum outlined in this thesis offered ways to teach both number sense and mathematical concepts through number tales, while at the same time
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