LANGUAGE OF MATH CURRICULUM MAP Provided by the Office of Multilingual Curriculum and Programs (OMCP). For questions or additional guidance, please contact Donna Sharer at (215) 400-6369 or via email at [email protected]. August 2019 The School District of Philadelphia, Office of Multilingual Curriculum and Programs (OMCP) Language of Mathematics Index Course Description .......................................................................................................................... 3 Goals for the course ................................................................................................................................... 3 Google File / Sharing resources .............................................................................................................. 3 When working with English Learners: ................................................................................................. 3 Core Materials ................................................................................................................................... 4 Language Central for Math:...................................................................................................................... 4 Student texts: ............................................................................................................................................................................ 4 Teacher’s Edition: .................................................................................................................................................................. 4 Optional Materials for September / October ........................................................................... 4 Option 1 ......................................................................................................................................................... 4 Option 2 ......................................................................................................................................................... 6 Additional Resources ...................................................................................................................... 6 Mathematic related homophones .......................................................................................................... 7 Mathematics and the English Language: Addressing the Challenges ........................................... 8 Mathematics Operations Terminology .............................................................................................. 10 Mathematics Syntax (Word Order) .................................................................................................... 11 Math Language Features and ELs ........................................................................................................ 12 Increasing student-to-student interaction with academic language in mathematics .......... 14 Sample Unit Curriculum Map for Language Central for Math............................................ 15 Lesson Planning Resources ......................................................................................................... 16 Placement Test ............................................................................................................................... 17 Answer Key ............................................................................................................................................... 17 Math Placement ....................................................................................................................................... 18 Office of Multilingual Curriculum and Programs Promising Practices ........................... 19 Go To Strategies: Scaffolding Options for teachers of English Leaners .................................... 19 Instructional Values & Promising Practices for English Learners ............................................. 20 Quality Teaching for English Learners (QTEL) ...................................................................... 24 QTEL Principles ........................................................................................................................................ 24 QTEL Unit / Lesson Planning: Three Moments in a Lesson and Sample Tasks ..................... 26 Pennsylvania Department of Education for English Learners .......................................... 27 The School District of Philadelphia Policy #138 / English Language Development and Bilingual Education Program ........................................................................................................ 27 District, School and Teacher Responsibilities ....................................................................................... 27 WIDA .................................................................................................................................................. 28 WIDA English Language Development Standards .......................................................................... 28 WIDA Can Do Descriptors and Key Uses Edition............................................................................. 28 Scaffolds Supports (WIDA).................................................................................................................... 28 Tools .................................................................................................................................................. 29 Illustrate Math Tools .............................................................................................................................. 30 Scaffolding Planning Template ............................................................................................................ 31 Scaffolding Lesson Plan Checklist ....................................................................................................... 32 Checklist for Increasing Academic-Language Awareness ............................................................ 33 Academic Language Demand Analysis Tool ..................................................................................... 35 Determining the language focus and opportunities in an assessment ..................................... 36 Math Clarifying Bookmark: Understanding the Problem ............................................................ 37 Reflecting on Your Cultural Beliefs to consider when working with SLIFEs ................. 38 SLIFE Scheduling Planning Document...................................................................................... 39 Overcoming Barriers to SLIFE Family Engagement.............................................................. 41 Welcoming Environment Checklist ........................................................................................... 42 Recommendations for Engaging SLIFE Families ................................................................... 44 SLIFE Materials Checklists ........................................................................................................... 46 Student Survey - Getting to Know our Students .................................................................... 47 Progress Monitoring ..................................................................................................................... 48 HS English Language Development Progress Report Level 1 (Entering) ................................. 49 English Language Development Progress Report Level 2 (Emerging) ..................................... 51 English Language Development Progress Report Level 3 (Developing) .................................. 53 2 Course Description Language of Mathematics is a mathematics credit bearing course. The class MUST be taught by a teacher with 7-12 mathematics certification. In addition, the teacher should have either ESL certification or have participate in Quality Teaching for English Learner (QTEL) professional development. The course is designed for newcomer high school students who either have limited and/or interrupted formal schooling or will benefit from a mathematics course to prepare them for Algebra I. In addition to learning and/or reviewing mathematical concepts and skills, students will expand their knowledge of the English academic language of mathematics. An assessment is at the end of this document to determine if students should be rostered in the course. Goals for the course Goals of the course include (1) building on students’ “funds of knowledge” / prior knowledge and experiences in mathematics, (2) engaging students in meaningful mathematical language practices (reading, writing, speaking, listening) with appropriate scaffolds, (3) learning in context the disciplinary vocabulary of mathematics, (4) supporting students’ understanding, application and appreciation of mathematical concepts and skills, and (5) preparing students for advanced high school mathematics courses. Google File / Sharing resources If you would like to receive or share resources related to the course, please contact Donna Sharer, [email protected]. I will add your name to the Google file share. When working with English Learners: 1. Focus on students’ mathematical reasoning, not accuracy in using language. 2. Focus on ALL students participating in mathematical discussions on important mathematical concepts and reasoning rather than pronunciation, vocabulary or low-level linguistic skills. 3. Recognize and support students to engage with the complexity of language in math classrooms. Student learn content