Using Instructional Strategies to Deliver a Standards-Based, Language-Rich Mathematics

Curriculum

Isis Albert, NBCT ialbert@sheltonschools.orgHeather Byington, NBCT hbyington@sheltonschools.org

Maribel Vilchez, NBCT mvilchez@sheltonschools.orgEvergreen Elementary School

Shelton, WA

Evergreen Elementary School

Small, Rural Logging Town 3 Elementary Schools K-5 50/50 Spanish-English Dual-Immersion 61.9% Latino, 41.8% ELL, 86.5% Free/Reduced Lunch Project GLAD School Improvement Focus in Math

What will you experience in this session?

Process for designing standards-based mathematics units

Systematic approach for identifying vocabulary and other language objectives

Research-based, instructional strategies that promote language acquisition

Create a Year-Long Plan

Write each content standard on a separate sticky note

“Chunk” skills and concepts together to determine the “big ideas”

Decide a sequence and be prepared to provide a rationale

Order of skill development Language demand (context embedded or reduced) Connections to other content areas

Keep your eyes on the prize!Unit Theme (“Big Idea”): Geometry: Quadrilaterals &

TrianglesGrade-Level Standards: (Don’t forget to integrate algebra and problem-solving!) 5.3.A – Classify quadrilaterals 5.3.B – Identify, sketch, measure acute, right & obtuse angles 5.3.C – Identify, describe & classify triangles by angle measure and

number of congruent sides 5.3.D – Determine the formula for the area of a parallelogram by

relating it to the area of a rectangle 5.3.E – Determine the formula for the area of a triangle by relating it

to the area of a parallelogram 5.3.F – Determine the perimeters and areas of triangles and

parallelograms 5.3.G – Draw quadrilaterals and triangles from given information

about sides and angles 5.3.H – Determine number & location of lines of symmetry in

triangles & quadrilaterals 5.3.I – Solve single- and multi-step word problems about perimeter

and area 5.4.A – Describe & create a rule for numerical & geometric patterns

& extend patterns

Unit Theme (“Big Idea”): Geometry: Quadrilaterals & TrianglesGrade-Level Standards: (Don’t forget to integrate algebra and problem-solving!) 5.3.A – Classify quadrilaterals 5.3.B – Identify, sketch, measure acute, right & obtuse angles 5.3.C – Identify, describe & classify triangles by angle measure and

number of congruent sides 5.3.D – Determine the formula for the area of a parallelogram by

relating it to the area of a rectangle 5.3.E – Determine the formula for the area of a triangle by relating

it to the area of a parallelogram 5.3.F – Determine the perimeters and areas of triangles and

parallelograms 5.3.G – Draw quadrilaterals and triangles from given information

about sides and angles 5.3.H – Determine number & location of lines of symmetry in

triangles & quadrilaterals 5.3.I – Solve single- and multi-step word problems about perimeter

and area 5.4.A – Describe & create a rule for numerical & geometric patterns

& extend patterns

Sequence of Skills & Concepts:

1. Classify quadrilaterals2. Perimeter3. Angles4. Geometric patterns – sum of angles in polygons5. Classify triangles6. Symmetry7. Area

Grade-Level Standards: (Don’t forget to integrate algebra and problem-solving!)

5.3.A – Classify quadrilaterals5.3.B – Identify, sketch, measure acute, right & obtuse angles5.3.C – Identify, describe & classify triangles by angle measure and number of

congruent sides 5.3.D – Determine the formula for the area of a parallelogram by relating it to

the area of a rectangle 5.3.E – Determine the formula for the area of a triangle by relating it to the

area of a parallelogram5.3.F – Determine the perimeters and areas of triangles and parallelograms5.3.G – Draw quadrilaterals and triangles from given information about sides

and angles 5.3.H – Determine number & location of lines of symmetry in triangles &

quadrilaterals 5.3.I – Solve single- and multi-step word problems about perimeter and area5.4.A – Describe & create a rule for numerical & geometric patterns & extend

patternsACADEMIC VOCABULARY:COGNITIVE CONTENTPICTORIAL INPUT CHARTS SONGS/CHANTS/POEMS

DICTIONARY (word study) Quadrilateral Perimeter Polygon Equilateral

Grades  3-5:  Vocabulary  First  Used  in  Assessment  Items    

a  add,  3  (K)  addition,  3  (K)  angle,  3  (K)  angle,  acute,  5  angle,  obtuse,  5  angle,  right,  3  area,  4  attribute/property,  3  (2) axis,  horizontal,  5  axis,  vertical,  5  b  base  (geometry),  5  c  certain,  4  chart  ,  3  (1)  circle,  3  (K)  closed  figure,  3  coin,  3  (2)  common  denominator, 4  compare,  3  (K)  complete,  3  

conclude,  3  conclusion,  3  congruent,  4  convert,  4  coordinate,  4  correct,  3  d  data,  3  (2)  decimal,  4  decompose,  5  denominator,  3  determine,  5  diagonal,  3  diagram,  5  difference,  3  (2)  digit,  3  (2)  dimensions,  5  disagree,  3  divide,  3  (2)  divisible,  5  division,  3  (2)   

e  equal,  3  (K) equally  likely,  4  equation,  3  (1)  equivalent,  4  (1)  evaluate,  5  expression,  3  (1)  f  factor,  4  fewer  than,  3  fewest,  3  figure,  3  (1)  formula,  4  fraction,  3  (2)  g  graph,  3  (1)  greater  than,  3  (K)  greatest,  3  (1)  greatest  common  factor,  5  grid,  4  h  height,  5  hexagon,  4  (1)  

COGNITIVE CONTENT DICTIONARY (word study)

PICTORIAL INPUT CHARTS SONGS/CHANTS/POEMS

QuadrilateralPerimeterPolygonEquilateralFormula (?)

Angle (acute, obtuse, right)Area BaseCongruentDimensionsHeightIsoscelesKiteLine, line segmentParallelParallelogramPerimeterPerpendicularRectangleScaleneSideSquareSymmetryTrapezoidWidth

Attribute/propertyQuadrilaterals - trapezoid, parallelogram, rectangle, square, rhombus, kiteTriangles - equilateral, isosceles, scalene, acute, obtuse, rightCongruentPerimeterAreaHexagonPentagonOctagonFormulaFigure

Additional Vocabulary:

Possible Language Objectives:• Prepositions – around, outside, inside• Adjectives• Has/HaveConnections to Other Content Areas:• Inferring character attributes• Developing fictional characters in writing Resources:

TIER I (familiar) TIER II (content-specific) TIER III (academic)

FenceBorder

DegreesInchesCentimetersPattern

ClassifyDetermineExtendIdentify

EFFECTIVE STRATEGIES for LANGUAGE LEARNERS in the MATH CLASSROOM

CCDPictorial Input ChartsSongs/Chants/PoemsWhere’s My AnswerGuess My CategoryTeam Problem-SolvingGamesManipulatives

Using Instructional Strategies to Deliver a Standards-Based, Language-Rich Mathematics

Curriculum

Isis Albert, NBCT ialbert@sheltonschools.orgHeather Byington, NBCT hbyington@sheltonschools.org

Maribel Vilchez, NBCT mvilchez@sheltonschools.orgEvergreen Elementary School

Shelton, WA