Making Mathematics Accessible to English Learners 6-12: A Guidebook for Teachers / Edition 1

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Overview


This practical book helps middle and high school mathematics teachers effectively reach English learners in their classrooms. Designed for teachers who have had limited preparation for teaching mathematics to English learners, the guide offers an integrated approach to teaching mathematics content and English language skills, including guidance on best instructional practices from the field, powerful and concrete strategies for teaching mathematics content along with academic language, and sample lesson scenarios that can be implemented immediately in any mathematics class. It includes:
  • Rubrics to help teachers identify the most important language skills at five ELD levels
  • Practical guidance and tips from the field
  • Seven scaffolding strategies for differentiating instruction
  • Seven tools to promote mathematical language
  • Assessment techniques and accommodations to lower communication barriers for English learners
  • Three integrated lesson scenarios demonstrating how to combine and embed these various strategies, tools, techniques, and approaches
Chapter topics include teaching inquiry-based mathematics, understanding first and second language development, teaching the language of mathematics, scaffolding mathematics learning, and applying strategies in the classroom.
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Product Details

  • ISBN-13: 9780914409687
  • Publisher: WestEd
  • Publication date: 5/5/2009
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 128
  • Product dimensions: 8.40 (w) x 10.80 (h) x 0.40 (d)

Meet the Author


John W. Carr develops resource products, conducts workshops, and evaluates programs related to instruction and assessment of English learners. He developed WestEd's bestselling Map of Standards for English Learners for California and continues to conduct an implementation workshop for teachers and educational leaders throughout the state. He coauthored another WestEd bestseller, Making Science Accessible to English Learners: A Guidebook for Teachers (2007). He is also an author in the areas of standards-based grading and assessment, and using program evaluation for school improvement. He led a team that developed English language development (ELD) standards, the supporting Idaho Map of Standards for English Learners, and the related workshop in 2006; developed the Idaho Guidebook for Math and Science Educators: Making Content Accessible to English Learners and supporting workshop in 2008; and has conducted annual workshops for the Idaho State Department of Education from 2006 to 2008. He conducts evaluations of educational programs and professional development projects related to improving education for English learners. He has a BA in psychology and an MA in research psychology from California State University, Sacramento, and a PhD in educational measurement, evaluation, and research methodology from the University of California, Berkeley. John is Senior Research Associate for the Evaluation Research program at WestEd.

Cathy Caroll is a nationally recognized leader in the mathematics education community and works with teachers and leaders throughout the country in mathematics professional development and leadership development. Cathycoauthored Learning to Lead Mathematics Professional Development, a video-based curriculum for developing leaders of mathematics professional development. She is currently co-Principal Investigator for a National Science Foundation-funded project, Researching Mathematics Leader Learning, and lead evaluator for WestEd's evaluation of Intel Math. Cathy served as mathematics content specialist for Teachers as Learners: A Multimedia Kit for Professional Development in Science and Mathematics. Previously, she was director of the Mathematics Renaissance Leadership Alliance, an initiative funded by the California Department of Education to develop teacher leadership and administrative support for quality mathematics programs. Earlier she served as associate director for Mathematics Renaissance K—12 and regional director for the Middle Grades Mathematics Renaissance. Cathy also has nearly twenty years' experience teaching middle school mathematics in the San Francisco Bay Area. She is a Senior Project Director in the Mathematics, Science & Technology program at WestEd.

Sarah Cremer contributes to the development, implementation, and research of mathematics and science curricula. She is currently developing curriculum for the Algebraic Interventions for Measured Achievement (AIMA) program. AIMA is an algebra intervention curriculum funded by the U.S. Department of Education's Institute of Education Sciences (IES) that targets specific algebraic learning trouble spots. She also participates in projects related to teacher education and preparation, and assessment development and application. She has presented nationally on mathematics learning and teaching. She has taught mathematics to elementary, middle, and high school students at all levels of achievement and in school and after-school settings. Her primary areas of interest include student and teacher learning within the classroom. She received a BS in mathematics from Bates College and an MA in mathematics education from the University of California, Berkeley. Sarah is a Research Assistant for the Mathematics, Science, & Technology program at WestEd.

Mardi A. Gale is a curriculum developer, and designs and facilitates professional development at WestEd. She is the principal author of the Aim for Algebra intervention curriculum and the director of the professional development supporting the program. She contributed to the Idaho Guidebook for Math and Science Educators: Making Content Accessible to English Learners, in collaboration with John Carr. After more than 20 years of teaching and facilitating professional development, Mardi was invited to be a regional director for the Middle Grades Mathematics Renaissance, a component of California's State Systemic Initiative. She served as a regional director for the Mathematics Renaissance K—12 program, then as an associate director for the Mathematics Renaissance Leadership Alliance. As an instructor for math content courses for teachers at the University of California, Los Angeles, Mardi worked with teachers at all levels to enhance their mathematical content knowledge. She has participated in many facets of cutting edge assessment, as a member of the Mathematics Development Team for the California Assessment Program and the New Standards Project. Mardi was also honored as presenter at the National Summit for Assessment. At WestEd, she was an evaluator of the California Mathematics Professional Development Institutes and participates as a consultant at academic audits for the Comprehensive School Assistance Program.

Rachel Lagunoff develops, reviews, and aligns standards and assessments, with a focus on improving the academic outcomes of English learners. She has provided expertise in research studies and services for several states, as well as national groups. She was a reviewer for the Framework for High-Quality English Language Proficiency Standards and Assessments and is coauthor of the bestselling Map of Standards for English Learners and Making Science Accessible to English Learners: A Guidebook for Teachers. She was codeveloper of English language development (ELD) standards and supporting Idaho Map of Standards for English Learners, as well as the Idaho Guidebook for Math and Science Educators: Making Content Accessible to English Learners. She has taught university courses in linguistics, applied linguistics, and English as a second language. She received an MA in teaching English as a second language and a PhD in applied linguistics, both from the University of California, Los Angeles. Rachel is Senior Research Associate for the Assessment and Standards Development Services program at WestEd.

Ursula M. Sexton conducts research and manages projects that investigate the roles that cultural diversity and language play in mathematics and science assessment development, testing, and instructional practices. She also contributes to projects involving teacher accreditation, school reform, systemic professional development, science and mathematics curriculum, access of academic content for English learners, and the use of technology in education. She is coauthor of Making Science Accessible to English Learners: A Guidebook for Teachers and co-developer of the professional development to support the Idaho Guidebook for Math and Science Educators: Making Content Accessible to English Learners. She has served on federal and state science education panels and as a reviewer of National Science Foundation programs. As a former bilingual/science teacher and teacher educator, she represented the profession as the 1994 California Presidential Awardee for Excellence in Mathematics and Science Teaching, the 1998 National Science Teacher of the Year, and the 1999 California State University-Hayward Teacher of the Year. She holds a BA in biological sciences from Holy Names College, and a multiple-subject teaching credential with bilingual emphasis (Spanish) and a life science K—8 certification from California State University, Hayward. Ursula is Senior Research Associate for the Culture and Language in Education project and the Mathematics, Science, and Technology program at WestEd.

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Table of Contents


Preface

Introduction

Chapter 1. Teaching Mathematics

This chapter reviews inquiry-based mathematics instruction and shows how three modes of instruction apply

to English learners. The concept of differentiation for English learners is introduced.


Chapter 2. Understanding Language Development

Three theories of first- and second-language acquisition are succinctly defined. The three theories have

practical implications for how teachers instruct English learners in their classrooms.


Chapter 3. Understanding Five Levels of English Language Development

When teachers know how to judge English learners' English proficiency levels, they can provide appropriate

support. This chapter defines student skills in listening, speaking, reading, writing, and critical thinking at five

levels of English language development, and at grade spans 6—8 and 9—12.


Chapter 4. Teaching the Language of Mathematics

Powerful strategies for helping English learners learn and use academic language are described. These

strategies support students to engage in the discourse of mathematics.


Chapter 5. Scaffolding Mathematics Learning

Scaffolds are temporary supports that can enable English learners to grasp concepts otherwise beyond their

reach. Seven instructional strategies to scaffold students' understanding of mathematics are introduced.


Chapter 6. Assessing English Learners

Thischapter explains how to use assessment accommodations to more accurately and fairly assess English

learners' understanding of mathematics content.


Chapter 7. Applying Strategies in the Classroom

Excerpts from three mathematics lessons demonstrate how to integrate tools and strategies from each of the

previous chapters.


Appendix A

Appendix B

About the Authors
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