Module 4.

2 - ELL Supports (002)

Consider the many ways you can help ELLs as they learn math.

As a class, list your ideas on the Google Doc your instructor will set up (this doc!)

Discuss how to adapt Math lessons for English language learners.

Post your ideas to the Discussion.

Respond to two posts.

Once everyone has contributed to the list, download it, and add it to your Portfolio.

PLEASE FIND YOUR NAME ADAPTING MATH LESSONS FOR ELL LEARNERS
BELOW

B.K. Provide visual clues (manipulatives, diagrams, word walls….) Keep explanations short (use less words) and talk
slower. Allow students to show their work in different ways. Give time - it takes time to translate instructions in
head, figure out answer then translate back to English.

Put focus of new concepts more in the numbers as opposed to the language and verbal explanation.Demonstrate
and allow the use of manipulatives. Draw on prior knowledge, chances are they know they’re numbers or even
some similar math concepts in their native language and can recognize the numbers/ operations. Use visuals and
anchor charts which the students can have access to when necessary. Give extra time and explanation during
B.A. assessments.

C.C. - Front-load mathematics vocabulary: Provide and review a list of math vocabulary for the unit with visuals
and examples (word walls, games, music, activities). Use consistent and clear words. Build on math words
that they already know.
- Have high but achievable expectations: hold high expectations for their success and expect them to
participate in math activities with the class. Provide them with sentence-frames, so that they can exchange
their thoughts.
- Provide multiple representations of a math concept: use of manipulatives, visuals, symbols, numbers, and
modelling.
- Have multiple means of representations: use of different strategies, providing technology, utilizing different
 resources.

- Give students opportunities to learn from each other

- Understand who your students are and where they are at, what strategies or models they use
- Have expectations for all students to speak
- Build a talking community where students talk more, and the teacher speaks less. Give students
opportunities to facilitate conversations where they take turns without having to raise their hand
- Provide sentence frames for oral responses
C.K. - Don’t assume that students’ academic language in their own language is strong

- If there is another student that speaks the same language, allow them to explain the problem to each other
in both their first language, and English.
- Ask the student how to say a vocabulary word in their language, and then say it yourself. Role model that it
is ok to try and make mistakes.
- As they learn English, they may be losing their first language, don’t make assumptions
- Use word walls with visuals
- Use manipulatives
- Use body language,hand gestures when speaking, diagrams etc when speaking. Lots of visual cues.
- Think if there are other definitions for the vocabulary you are using. Think of other ways to explain the
situation.

D.S.
- Front load vocabulary
- Encourage students to show their understanding in multiple representations (visual, manipulatives, etc)
- Use think-pair-share, math groups, etc. to engage and encourage ELL students to use math vocabulary
- Allow technology to help with translations
D.J. - Validate their math knowledge! (there is a language barrier but their math skills can be high)

- Visuals to accompany words

- Use translating software to change the language of the assignment
- Break tasks into small steps
- Get to know student and plan to adhere to their interests and things they are familiar with
F.H. - Use a buddy system, have a student strong in english support the student who is ELL

H.S. ● Word walls

● Visuals
● Scaffolding (especially with visuals/under document camera)
● Use manipulatives
● Use technology
 ● Allow more time and more wait time
● Demonstrate that vocabulary can have many meaning (like the block example)

Have visuals on the walls and taped to student desks. Have access to translated vocabulary. Have ELL students
share how they would have done a skill in their tradition, have the ELL student teach the non-ELL students the
word(s) for various math ideas to cement the learning and share. Begin a picture. Simplified flow charts.

H.S.
Present math problems and concepts visually. Provide multiple representations of mathematical concepts.
Support students by modeling, creating visuals, describing with words, symbols, or words. Show examples.
Simplify the language of the math problems. Have students practice highlighting the key words and talk about
what they mean with others. Preview or pre-teach new math vocabulary. Implement group work. Give more
K.J. opportunities to talk to each other.

- Label everything in the classroom as it helps speed up language acquisition and lightens the load of
learning new words so that they can focus more heavily on curriculum content words.
- Set up an interactive notebook where they can record their new words. The notebook can include pictures,
charts, diagrams, definitions, and act as a personalized dictionary for school related words.
- If there are a number of ELL students then intentional grouping with other students who can support the
K.S. lower level ELL student in their native language is helpful.

- Teach explicit vocabulary and continually review that vocabulary

- Scaffold - build on prior knowledge, use that as a basis for teaching new material
- Provide wait time so students have time to process the question and answer
- Reduce teacher talk time and allow students the chance to speak more (partner discussions and small
group activities)
- Use manipulatives to allow students a chance to explore math without have to use words to describe it
- Provide sentence frames/starters to help students with building their language capacity
L.B. - Use non verbal response options (i.e. thumbs up, thumbs down)

P.I. ● Math language as vocabulary study for all

● Creation of a math picture dictionary for all
● Establish a non-verbal system of communication then begin to add the word and then the phrases that
accompany the gestures
● Model, using visuals and showing and saying the key words to understanding
 ● Keep key words in view i.e, labels, word walls
● Don’t keep repeating the same question if not understood the first time - ask in a different way.
● Keep directions and instructions to a necessary minimum
● Create small group rotations in math and focus on vocabulary building with those who need it
● Work with your ELL support for additional opportunities
● Anchor new ideas, information to past and present experiences that will aid in understanding
● Bring in technology that will help with understanding and language acquisition
● Class echo responses to practice key words and phrases

-clear, concise explanations

-interactive notebooks
-word walls
-extended wait time allowing for translation
-intentional partner groupings
-ask same question in new ways carefully choosing words
-use manipulatives
-frequent check ins
S.B. -model your questions

● Provide explicit instruction using visuals and pictorial representation as opposed to verbal or written
● Allow group work where students can see their classmates thought process
● Provide sentence frames to give students context as to what the question is asking
● Provide students “think time” in order to process what is being asked
W.C. ● Provide opportunities for students to use manipulatives