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Chapter 2: Providing Affective Supports for English Language Learners

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Providing Affective Supports for English Language Learners
There are hundreds of languages in the world, but a smile speaks them all.— Anonymous
Reflection 2.1 Imagine you are going to be an exchange student in a country where you do not know the language. What positive classroom aspects could motivate you to learn the language relatively quickly? Compare your answers to those on page 145.The National Council of Teachers of Mathematics (2000) has articulated the importance of a positive classroom climate in learning mathematics. The classroom environment communicates subtle messages about what is valued in learning and doing mathematics and encourages students to participate in the learning and doing of mathematics. The English language learner’s first impression of the classroom and the teacher sets the tone for learning and success. Putting yourself in the place of the student and envisioning what would make you feel welcome will put you on the right path toward creating a positive classroom climate that meets the needs of English language learners in learning mathematics. See All Chapters
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Appendix C: Sample Responses to Tasks and Reflections

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Appendix C

Sample Responses to Tasks and Reflections

Reflection 1.1

Some students transition to English very quickly because they are eager to learn, have supportive families, and are encouraged by teachers who care and provide appropriate instruction and a welcoming environment.

Task: Identifying Language Proficiency Levels

Case Study: Li

Early intermediate

Possible indicators:

•   Attempts to speak English but relies heavily on gestures and facial expressions

•   Becomes frustrated when solving word problems

•   Shows some understanding of the lesson vocabulary and concepts

Case Study: Heinz

Proficient

Possible indicators:

•   Understands and uses academic language

•   Demonstrates understanding of abstract mathematical concepts

•   Functions on grade level

•   Uses advanced sentence structure, including academic language, in justifying answers

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Appendix F: A 5E Lesson Plan Template

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Making Math Accessible to ELLs (3–5) © 2010 r4 Educated Solutions • solution-tree.com
Visit go.solution-tree.com/ELL to download this page.
Evaluate Elaborate Explain
• What tools and materials will students need to complete the task?phase successfully?• What activity will I use to assess learning?• What concept(s) will I assess?• What additional skills must the students have to complete thisbe applied?• How (if at all) must the algorithms (computational procedures)successful with this phase of the lesson?• How will I encourage the use of vocabulary?• What concepts and processes must students understand to belesson?•• What activity will I use to expand or elaborate on the concept(s)?• What tools or materials are needed for this activity?• What new vocabulary will students need for this phase of the•••corrected?How will I develop conceptual vocabulary?What connections are essential for the student to understand?What algorithms (computational procedures) are connected to the concept? See All Chapters
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Appendix A: Selected Glossary

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A p p e n d i x A: Selected Glossary
Basic Interpersonal Communication Skills (BICS): This is the language ability required for social communication. It takes between one and three years to attain this basic level of oral proficiency. bilingual education: Students are allowed to develop language proficiency in two languages by receiving instruction in some combination of English and the student’s primary language. cognates: These are words in English closely related to the student’s primary language.Cognitive Academic Language Proficiency (CALP): This refers to the mastery of academic language necessary for students to succeed in context-reduced and cognitively demanding content areas. It takes between five and ten years for a second-language student to perform at grade level without ELL support. comprehensible input: This is content in which the level of language difficulty has been adapted to the student’s proficiency level to enable him or her to understand.English as a second language (ESL): This is an educational approach in which See All Chapters
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Appendix E: Cooperative Grouping for the ELL Classroom

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A p p e n d i x E: Cooperative Grouping for the ELL Classroom

Advanced Preparation• Copy, cut, and glue the grouping shapes on page 171 to index cards.• Cut teacher cue cards (page 172).• Laminate index cards and teacher cue cards to make them last longer.How to UseAssign Cooperative Grouping Cards based on the student’s ability level, using the following guide, for example:• Beginning and early intermediate English language learners—bear• Intermediate English language learners—zebra• Advanced English language learners—lion• Proficient English language learners—giraffeCards will need to be reassigned every two to three weeks based on the amount of cooperative grouping used during the time frame and the changing dynamics of the classroom. For example, the beginning English language learners could be changed to the zebra.Teacher cue cards will help facilitate smooth group transitions and aid the beginning learners in the classroom.1. Using your seating chart and a second set of grouping shapes, put tape on the back of the symbols, and attach them to students’ assigned seat positions. See All Chapters

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