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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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Appendix D

Reproducibles for Lesson on Three-Dimensional Figures

Who Am I?

Making Math Accessible to ELLs (K–2) © 2010 r4 Educated Solutions • solution-tree.com Visit go.solution-tree.com/ELL to download this page.

Cooperative Grouping Guide Cards

Making Math Accessible to ELLs (K–2) © 2010 r4 Educated Solutions • solution-tree.com Visit go.solution-tree.com/ELL to download this page.

Vocabulary Organizer

Making Math Accessible to ELLs (K–2) © 2010 r4 Educated Solutions • solution-tree.com Visit go.solution-tree.com/ELL to download this page.

Three-Dimensional Geometric Figures Cards

Making Math Accessible to ELLs (K–2) © 2010 r4 Educated Solutions • solution-tree.com Visit go.solution-tree.com/ELL to download this page.

Three-Dimensional Geometric Figures

Making Math Accessible to ELLs (K–2) © 2010 r4 Educated Solutions • solution-tree.com Visit go.solution-tree.com/ELL to download this page.

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Math Academic Word List for English Language Learners

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The Challenges Facing English Language Learners and Their Teachers
Every student should have equitable and optimal opportunities to learn mathematics free from bias—intentional or unintentional—based on race, gender, socioeconomic status, or language. In order to close the achievement gap, all students need the opportunity to learn challenging mathematics from a well-qualified teacher who will make connections to the background, needs, and cultures of all learners.—
National Council of Teachers of Mathematics Reflection 1.1Choose one or more of the following questions, and respond in the margin.Write from your heart, your beliefs, and your past experience. Compare your answers to those on page 143.• Why do some students transition to English very quickly while others attend English-speaking schools for many years without acquiring academic English?• How can we make grade-level mathematics accessible to all students regardless of language proficiency? See All Chapters