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Learned

1. The misconception is that math is universal but it's not- there are different ways to learn the same concept

2. Finding meaningful ways to incorporate students' home language in math class can help affirm their identity/feel represented

3. creating a math dictionary can help students understand and connect with the academic language that is expected to be understood.

Question

4. How do we use these strategies to accommodate large classes/more students?

5. How do you ensure that strategies/adaptations are carried through to the next grade?

Enjoyed

page 80 - Multilingual Math Drawings

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3-2-1 Strategy in Social Studies (Keelin, Rasika, Karen, Angela)

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3-2-1 Strategy in Social Studies (Keelin, Rasika, Karen, Angela)

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3 Things we learned

-the mind map/organizer can be a great creative asset when introducing new topics and figuring out what we know and not know

-using creative/transformative dimensions as a form of assessment

-teaching verbs of causation

2 Questions we have

-how to breakdown concepts that are rooted cultural context? (terms in social studies)

- In casual group discussions, how do we ensure that we incorporate ELL learners and provide sufficient scaffolding for peer to peer collaboration?

1 Enjoyment

-Having personal and relevant experiences that are rooted in the child lives.

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Three things we learned

1. Connect math to everyday life, make connections to students' identities

2. Understanding specific math language in relations to making personal meanings and connections

3. Have students work in groups or pairs to generate their own assessment items (e.g. math problem questions)

Two questions we still have

1. How can teachers manage creating a wide variety of accommodations, making mathematics as universal as possible

2. How do we make the identity/ personal connections to mathematics for each student when there is a wide variety of cultures?

One interesting thing

1. Students will succeed to which we enable them to and create the environment to

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Three things we learned:

1. Common words can have specific scientific meanings, which can be confusing without context.

2. Science uses complex terms, often based on Latin or Greek, that are specific to its field.

3. In science writing, verbs and adjectives are frequently turned into nouns, which can make information dense and challenging to unpack.

Two questions we still have:

1. What techniques can teachers use to help students grasp and apply scientific terminology effectively?

2. How can students practice academic vocabulary to enhance their comprehension across different subjects?

One aspect enjoyed:

The approach of exploring and contrasting the everyday and scientific meanings of words was particularly interesting and insightful.

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What we've learned

It would be useful for teachers to collaborate with other teachers. This collaboration might include sharing content that the teacher might discuss in the next coming weeks with the ESL teacher, so that they could prepare students for some of the linguistic demands of this content.

Within science, there are three tiers of vocabulary. Tier 1 contains common everyday words (eg. cell, energy, power) that contain meaning within scientific discourse. Tier 2 are words you would use in academic texts when discussing science (eg. contrast, comparison, observation). Tier 3 is vocabulary that was created specifically for science (eg. Mitochondria, herbivore, igneous).

When teaching ELL students science, students are encouraged to generate questions, make predictions and formulate their own hypotheses in order to become more familiar with the language of scientific inquiry.

Questions we have

How can we make complicated and overly academic scientific language more accessible for all students, especially those who are ELL?

How do we get ELL students engaged in science when they don't have the knowledge of scientific vocabulary to engage in the content?

What did we enjoy?

We enjoyed the charts and illustrations within this chapter that made teaching science to ELLs more accessible for us teachers.

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Three Things We Learned:

1. Procedural language is required to articulate the steps for finding solutions for math problems that is not a part of their typical everyday routine.

2. Scaffolding is necessary for ELLs to comprehend content (such as dramatization/acting, language clarification, etc).

3. Make sure the students continue to learn in their L1 as they are learning their L2.

Two Questions We Have:

1. How can educators help their students overcome their math anxiety through the use of technology?

2. How can we make math word problems accessible and equiatbale for ELLs

1 Aspect We Liked:

1. We liked the various math lessons that connected math to the student's everyday lives such as shopping at the supermarket, bills, and surveys about the school community which made math more accessible and relatable.

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3 Things learned:

1. Nominalization: none of us has learned that word before and it helps conceptualize the origins of certain words.

2. Teacher collaboration with ESL teachers scaffold strategies to help students understand scientific concepts.

3. Different categories for vocabulary (Technical terms, specifically for science, dual function)

2 Questions:

1. What types of inherent biases influence teachers' approach to ELL students?

2. How can ELL teachers engage students by using their lived experiences and cultural backgrounds?

1 Thing we enjoyed:

It provided very realistic and practical examples and strategies to help ELL students succeed in a Science classroom.