Math For ELL Students Workshop 1 Participant Handouts

Teaching
High-Level Mathematics
to English Language
Learners
in the Middle Grades
Participant’s
Packet
Workshop 1
© Copyright 2009 Center for Collaborative Education/Turning Points

Prepared for
Turning Points
by
Dr. Sara Freedman, Project director

Dr. Dan Lynn Watt, Math consultant

Teaching High‐Level Mathema2cs to English Language Learners in the
Middle Grades  was  developed  by  Turning  Points,  a  project  at  the 
Center for Collabora;ve Educa;on in  Boston, MA. This  tool  is part of 
the  Mathema2cs Improvement Toolkit,  a  project  of  the  Na;onal 
Forum  to  Accelerate  Middle  Grades  Reform,  and  was  supported  by 
the  U.S.  Department  of  Educa;on’s  Comprehensive  School  Reform 
Ini;a;ve, grant #S332B060005. Opinions  expressed  are  those  of  the 
authors and are not necessarily those of the Department. 

Table of Contents
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the MIddle Grades
Handouts for Workshop 1
Appendix
• Protocols Used in Lessons
Think/Write/Pair/Share
Final Word
Numbered Heads
Speak/Respond/Question/Respond
Visual Cues
• Introducing Pattern Language/Sentence Starters
• Giving Directions to English Language Learners
• Questions to Ask in Math Class
• Pattern Language/Sentence Starters to Use in Math Class
• Answers to Frequently Asked Questions
• Bibliography and Additional Resources

Handout 1-1
Turning Points Tool
Teaching Agenda for Workshop 1
High-Level
Mathematics
to English Language
Learners
in the MIddle Grades
• Introductions/Creating Community/Using Prior Knowledge

• Classroom Video #1
• Framing Principles
• English Language Learners: Who are they today?
• Challenges Facing English Language Learners:
The Language of Mathematics
• Challenges: Word Problems
• Word Problems: Supports for English Language Learners
• Classroom Videos: #2, #3, and #4
• Action Plans: Next Steps in the Classroom
• Closing/Reflections/Feedback

Turning Points Tool Handout 1-2
Teaching
High-Level
Mathematics Overview of Workshop Series
to English Language
Learners
In workshop 1, you will learn:
• who the English language learners in schools are
today
• how to support English language learners in learning
the language of mathematics
• how to ensure the active engagement of English
language learners in developing the mathematical
reasoning essential to mastering high-level
mathematics
In workshop 2, you will learn:

• how to distinguish high-level from low-level
mathematical tasks in the middle grades
• how to create high-level math activities that engage
English language learners in the middle grades

Handout 1-3A
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
Think
Write
✎
Pair
Share
Handout 1-3B
Turning Points Tool
Teaching
High-Level
Using your prior knowledge
Mathematics
to English Language
Learners
in the Middle Grades Think about something in your own
background that can be or has already been
helpful in teaching mathematics to English
language learners.
✎ WRITE your response down, using

ONLY ONE SYLLABLE words.
Handout 1-3C
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language Next, describe the same response using a
Learners
in the Middle Grades different modality - drawing, acting out,
creating a chart or map. Use as few words as
possible.
drawing map graph

Handout 1-4
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language What did you learn from this exercise that you
Learners
in the Middle Grades will keep in mind when you teach mathematics
to English language learners?
What questions did this exercise raise for you

about teaching high-level mathematics to
English language learners?
Handout 1-5
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language Do Now Problem discussed in video
Learners
Handout 1-6
Notes from Video #1
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades How the English language
How the teacher structures the
learners use language to talk
lesson to encourage
about the mathematical
discussion among all students
concepts in the lesson

Turning Points Tool
Handout 1-7
Teaching Transcript for Video #1
to English Language
Learners Teacher giving instructions to the class:
What we’re going to do is -- remember what we did yesterday? It sounded
kind of funny. We were laughing at ourselves for a while. Mariah?
[inaudible response]
Those sentence starters, right? The “Say Somethings.” OK. And they sound
kind of goofy when we use them to talk about the movies or stuff like that. But
when we’re talking about math how we’re going to try to start using these as
much as we can. So we sound like mathematicians by using a complete
sentence.
So what I want you to do – on the corner of each of your desks there is a

number. One person in your group has is number 1, one person has number 2,
and one has number 3. Does everyone see those? OK.
If you are person 1, your job is going to be to share your answer to [problem]
number 1 with the rest of your group. Yes or no, is it similar? And you’re gonna
explain why. When you’re done explaining, person number 2 is going to use a
“Say Something.” So, “I agree because …” or “I disagree because …” OK and
then person number 3 is also going to respond. “I disagree because [sic] …”
or “I disagree because ...”
Group discussion among three English language learners:

Student#1: What I think about number 2, um … I think, I think it’s similar
because all those numbers on the sides are the same. ‘Cause if you put these
two shapes the same, like the same way as this one is, you, you could do, you
could do 4 divided by 12 and that would be 3, it would be a scale factor of 3.
And15 divided by 5, it’ll be 3 and the scale factor will be 3. And 3 divided by 9
will be a scale factor of 3.
#2. I agree with that, because like what you said, the scale factor is 3. 3
divided by … I mean 5 times 3 is 15, it’s all in the same spot (forming a circle
with her fingers). And has the same angles in the same spot. What do you
think (inaudible name)?
#3 I agree with that … because you know … if you do that … divide 4 by 3 …

4 by divided by 12 equals 3. Or 4 divided by 3 equals 12. Yeah, I agree with
that. Yeah I agree.

Handout 1-8A
The Framing Principles
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
English language learners have a right to learn high-level mathematics

in the middle grades.
English language learners should move forward with their conceptual

math growth, while simultaneously accelerating their skills in number
sense and numerical skills.
English language learners learn best in a school-wide and classroom

culture of high expectations.
English language learners have a deep and broad range of prior

knowledge that links directly to the critical concepts of middle grades
mathematics. This prior knowledge can be used as a important
resource to support the learning of all students.
Handout 1-8B
Turning Points Tool
Teaching
High-Level
Mathematics
The Framing Principles
to English Language
Learners
(continued)
The best instructional practices for teaching high-level

mathematics to all learners are the best practices for English
language learners.
English language learners need additional support in learning

high-level mathematics that is uniquely designed to meet
their linguistic and cultural backgrounds.
English language learners need to speak and listen to others

throughout their math classes in order to master the
mathematical reasoning of high-level mathematics.
English language learners must learn the language of

mathematics to explain how they solved a problem and why
they took the steps they took.
English language learners may use their native language as a

needed support when they are first learning a concept, while
at the same time developing their fluency in using the
language of math in English.
Handout 1-9A
Turning Points Tool Who are the English language learners
Teaching
High-Level
Mathematics
in our schools today?
to English Language English language learners are the fastest growing
Learners
in the Middle Grades segment of the school population. 1 out of 10
students enrolled in public schools is an English
language learner. National Clearinghouse for English Language
Acquisition, 2002)
English language learners are expected to be 30% of

school age population by 2015.
Nearly 1 out of 3 students enrolled in urban schools is

an English language learner. National Clearinghouse for English
Language Acquisition, 2002)
The percentage of English language learners enrolled

in schools is increasing throughout the United States,
in suburban, rural as well as urban communities.
National Clearinghouse for English Language Acquisition, 2002)
Sources: U.S. Department of Education’s Survey of the States’ Limited English Proficient Students and Available
Educational Programs and Services, 1991-1992 through 2000-2001 summary reports; state publications (1998-1999
data); enrollment totals from the National Center for Educational Statistics Core of Common Data, 1998-1999
Handout 1-9B
Turning Points Tool
Teaching
High-Level Who are the English language learners
Mathematics
to English Language
Learners
in our schools today?
English language learners enroll in schools speaking
many different languages. Council of Great City Schools (2003)
The great majority in the United States as a whole

are native speakers of Spanish. Council of Great City Schools
(2003)

Handout 1-10A
Turning Points Tool
Teaching
High-Level What do we know about the
Mathematics
to English Language
Learners
experience of English language
in the Middle Grades learners in our schools?
English language learners have a strong
desire to receive an education. They have the
highest daily attendance rate of any segment
of the school population.*
English language learners have the lowest

out of school suspension rates of any
segment of the school population.*
However,
English language learners have the lowest

standardized test scores of any segment of
the school population.*
English language learners have the highest

dropout rate of any segment of the school
population.*
•*Report of the National Literacy Panel on Language‐Minority Children and Youth
(2006)
Why do you think this is so?

THINK WRITE PAIR SHARE
Handout 1-10B
Turning Points Tool
Teaching
High-Level
Mathematics
Why do you think this is so?

to English Language
Learners
THINK WRITE PAIR SHARE
Handout 1-11A
Turning Points Tool
Teaching Learning the Language of Mathematics
High-Level
Mathematics
in the Middle Grades:
to English Language The Challenges for English Language Learners
Learners
in the Middle Grades by Sara Freedman, Ed.D
The Center for Collaborative Education
English is a language. It has its own vocabulary, idioms, and syntax. Math
is a language. It has its own vocabulary, idioms, and syntax. Both of these
languages are used in the middle grades math classroom. If we want
English language learners to discuss and understand mathematics
beyond the elementary school level, we have to teach them to think,
speak, read and write in the language of mathematics as well as in
conversational English.
Math class is the only place they will learn to do so and math teachers are the
only teachers who can help them learn this language.
In classrooms in which students are learning high-level mathematics, the language

of mathematics becomes the “native language” for all the students in that class.
They learn to think, speak, read and write in that language once they enter that
classroom.
Learning this new language is difficult for many students. It requires a great deal
of practice and a chance to use the language in many different ways - speaking,
reading, listening and writing. However, English language learners face five
additional and distinct challenges in learning mathematical English that native
speakers of English do not face.
1) To English language learners, the language of math may sound and sometimes
look like conversational English. But the two languages are very different in
several important ways that are not immediately obvious, and are often very
confusing, to an English language learner.
2) English language learners in the middle grades need to learn both of these
languages - conversational English and mathematical English - at the same time.
They need time to process their thinking, and the culture of the class has to
respect that need.
3) Many English language learners learn conversational English quickly. Their ability
to use conversational English is an important resource for the math classroom,
and should be encouraged. However, that fluency is often restricted to the limited
vocabulary and syntax of conversational English. In fact, many English language
learners’ fluency in conversational English masks their lack of fluency in the
language of mathematics. Teachers may not recognize them as English language
learners and may not use the kinds of supports that are critical for their continual
development.
4) Language, including math language, emerges from and is heavily influenced by

the culture that has created it. The language of mathematics used in the United
States is different from the language of mathematics that is spoken and written in
many other countries.

Handout 1-11B
Turning Points Tool p.2
Teaching
High-Level Learning the Language of Mathematics in the
Mathematics
to English Language
Middle Grades:
Learners The Challenges for English Language Learners
5) English language learners may be unfamiliar, even uncomfortable, with the
way students are expected to use language in mathematics’ classrooms in
the United States, ie. that students
• are expected to speak often in class in small and large groups,
• are expected to ask questions,
• are required to give their own answers and often encouraged
to come up with alternative ways of approaching a problem,
• need to demonstrate their understanding of the underlying
concepts of a problem, not simply list the steps of the algorithm.
This more pro-active stance as a learner may be unsettling for many students
from cultures outside the United States. They may feel that they are doing
something wrong if they speak out in class, if they ask a question, if they come
up with an alternative way of solving a problem. Yet English language learners
need as much practice as possible speaking, listening, reading and writing in
order to learn the language of math and master high-level mathematics.

Handout 1-12
Turning Points Tool
Teaching
High-Level A certain construction job usually takes
Mathematics
to English Language four workers six hours. Today, one
Learners
in the Middle Grades worker called in sick, so there are only
three workers. How long should it take
them to do the job?
What specific challenges do you think an English
language learner in the middle grades might have in
trying to answer the question posed by the problem?
1) What are some language difficulties in this problem

for English language learners?
2) What are some math difficulties in this problem for

English language learners?
3) What are some cultural features that could cause

difficulty in understanding this problem for a diverse
group of English language learners?

A certain construction job usually takes four

Handout 1-13 workers six hours. Today, one worker called in
sick, so there are only three workers. How long
should it take them to do the job?
What are the language What are the math What are the cultural features
difficulties in this problem difficulties in this problem that could cause difficulty in
for English language for English language understanding this problem for
learners? learners? English language learners?
1) 1)
1)
2) 2)
2)
3) 3)
3)
4) 4)
4)
5) 5)
5)
Handout 1-14A
Turning Points Tool
Teaching
Mathematics
Learners
them to do the job?
Language difficulties (some possible responses):
Conversational English versus the language of mathematics
English language learners have difficulty distinguishing between words as they
are used in conversational English and the same words used in the precise
language of mathematics. This problem includes several examples of verbs,
adjectives and adverbs, nouns and phrases that are used in a different or more
precise way in the language of mathematics than in the conversational English
that English language learners first acquire. (See Appendix for additional
examples and resources.)
Verbs
takes
“takes … six hours” The verb “takes” when combined with a
time, like “six hours” is used to describe the duration of an event
or activity. “Take” is one of the most widely used words in English
and has many meanings. The most common interpretation of
“take” to imply picking up and perhaps carrying an object: “ take a
card,” “ take a piece of cake,” “ take” this letter to the mailbox.”
Dictionary.com lists more than 100 definitions of “take.” Only

definitions # 48 and 49 relate to the use of take in this problem:
• to occupy; fill (time, space, etc.): His hobby takes most of his
spare time. The machine takes a lot of room.
• to use up; consume: This car takes a great deal of oil. He took
ten minutes to solve the problem.
Adjectives and adverbs

certain
“a certain construction job” This usage implies that we don’t need to
know exactly what the job is to solve the problem. The sentence makes
perfect sense without the word “certain,” which is commonly found in
many word problems. So why is it there? It implies that there are many
possible construction jobs, and that this is one of them. It also implies
that in order to solve the problem, we don’t need to know what the job is.
This may be confusing to many English language learners.

Handout 1-14B
Turning Points Tool
Teaching
Mathematics
Learners
them to do the job?
Conversational English versus the language of mathematics (continued)
Adjectives and adverbs (continued)
Usually
Usually – meaning “typically”, or “on average”. This implies that
there could be extenuating factors (e.g. rain, if the job is outside) that
could change the duration of the job but, we assume that such
factors are not present. This also implies that there is an average
rate at which the work is performed and that all the workers work at
the same average rate. In real life some people work faster than
others, some work quickly then take a short break, then go back to
work.
Prepositions
In
Prepositions are particularly difficult for English language learners as they
are often used idiomatically, and their meaning and use in a phrase is not
obvious to non-native speakers. Prepositions such as “by,” “in,” “out of”
etc are frequently used in math and can have multiple and different
meanings depending upon the context. It is best to simply have students
notice their usage in a particular context and practice saying them in unison
as part of the phrase, rather than spend a lot of time on each one in
isolation.
Conjunctions
So
This word is used in many different ways in conversational English (“So, we
were walking down the street...” or “So?”). In mathematics, so has a
particular and important meaning - “it follows that,” indicating that there is a
causal relationship between one set of facts and what the facts that will
follow.
Declarative phrases
There are
This is a common term in English, and in the language of math, but is not
commonly used in many languages. Some languages have no verb “to be” at
all. In addition, the word “there” has several meanings in English. There also
sounds the same as several words in English but are spelled differently and
mean different things than there.

Handout 1-14C
Turning Points Tool
Teaching
Mathematics
Learners
them to do the job?
Conversational English versus the language of mathematics (continued)
Ellipses
The language of mathematics is extremely terse and economical. Ellipses (leaving
words out) are far more prevalent in the language of mathematics than they are in
conversational English and in many kinds of writing, especially fictional writing.
There are several instances in this problem:

four workers (to complete the job) (in) six hours. This phrasing is particularly
difficult as it brings together two different facts and two different numbers in one
phrase.
three workers ( to complete the same job that usually takes four workers to
complete in six hours) This is another ellipse which is common in ratio and
proportion problems.
Idiomatic expressions
“Called in sick” – meaning that a worker became sick and did not
come to work. The term implies that a telephone or some other less
technological method was used, but we don’t need to know that. Nor do
we need to know that the worker is sick. All we need to know is that the
worker did not come to work.
How long should it take? This is an idiomatic expression. The

conditional case is not necessary here. How long will it take, or how long
did it take, might be easier to understand.
Words not often encountered in conversational English
The word construction is also not a commonly used words for some
English language learners and needs to be explained with pictures and
examples.
Alternative wordings might be: “ a construction job”, “suppose a
construction job …”

Handout 1-14D
Turning Points Tool
Teaching
Mathematics
Learners
them to do the job?
Mathematical difficulties (some possible responses):
There is an assumption in most problems like this that all the workers work
at the same average rate. This is an essential characteristic that simplifies
the problem—indeed without this assumption, it would not really be a
math problem. A key difficulty is knowing when such an assumption is or
is not justified.
The second assumption is that the workers are interchangeable and can
all do whatever is needed to complete the job. For example, if only one
worker is an electrician, and the job includes wiring, then the problem
cannot be solved and makes no sense.
There are two critical mathematical ideas that result from this. First, the
total number of “person-hours” to do the job is a constant, in this
example, 24. Second, more workers => less time; fewer workers => more
time. This is a classic type of problem called an inverse proportion: x y =
C, where x and y are variables.
The easiest way to solve the problem is to make use of a concept called
person-hours. Since it takes four workers six hours to do the job, the job
requires at total of 24 (4 x 6) person-hours. In order for three workers to
complete the same job they would each have to work 8 hours, so that the total
work done is 8 x 3 = 24 person-hours. (Divide the total person-hours, 24 by the
number of workers, 3, to get the number of hours, 8.)
A second approach is to figure out how long it would take one person to do the
job. If 4 workers take 6 hours, it would take 1 worker 24 hours. Then it’s easy to
see that two workers => 12 hours; 3 workers => 8 hours; and so forth. As one
variable increases, the other decreases.
A much harder way to solve the problem involves finding the individual rates of
each worker in fractions of a job. The four workers can each do ¼ of the total
job in six hours. Therefore, in one hour each does 1/24 (1/4 divided by 6) of the
total job. So when only three workers come to work, they can do 3/24 of the
total job every hour. They complete another 3/24 of the job for every hour they
work. The problem then becomes how many times do we need to add 3/24 to
get a complete job, 24/24. Since 8 x 3 is 24, the job will take 8 hours to
complete.

Handout 1-14E
Turning Points Tool
Teaching
High-Level
A certain construction job usually takes
Mathematics
to English Language
four workers six hours. Today, one
Learners
worker called in sick, so there are only
them to do the job?
Cultural difficulties (some possible responses):
Some students may find it difficult to understand the problem in terms of an

abstract “job”. They may find it easier to understand concrete examples of
jobs. For instance, washing dishes in a restaurant, filling up test tubes and
testing for antibodies, packing boxes, distributing supplies, preparing meals,
planting seeds in a field, etc.
The notion that one worker is interchangeable with another is quite alien to
many people. In many cultures and in many people’s experience, that would
simply not make sense. Modern industrialized societies assume the
standardization of work and create work situations to make sure that workers
follow standard procedures and take set amounts of time to complete a task.
The idea that any worker can take the place of any other worker, and that each
would complete a task in the exact same time, is not common in many of the
cultures from which students come.
The important concept of standardization or common rate or unit rate may

be difficult for some students to grasp. Modern technological society is
predicated on making many things standard or the same rate or dimension
(standardized tests, standard shoe size, etc.) Those of us born into this culture
may not realize how central the concept of standardization is in our lives and in
our thinking, and how mathematics to a great extent is built upon it. This is
especially interesting when we consider that this concept has only gained its
central importance in the past two hundred years, and only in certain parts of
the globe.
For example, the idea that three workers are supposed to do the job of four
workers is another puzzling concept to some, no matter how much time is
allotted.
The idea that someone can “call in sick” may not be permissible in some of
the jobs students know about. That implies that they have a kind of job
security that many workers do not have. This may be a puzzling concept for
them.

Handout 1-15
Turning Points Tool
Teaching
High-Level
Mathematics Think back on some of the strategies you discussed earlier
to English Language in the workshop as well as others you have used in your
Learners
in the Middle Grades own teaching.
What supports do English language learners need in

order to solve the problem without lowering its
cognitive demand and without teliing them the
answer?
Look back on the list of challenges. Now, consider different kinds

of supports and scaffolds to address those challenges, such as:
concrete
kinesthetic
linguistic
graphic organizers

Handout 1-16A
Turning Points Tool
Teaching
Scaffolding the problem for English language learners
High-Level
Scaffolding: a process of ‘setting up’ the situation to make the
Mathematics
to English Language child’s entry easy and successful and then gradually pulling
Learners back and handing the role to the child as he becomes skilled
in the Middle Grades enough to manage it.
(Bruner, 1983: 60)
GENERAL BEST PRACTICE

Teach the concept while you teach the language: That is the best
scaffolding you can provide to English language learners. Vocabulary
and linguistic structures should never be taught in isolation, they must
always be taught in the context of working with and understanding a
concept. (See next pages for this kind of scaffolding.)
LINGUISTIC SCAFFOLDING
Explicitly teach phrases and words common to the particular math
concept you are introducing. In this lesson, the concept is inverse
proportion.
Make sure students hear, understand and use the vocabulary words that are
associated with the concept: “inverse proportion.” This term is not in the
word problem itself, but it will help students remember what these kinds
of problems look like on the page. So as they are role playing a job,you
could use the term “inverse proportion” as in “We call this kind of
relationship - the fewer the workers the greater the time to complete the
job/the greater the number of hours that each person has to work - an
“inverse proportion.”
Why does the problem say “a certain construction job”? It will help to
provide examples of construction jobs and other jobs (pictures would help
as well): laying a brick wall, painting the interior, installing dry wall,
cooking a meal for a large group. Ask students to come up with some of
their own examples and repeat “a certain hospital job” or “a certain
garden project” until using the word certain in the context of a ratio
problem feels natural to them.
Explain that a “certain” construction job is the term in “math language” that
is used to say that it could be any of these jobs, or another one like them.
Help students understand that “usually” means “in normal circumstances”.

Ask them to think of things that could make a job take longer (rain or
snow for laying a brick wall or painting the outside of a house). “Usually”
means those conditions do not apply when the team is doing the work, as
they are rare and not the “usual” under which the job is done. It also
means that the workers already know how to do the work, etc.

Handout 1-16B
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners Practice “How long should it take?” by asking students “How long
in the Middle Grades should it take for you to walk home from school?” To walk to the
cafeteria? Rather than breaking down the idiom word by word, it’s
easier to treat it as a whole and help students understand that it
refers to a length of time.

Handout 1-16C
English language learners need to be able to read and understand word problems as they
appear in textbooks and on standardized tests. The sentence frames below start out with the
original problem.
A certain construction job usually takes four workers six hours.
They then are presented with a number of choices, from which they can create their own
problems. The more word problems they write, the better they will become familiar with the
language and the syntax of this kind of problem as they appear in textbooks and tests.
A certain construction job usually takes four workers six hours

kitchen task any # employees any # minutes
office project cooks days
cleaning chefs weeks
painting painters seconds
For example:
A certain kitchen project usually takes six cooks an hour.
Today, one worker called in sick, so there are only three workers.
Yesterday any # employee didnʼt come therefore only any # employees
cook quit cooks
chef got another job chefs
painter painters
For example:
Today, two employees didnʼt come, therefore there are only four cooks.
How long should it take them to do the job?

will finish task
complete project
For example:
How long will it take them to finish the project?
Student created problem: A certain kitchen project usually takes six cooks an hour.
Today, two employees didnʼt come, therefore there are only four cooks. How long
should it take to finish the project?

Handout 1-16D
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners CONCRETE/KINESTHETIC SCAFFOLDING
By the end of the lesson, students need to understand that the key
mathematical idea (inverse proportion), is one in which as one variable
increases the related variable decreases. The product of the two
variables remains constant, in this case, person-hours to complete the
construction job.
A teacher can call up a few students to the front of the room. Suppose it
takes these students 10 hours to do a job. Now call up another student.
Will the job take more time or less? Call more students until the students
agree that more workers => less time. Then ask students to sit down
one by one. Repeat until they agree that fewer workers => more time.
Show pictures of people working together to complete a task. Ask students

to describe what they see the people doing. Ask them to think about
how you decide how many people should work on a job and how long it
takes to complete that job. Have students write, draw or act out a
similar problem but with different possible jobs, situations, people, time
period, etc.
Have students do the work in as standard a way as possible so that each

person takes the same amount of time to complete a task.
Ask them to think about how a manager uses such information to figure out
how long a task or job should take and how many people should work
together on a task in order to complete it.
Give them some concrete jobs and ask them to come up with suggestions
for how long the job should take to complete and the number of people
who should work on the job.
REPRESENTATIONAL SCAFFOLDING
Use manipulatives such as Cuisinaire rods or more life-like looking cutouts
to represent the workers, and a grid to represent the time needed to do
the work. Ask students to work with pieces to figure out a way to solve
the problem. Encourage them to try several different ways. Discuss the
different strategies and solutions until students have a good
understanding of inverse proportion problems.

Handout 1-17
Turning Points Tool
Teaching
Metacognitive Reflection
High-Level
Mathematics
to English Language
Learners What did you learn from creating the lesson plan for English language
in the Middle Grades learners? from working with colleagues? Why is that memorable?
What did you learn from participating in the presentations and

questioning? Why is that memorable?

Handout 1-18
Notes from Video #2
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
lesson to encourage

Handout 1-19A (2 pages of transcript)
Turning Points Tool
Teaching TRANSCRIPT
High-Level
Mathematics
to English Language
Note: T.O. assigns students to work in their groups to
Learners discuss Problem 2.3 Part A #4. She gave them an
in the Middle Grades incomplete sentence to use in analyzing their work:
“When I know _______ and ___________ I can _____________.”
Tariq [reading from his own paper] When I know the single
layer and the identical layer I can find the total number of
volume.
Eddy: There’s more, right?
Tariq: Hold on.
Eddy: and the what?
Tariq. I mean the identical layer.
Eddy [Talking to himself as he writes] … and the identical

layer I can …
[BREAK IN CLIP]
T.O. [to Eddy]. What do we have here? [reads from eddy’s

paper]. When I know the single layer … that is a perfect answer!
You ready to say that out loud up there?
Eddy. Yes.
T.O. [looking at Auis’ paper]. What do we have here? Who

came up with this idea?
[Auis points to Tariq.]
T.O. [talking to Eddy and Auis] Do we agree with him? How

come? Why does it make sense?
Eddy: um …
T.O. [pushes extra blocks away so a 2 x 4 array is clearly shown

on Eddy’s desk.]
Handout 1-19B (continued)
T.O. Eight, OK … And how many layers did we need to make our box?
Turning Points Tool … We had 80 total cubes, correct? So how many layers of 8 did we
Teaching
High-Level need?
Mathematics
to English Language Tariq. 10.
Learners
T.O. [to Eddy] How did we use 8 and 10 to get 80?
[BREAK IN CLIP]
T.O. [Standing in front of room speaking to class.] Tariq, I want you

to read your sentence out. And I want everyone’s ears wide open to hear
what he has to say, OK? We have some excellent answers from these
groups in the middle here. I didn’t quite get to every group. But see if
you have something that’s pretty close to what they have.
Tariq (reads from his own paper): When I know the single layer and
the identical layer I can find the total number of volume.
T.O. What do we think. Read it one more time so we can kind of think as
he’s saying (it) [to Tariq] … kind of slow.
Tariq (reads from his own paper a second time): When I know the
single layer and the identical layer I can find the total number of volume.
[BREAK IN CLIP]
T.O. Now what’s your question? Or do you want to add something?
Student in Corner (also an English language learner): What kind um

-- what are – what are the layers that are -- what are the layers, the
single layers and the identical layers that can … that can be used to find
the volume?
T.O. (restates): What are the single layers and the identical layers?
Tariq: The single layer of cubes would be 8. And the identical layer in
which we stack – we need to stack 8 – we need –the single layers are 8
-- to get the height is 10. So we stack 8 cubes, 8 layers of cubes, I mean
10 layers of 8 cubes and the total number of cubes would be 80. And
you times it.
T.O. (to student in corner): Does that answer your question? Do you
agree or disagree with what he said?
Student in corner: I agree with what he said.

Handout 1-20
Notes from Video #3
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
lesson to encourage

Handout 1-21
Notes from Video #4
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
lesson to encourage

Handout 1-22A
Transcript from Video #4
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language [Students enter and each one takes a card as teacher (voice over) explains
Learners the activity.]
Teacher [speaking to students]. What I want you to do is, I want you to take
your card and I want you to walk around the classroom and see who you fit with.
Talk to a partner, talk to a person and see who fits best with your card.
[Cut to five students standing in a circle:]
S1 girl in green facing camera

S2. girl in orange, on right
S3. Boy in white sweatshirt with back to camera
S4. Girl in Black blouse
S5: Girl with glasses
S1. What is an [inaudible] … how tall an object is.
S3. I need “length.” [moves away]
Students milling around looking at each other’s cards.
Teacher [voice over] They had to have a reasoning, using mathematical

language or pattern language, to back up their reasoning.
S3: [facing camera, reading] When you compare two qualities[sic] it something
[sic] expressed as a fraction.
Student at right: No, because she doesn’t have …
S1: [back to camera]: But it could be an example.
Teacher: [off screen]: When you think you’ve found where you belong I want
you to make a little group so we can have different groups around the room. I’m
going to give you about one more minute to do this.
S1 [holding three cards speaking to teacher]: Most of them all go together

‘cause they are all a figure and a picture.

Handout 1-22B
Transcript from Video #4
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language S1: [holds three cards] we have to figure out a way how to put it together.
Learners Cause we already know what to say with this ... we’re gonna do ... [lines up
in the Middle Grades cards on table as shown] …
Bug is a figure and a picture ... and we learned that a image is another name
for a figure and a picture … and … [reads card] “the number used to multiply
the lengths of a figure to stretch or shrink it to, to a similar figure” … it is a
scale factor …
Like that? [reverses last two cards] or we could like call it that. [reverses
cards again] ‘Cause this all already goes together.
S3: It sounds better like that.
S1: It sounds better like this. [original order]
Teacher: [speaking to students who are standing in a circle.] I want you to

have one person speak from your group and share out your ideas with the
class. We’re going to spend about two minutes doing this. We want to hear all
of your smart thinking. OK? Who would like to go first?
S3: [standing with two girls] Me. We think “Lug” can fit in “What is a
length?”. Because length meant how tall an object is. And “Lug” is the tallest
one for the Worm family.
Teacher. Do you agree or disagree? [waits] Does anyone want to add on?
S1. When “lug,” when you multiply “lug” it gets wider, it gets bigger
[gestures with hands] the coordinates.
Jen. Fabulous. [to another group] Sure. Who’s your spokesperson?
[Camera is on a group of four girls].
Girl in pink: Glorimar.
Jen. Glorimar.
Glorimar: We thought um, width means “How wide an object is,” because the
first three letters are the same of “wide” and “width”. So we got a picture and
then we thought that width was how wide the picture is. And “glug” is wide,
and um, “zug” is wide too. So we put it all together.

Handout 1-23
Best Practices Modeled in Workshop
Turning Points Tool
Teaching
• Using prior knowledge
to English Language
Learners
• Providing time and support for English
in the Middle Grades language learners to discuss, process
and explain their mathematical reasoning
• Creating predictable routines and signals
• Checking for understanding throughout
the lesson from all students
• Using discussion protocols
• Using structured cooperative learning
• Think/write/pair/share
• Assigning numbers for round robin
discussion
• Using visual cues
• Providing and practicing sentence
frames
• Speak/respond/follow-up question/
respond
• Organizing template/graphic organizer
• Using numbered heads as an
assessment and sharing strategy
• Final word
• One new learning at a time
• Providing concrete representations
• Creating models
• Role playing
Handout 1-24
Turning Points Tool
Teaching
High-Level COMMITMENT:
Mathematics
to English Language I will try out the ________________ best practices
Learners throughout my math lessons for the next few
weeks.
I will collect the following evidence in order to

determine how well it is working in improving the
access my students have to learning high-level
mathematics.
Kind of evidence _______________________

Handout 1-25
Date: ______________________________
Turning Points Tool
Teaching Best instructional practice for English language learners on which I
High-Level am working:
Mathematics
to English Language
Changes I have noticed in my
________________________________________________________
Learners Changes I have made in my
in the Middle Grades students’ depth of
practice
understanding and engagement
Content
Content
Instruction
Instruction
Using mathematical language Using mathematical language

appropriately and accurately appropriately and accurately
Other Other
© Enid Lee Consultants www.enidlee.com/modified by Center for

Collaborative Education/Turning Points
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
PROTOCOLS
USED IN
WORKSHOP 1*
DISCUSSION PROTOCOLS
Final Word
Numbered Heads
Speak/Respond/Follow-up
Question/Respond
* Protocols originally developed by National School

Reform Faculty
www.nsrfharmony.org
and
Project Zero
www.pzharvard.edu
Modified for English language learners by Center

for Collaborative Education

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE:
USE DISCUSSION PROTOCOLS
Discussion protocols are designed
•to provide clear guidelines and
expectations for class discussions
that are accessible to all students,
•to ensure that English language
learners have the time they need to
process what they hear and
formulate their ideas in a new
language,
•to make sure that all students,
including English language
learners, are equal contributors to
the discussion as speakers and
listeners, and
•to allow for alternative ways of
thinking to be aired and evaluated.

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE:
USE PRIOR KNOWLEDGE
AS A LINK TO NEW
KNOWLEDGE
•Prior knowledge gives
English language learners
entry points to every lesson
•All “big ideas” in
mathematics can be linked
to the prior knowledge of
all English language
learners
•Open ended, higher order
thinking questions are
excellent ways of
accessing this knowledge

Think/Pair/Share
Adaptations for English Language Learners
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
Think
Write
✎
Pair
Share
Turning Points Tool Adaptations for English Language Learners
Teaching
High-Level
Mathematics
to English Language
Learners Simplified Steps
1. Announce a discussion topic, one that is meaty enough for a good, rich
discussion.
2. Give THINK time. Give WRITING time.
3. Ask students to PAIR with an assigned partner to discuss their ideas. At
times, PAIR English language learners with other English language
learners so that they can participate no matter what their lalevel of
English.
4. Call on students to SHARE their ideas with the class.
Steps of Think-Write-Pair-Share
1. Have students sit in pairs. Ask all #1s to raise their hands, check to
make sure every pair has a hand raised, then ask for all #2, check to
make sure every pair has a hand raised.
2. Announce a rich discussion topic or problem to solve. (Example: Which
room in our school is larger, the cafeteria or the gymnasium and how
could we find out the answer? What does larger mean in this case?)
3. Give students at least 10 seconds of think time to THINK of their own
answer. (Research shows that the quality of student responses goes up
significantly when you allow "think time.") Give them another 30
seconds to WRITE their responses - long enough to write but not too
long that the pace slows down. Encourage them to come up with
several responses.
4. Ask students to PAIR with their partner to discuss the topic or solution.
Direct all #1s that they have one full minute (adjust the time to the
complexity of the question) to tell their partner the answer to the posed
question, partner #2 listens without talking for the entire time allotted.
#2 then has 30 minutes to tell #1 what s/he heard from them. Then #2 is
given one minute to tell #1 how s/he answered the question. #1 listens
quietly the entire time, recalling what s/he heard in the next 30 seconds.
5. #1 then responds to the comments of #2, using sentence stems such
as “I agree because….”
“I disagree because….” I wonder …..” “ Do you think that …?” “Could
you explain ….. to me. That isn’t clear to me. “ #2 responds to #1’s
comments, then has 30 seconds to ask her/his own questions to #1’s
comments.
6. Finally, randomly call on a few students to SHARE their ideas with the
class.
Turning Points Tool
Teaching
High-Level
Mathematics Overview
to English Language Think-Write-Pair-Share is one of the most common cooperative learning
Learners
structures, it's one of the easiest to implement and it creates a culture of
equity and inclusiveness in classrooms. It’s particularly useful for English
language learners as it gives them a chance to try out their thinking and
practice talking over an idea in a safe structure before they speak to the
entire class. It can be used throughout a class, especially when only a
few students raise their hands in response to a question or when it is
clear that students need a chance to explore a topic before speaking in
front of the entire class.
The structure is extremely versatile but is particularly suited for
generating higher order thinking. The steps are simple, but it's important
to follow the steps exactly to avoid the "groupwork" pitfalls. Sometimes
teachers are tempted to skip some steps and just say, "Turn to a partner
and talk it over." Read on to find out why those words don't necessarily
result thoughtful responses from each student or an equitable classroom
culture.
Before you ask students to use think/write/pair/share on their own, make
sure you model it for students, telling them exactly what step you are
modeling and asking them to discuss what they heard and saw during
each step. Chart the steps as you model them. If this is the first time
students have tried out the protocol, have them practice following
the protocol on easy cognitive material before you use it to discuss
new material.
For ELLs, provide appropriate pattern language and sentence
starters for them to use during each step.
Hints and Management Ideas

• Assign Partners - Be sure to assign discussion partners rather than
just saying "Turn to a partner and talk it over." When you don't assign
partners, students frequently turn to the most popular student and
leave the other person out. You may want to pair an English language
learner with another English language learner or with a native speaker
of English, depending upon the situation.
• Change Partners - Switch the discussion partners frequently. With
students seated in teams, they can pair with the person beside them
for one discussion and the person across from them for the next
discussion.
Turning Points Tool
Teaching
High-Level • Monitor Discussions - Walk around and monitor the discussion
Mathematics
to English Language
stage. You will frequently hear misunderstandings that you can
Learners address during the whole-group that discussion that follows.
in the Middle Grades • Rallyrobin - If students have to list ideas in their discussion, ask them
to take turns. (For example, if they are to name all the geometric
shapes they see in the room, have them take turns naming the shapes.
This allows for more equal participation.) The structure variation name
is Rallyrobin (similar to Rallytable, but kids are talking instead of taking
turns writing).
• Randomly Select Students - During the sharing stage at the end, call
on students randomly. The first time you do this, expect them to be
quite shocked! Most kids don't listen well, and all they know is what
they said! If you keep using this strategy, they will learn to listen to
their partner.
• Math Problem-Solving - Place a complex problem on the overhead
Ask students to think about the steps they would use to solve the
problem, but do not let them figure out the actual answer. Without
telling the answer to the problem, have students discuss their
strategies for solving the problem. Then let them work out the problem
individually and compare answers.
Benefits of Think-Write-Pair-Share
• Think-Write-Pair-Share is easy to use on the spur of the moment.
• Providing "think time" increases quality of student responses.
• Providing “writing time” gives all students time to develop responses
and encourages more thoughtful, fully developed responses.
• Students become actively involved in thinking about the concepts
presented in the lesson.
• Research tells us that we need time to mentally "chew over" new ideas
in order to store them in memory. When teachers present too much
information all at once, much of that information is lost. If we give
students time to "think-write-pair-share" throughout the lesson, more
of the critical information is retained.
• When students talk over new ideas, they are forced to make sense of
those new ideas in terms of their prior knowledge. Their
misunderstandings about the topic are often revealed (and resolved)
during this discussion stage.
• English language learners are more willing to participate since they
don't feel the peer pressure involved in responding in front of the
whole class.
Final Word
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE:
FINAL WORD
• efficient way to discuss a reading
• provides controlled choice
• makes sure all voices are heard
• ensures in-depth discussion of
issues important to group
• provides entry point into discussion
for those who have not been able to
read or absorb entire document
• English language learners can
choose the part of the text they
understand best.
Final Word
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
#1 #2
➟
➟
➟
➟
#4 #3
#1
➟ #2
➟
➟
➟
#4 #3
Final Word
Turning Points Tool
Teaching
High-Level
Mathematics
1. Choose a text for students to read and give them time to read.
to English Language 2. Have everyone identify one significant idea or phase from the text. Make
Learners sure it’s short - one or two sentences.
in the Middle Grades 3. Mark the phrase.
4. Think about why you have chosen the phrase. It is a good idea to have a
“back up” phrase, a second choice in case someone else chooses your
first choice.
5. Get into small groups and have each group choose a facilitator/
timekeeper.
6. 1st person reads his/her phrase, making sure everyone knows where it is
in the text and then has 1 minute (or any other short period of time) to
say why that excerpt struck him or her. Why do they think it is
important? Or why do they disagree with the excerpt or what important
issues does it raise for him or her?
7. 2nd person says what s/he read 1st person say, responds to the
excerpt briefly.
8. Next person in group does the same.
9. Person #1, the person who chose the quote and started the discussion,
gets the “FINAL WORD.” S/he responds to what the others said and
discusses what s/he thinks after hearing everyone else discuss the
excerpt.
Continue until everyone gets a chance to share his/her quote, hear the
others in the group respond, and then have the “FINAL WORD.”
Adaptations for English language learners

Give students sentence starters or pattern language to use in discussing
their excerpt.
I think _____ is important because...
I heard you say that.... One connection I can make is...
(See appendix for additional sentence starters.)
Adaptations for word problems

Instead of a text, choose a word problem for students to read. Each
student can choose a phrase or fact in the word problem that s/he thinks is
important for solving the problem.
Remind students to have more than one phrase or fact ready to discuss in
case another student who goes before has already chosen that phrase.
Numbered Heads
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE:
NUMBERED HEADS ASSESSMENT
STRATEGY
• encourages all students to hold each
other accountable
• encourages all students to
collaborate in creating a thoughtful
and thorough response
• ensures that all students are given a
chance to respond publicly
• efficient way to check for
understanding with entire class and
immediately address misconceptions
and misunderstandings

Numbered Heads
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
Small Group
discussion
#1 #2 #1 #2
➟ ➟
➟
➟
➟ ➟
#4 #3 #4 #3
#4 #4
All #4s
SHARE
Share
out to class
All #1s
SHARE
#1 #1
Numbered Heads p.2
Turning Points Tool

Teaching Adaptations for English Language Learners
High-Level
Mathematics
to English Language Steps
Learners
1. Students number off in teams, one through four.
2. Teacher asks a series of questions, one at a time.
3. Students discuss possible answers to each question in their
teams for a set amount of time (30-90 seconds).
4. Teacher calls a number (1-4. All students with that number
raise their hands, ready to respond.
5. Teacher randomly calls on students with specified number to
answer on behalf of their team.
6. Teacher continues asking questions until the brainstorming or
review session is finished.
Overview
Numbered Heads is a simple and efficient strategy to check for student
understanding throughout a lesson so that any misunderstandings or
partial understandings can be immediately addressed. Since errors and
misunderstandings can be flushed out and resolved as soon as they
arise, this formative assessment strategy is a very good strategy for
ensuring that all students reach mastery of critical mathematical
concepts as quickly and as accurately as possible.
Numbered heads also establishes important cultural norms for the math
classroom: It lets students know that every person in the class is
capable of and will be held accountable for discussing their own
answers and explanations to the class. It also sends the strong message
to all students that they are all responsible for making sure that their
partners or team members can adequately explain what the team or pair
has discussed in their group. This supports the actively listening that
they are required to do throughout the lesson as well as well as
encourages them to ask each other good questions, to make sure that
they check for understanding, and that they learn how to develop a
good explanation for each response they give.
Numbered heads should be used after students have explored critical
concepts using think/write/pair/share or other cooperative speaking,
writing and listening strategies. For ELLs, it gives them an opportunity
to rehearse their answers and gain a sense of confidence before
they are required to speak in front of the class as a whole.

Numbered Heads p.3
Turning Points Tool Adaptations for English Language Learners
Teaching
High-Level
Mathematics
to English Language
Numbered heads does not guarantee, nor should it guarantee, that
Learners students be especially perceptive and accurate in their initial responses.
in the Middle Grades Rather, it gives teachers a clear picture of what and how the students are
thinking at the moment they are thinking it.
Once the teacher has that critical data on student understanding, s/he
can ask “just the right question,” redirect the discussion through think/
pair/share of other cooperative learning strategies, provide a new activity
to address the misconception or error or any other type of scaffolding
that will lead to more accurate and mature understanding by the
students.
Since the strategy provides time for many different students to speak, it
may seem as though it is too slow and cumbersome to use when pacing
guides and other directives are the every day facts of life in today’s
schools.
However, it paradoxically ensures that students move through the
curriculum at a good speed since the strategy, and all other forms of
formative assessment, make sure that when students are in the math
classroom, they are actually learning important concepts. Time is not
wasted later on in the unit or the year when teachers discover that
students actually never really understood the subject matter and
precious time is needed for review.

Turning Points Tool
Teaching
High-Level Adaptations for English Language Learners
Mathematics
to English Language
Learners
BEST PRACTICE:
RESPONSE/FOLLOW-UP
QUESTION/RESPONSE
• gives English language learners
several opportunities to use the
language of mathematics
• models a typical discussion for
• encourages students to go
deeper in understanding the
problem
• provides pattern language as
entry points for English language
learners

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
SPEAK
➟
I notice that...
RESPOND
I agree because ....

➟
I disagree because...
QUESTION
What else do you notice?
Why do you think that is
important?
➟
RESPOND
It is important
because...

Turning Points Tool to
Teaching
High-Level
Mathematics
to English Language
Learners
ADDITIONAL
RESOURCES
• Visual Cues
• Choosing a strategy to solve a
problem
•Giving Directions to English Language Learners
• Using Pattern Language
• Questions to Ask in Math Class
• Sentence Starters to Use in Math Class
• Examples of Organizing Templates/Graphic
Organizers
• Three Essential Lesson Planning Questions
• Best Instructional Practices to Teach High-Level
Mathematics to English Language Learners*
• Answers to Frequently Asked Questions about
Turning Points Tool
• Additional Resources
• References
* see separate handout

Visual Cues
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE: VISUAL CUES

Easy-to-identify, visual cues
•call attention to key points and
critical classroom routines,
•reduce the language load,
•create predictable and easy-to-
follow routines, and
•allow English language learners
to participate quickly and actively
in lesson.

Visual Cues
Turning Points Tool
Teaching
High-Level
Mathematics Easy-to-identify, visual cues
to English Language
Learners • call attention to key points and critical
in the Middle Grades classroom routines,
• reduce the language load,
• create predictable and easy-to-follow routines,
and
• allow English language learners to participate
quickly and actively in a lesson.
Visual cues can be used

1) when giving directions to English language learners.
#4 #4
For example:
All #4s
SHARE
2) as a mnemonic device to remind English language

learners of important discussion protocols
For example:
3) as a reminder of strategies English language learners can use

to solve problems (see next page)

Turning Points Tool
Visual Cues: Choosing a strategy to solve a
Teaching
High-Level problem
Mathematics
to English Language
Learners
Draw a picture Make a list, table or chart
Use easier numbers Look for a pattern

1, 2, 3
10, 20, 30
Write an equation Work backwards

a2 + b2 = c2

GIVING DIRECTIONS to
ENGLISH LANGUAGE LEARNERS
Giving Directions: Supports for ELL students
 Provide a general overview of the process, then give the directions one at a time, and only just before the
students are to do that particular part of the discussion.
 Make sure the directions are clear and precise at each stage of the procedure.
 Reduce language load by using as few words as possible.
 Use body language.
 Write the steps on the board, emphasizing key words (both nouns and verbs.)
 Use symbols or pictures or different colored markers.
 Don’t crowd the board or the handout. Leave plenty of white space.
 Speak slowly and enunciate clearly.
 Model each step of the directions, then ask one or two students to model them for class. Check for
understanding from all students.
 Make absolutely sure that students have adequate time to think, plan and carry out the instruction. Use
one full minute, timed, as the rule of thumb, for the time needed to think and respond.
 Set a purpose for speaking. If the student is a speaker, s/he should know exactly what she is supposed to
speak about, what her audience should gain from her speaking, and what a good contribution sounds like.
Model appropriate responses and ask students to list the characteristics of a good response. Check for
understanding.
 Set a purpose for listening. If the students are the listeners, they should be told exactly why they are
listening and what will be expected of them after the speaker finishes. Each student must know exactly
what s/he is supposed to do and how s/he will be held accountable for doing it well. Model appropriate
responses and ask them to list the characteristics of a good response. Check for understanding.
 If students are working in groups, design every role and every group activity so that each student is
required to really think throughout the time they are in that role. Without that, students are not able to
hold meaningful or extended discussions.
 Encourage every student to actively participate and structure their roles so that they all must actively
participate as speakers, as doers, and as listeners
 Encourage risk taking and collaborative thinking. Tell them explicitly that any thoughtful idea counts as long
as each person participates and they all thoughtfully and respectfully consider every response.
 Give them the language structure to use in these kinds of discussions. “I agree with you because….” “I
have another way of thinking about it…. It’s different because…., “etc.
 Include a debrief!!! Make sure students are given time to reflect upon what worked and what didn't work,
and how you and they can make it better next time. Providing a list of reflective questions helps them learn
how to reflect and demonstrates the difference between telling what happened and reflecting on what
happened.

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE:
SENTENCE FRAMES/
PATTERN LANGUAGE
•provide a clear scaffold for
which they can use to
participate in discussions
•are practiced with students
before they are asked to
use them individually
•allow students to have
some choice in their
responses
•encourage higher order
thinking.

INTRODUCING
PATTERN LANGUAGE
Here are some important steps to take in introducing pattern language (sentence
starters/sentence frames) to English language learners.
Say the pattern language (sentence starter, phrase, question, etc.)

Write the pattern language.
Show students where the phrase appears in the handout.
Have students repeat the phrase in unison.
Model using the pattern language in several different contexts with which they are
already familiar but never introduce it by itself. Always introduce it when it is necessary
for the particular rich mathematical discovery on which the students are presently
working.
Ask them to listen for clues about when this phrase is used.
Share those ideas with a partner.
Share them with the class/check for misunderstandings.
Model using it in a few situations when it is appropriate to be used, especially in any

new situations or when introducing new mathematical contexts. Clarify when it is not
used.
Ask them to try out the phrase with a partner, each person taking turns.
Ask one person from several pairs to say their phrases outloud/check for understanding.
Require them to use the phrase when it is appropriate, and check that it is being used
appropriately.
************************************************************************************************
The following pages show examples of pattern language used in mathematics

classrooms in the middle grades. Copy two or three phrases at a time for
students, never more than a few.
Wait until they master each set, then introduce new ones. Mix up old and new
phrases gradually until their repertoire of phrases becomes larger and larger and
more and more automatic.
QUESTIONS to ASK in ??
MATH CLASS
when someone is explaining his/her answer ??
??
Why do you think that? How do you know that is true?
Why do you think that strategy will work?
Can you explain that in a different way?
Do you see any patterns? Can you describe them?
Will this work with every number? Every similar situation?
What surprised you? Why did that surprise you?
Show us how you did that. Tell us what you did.
You are doing a good job of telling us what you did. Now, can
you explain what you did, tell us why you did each step?
How do you know you have an accurate answer? How can you
prove/justify it?
Will this strategy work every time you are trying to figure out a
problem about ___________? When will it work? When won’t it
work?
Can you use a different strategy to figure that out?
Can you give an example to help explain your answer?
What picture, diagram, chart or graph can you show to illustrate

your solution?
SENTENCE STARTERS
to USE in MATH CLASS “... .”
when you are explaining your answer
If ..., then...
The ____ is _____ since...
It seems to me that what this ____ really means is .....
It seems to me that what this _____ really is showing is that...
I believe that ...... Consider the following examples: ....
Since .... we know that ..... Also, .... Therefore, we can conclude
that....
When computing ...... and ...., I noticed that both _____ had the
same _______, while they had different _______.
We noticed that..... We know that..... Therefore, we can conclude

that ...
If the _______ changes, then the _________ changes at the same

______.
If the_______ changes, then the _________ changes at a

different______.
The number of _____ remains constant, while the number of

_______ varies in the following way:...

QUESTIONS to ASK in
MATH CLASS
??
when someone is working on a problem
What do you think you know about this problem? What do you
??
??
know for sure?
What questions do you have? What confuses or puzzles you?
Look at the problem carefully. Can you write down everything you notice
that you think might be needed to solve the problem?
In what ways is this problem similar to others we have worked on? Look
carefully and notice all the similarities.
In what ways is it different? Look carefully and notice all the differences.
What do you already know about the situation described in this problem?
List all of the things you already know about the situation or the math that is
involved.
What else do you notice? Keep looking/thinking.
What strategy will you try to solve this problem? What will be the first step?
What is the main question this problem is asking you to figure out?
Are there any words or phrases that are confusing to you, or used in a
special way in this problem?
Can you draw a picture or create a chart or graph for this problem?
What patterns do you notice? What changes in the pattern and what stays
the same?

SENTENCE STARTERS
to USE in MATH CLASS
when you are working on a problem
“... .”
I know that.... because....
One thing I don’t know is.... or One thing I’m not sure about
is...
I notice that ..... I wonder/I think that might mean that....
This problem is similar to the ____ problem in the following

ways:
First,....
Next,...
Finally,...
This problem is different to the ____ problem in the

following ways:
First,....
Next,...
Finally,...
I am going to try the _______ strategy to solve this problem

because... The first step I will do is to ...

QUESTIONS TO ASK
??
when you don’t understand or are not sure you understand
??
??
Could you please repeat that?
Will you please explain that again?
Would you mind going over that again a little more slowly?
Can you explain that another way?
I think you are saying.... Is that right?
In other words, you are saying that …
I have a question about that. Do you mean...?

RESPONSES
when someone is giving their ideas
I agree with you because . . .
I disagree with you because . . .
I don't understand, please explain it in a different way.
In other words, you are saying that …

I noticed that...
That reminds me of...
I see a connection to...
You could also ....
I think what they mean is...
I have a question about...

SCAFFOLDING
student responses/gaining fluency in reading and
understanding the language of word problems
• Start with original problem (in bold).

• Provide appropriate alternative choices.
• Model how to make a similar but different problem, using the choices provided.
• Have students orally practice creating several different choices until they gain fluency.
• By doing this process with many different word problems, students will be able to
recognize the way such problems use language in test situations and textbooks.
A certain construction job usually takes four workers six hours

kitchen task any # employees any # minutes
office project cooks days
cleaning chefs weeks
painting painters seconds
Today, one worker called in sick, so there are only three workers.
Yesterday any # employee didnʼt come therefore only any # employees
cook quit cooks
chef got another job chefs
painter painters
For example:
Today, two employees didnʼt come, therefore there are only four cooks.
How long should it take them to do the job?

will finish task
complete project
For example:
How long will it take them to finish the project?
Student created problem: A certain kitchen project usually takes six cooks an hour.
Today, two employees didnʼt come, therefore there are only four cooks. How long
should it take to finish the project?

CHOOSE a STRATEGY
to solve a problem
Draw a picture Make a list, table or chart
Use easier numbers Look for a pattern

1, 2, 3
10, 20, 30
Write an equation Work backwards

a2 + b2 = c2

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
BEST PRACTICE:
PROVIDING an ORGANIZING
TEMPLATE/GRAPHIC
ORGANIZER
•saves time
•focuses English language
learners’ attention on the
mathematical concepts rather
than copying in a new language
• models how to organize
information
•provides clear way students can
organize information
•creates expectations about # and
quality of responses

Organizing Template/Graphic Organizer
Turning Points Tool
Teaching Example: Double Entry Journal
High-Level
Mathematics
to English Language
Learners How the English language
in the Middle Grades learners use language to talk
lesson to encourage

Three Essential Lesson Planning Questions
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners 1. How does this lesson ensure that English
language learners are engaged in high-
level mathematics:
• solving challenging problems,
• using mathematical reasoning, and
• explaining their thinking?
2. How does this lesson ensure that all

English language learners are engaged at
all times throughout the learning process?
3. How does this lesson support English

language learners learning mathematics in
the middle grades
• without simplifying the problem,
• telling them what to do, or
• telling them the answer?

Answers to Frequently Asked
Questions
Why does this tool focus on high-level mathematics for English language learners?
Mastering high-level middle grades mathematics is critical to the life chances of all students. Middle grades
students who do not understand and cannot apply the basic concepts of middle grades mathematics to a
wide range of situations are at great risk of dropping out of high school, not attending college, and being
unemployed or underemployed throughout their adult lives.
Far too many of these students are English language learners.
This professional development tool is designed to help math teachers in the middle grades provide English
language learners with the opportunities all students deserve: access to and support in successfully learning
high-level mathematics and the critical life skills and opportunities it provides.
How does this tool define “high-level mathematics in the middle grades”?
Learning and mastering high-level mathematics in the middle grades, as defined in this tool, includes the
following characteristics:
• Complex challenges, multi-step problems allowing for more than one solution path, different strategies,
different entry points for different students
• Believable contexts that illustrate how mathematics is useful in everyday life, in science, in business
and students’ communities and families
• Collaborative work with other students, where all students are accountable for what the group (small
working group or the whole class) is learning
• “Meaty” problems that encourage discussing the reasons for different approaches, stating and clarifying
ideas, developing academic language to describe the problem, solution strategies and results, and
confronting gaps in one’s thinking
• Ways to organize information and look for patterns
• Explaining – so other students can understand – how they solved (or are solving a problem) and how
they know when their answers make sense.
High-level mathematics in the middle grades emphasizes mathematics as a process in mathematical

reasoning, a process in which students are engaged in understanding and accurately applying the critical
concepts of middle school mathematics identified by the National Council of Teachers of Mathematics
(NCTM).
High-level middle school mathematics problems are challenging for middle grades students. Students work
in groups on problems that are slightly—but not too far—out of their comfort zone. Students make their own
plans for how to proceed, and are required to explain their discoveries and their process through speaking
and writing – and most important, to defend their methods and conclusions.
Another term used in this tool and by researchers (Stein, Smith, Henningsten and Silver [2000] ) to describe
the work students do in such classrooms is “doing mathematics.” This term was coined to distinguish high-
level mathematics from rote learning and/or following formulas to solve problems that research has shown is
used in many classrooms throughout the United States, including those that enroll English language learners.
Questions (continued)
How is “high-level mathematics” different from “mathematics” in the middle grades? Aren’t they the
same?
The goals listed above for “high-level” mathematics have always been among the goals of mathematics
education, but “traditional” mathematics education has often put them in separate compartments, based on
the premise that students must master basic skills and algorithms by rote before they can apply them to
challenging problems. The result—most students learn to think of mathematics as a series of unrelated skills
with no rhyme or reason, no connection to their own lives.
In addition, recent research has indicated that many teachers routinely lower the cognitive demand of
problems as initially presented in textbooks, especially those specifically funded by the National Science
Foundation to emphasize a constructive approach to learning mathematics (Smith and Stein). For example,
teachers may tell students the steps they should take to solve a problem or give them algorithms or tricks to
reach an answer without helping students develop their own understanding of how and why certain strategies
work and what strategies are also possible.
What are the characteristics of teaching high-level mathematics to English language learners?
Teachers who support English language learners, and all other students, to learn high-level mathematics are
active through every step of the learning process; not by telling the students what to do or giving them the
answers but by planning lessons that pose rich mathematical questions, by asking just the right questions, by
listening carefully to their students’ responses, by redirecting their focus when misconceptions or
misdirections surface, by presenting students with interesting challenges, by offering them a range of
materials they can use to solve problems and by requiring students to explain their thinking throughout the
lesson. Teachers encourage students to actively participate in mathematics lessons by introducing and
practicing the language structures and vocabulary they need to do so and making sure they use them
consistently throughout every lesson.
(Please see Best Instructional Practices for Teaching High-Level Mathematics to English Language
Learners included in the Participant’s Packet to Workshop 1 and Facilitator’s Guide to the Workshop Series
for a fully developed description of the characteristics.
How is this approach to teaching mathematics particular for middle grades students?
Middle grades students seek challenges and a chance to express their own ideas. Teaching high-level
mathematics to English language learners, and all other students in the middle grades, takes advantage of
these key developmental traits of adolescence. Lessons that focus on high-level mathematics build in these
traits by requiring all students
• to choose a method for solving a problem,
• to discuss these choices with peers,
• to come up with workable and provable solutions that everyone can agree upon and everyone can
explain with accuracy and clarity and
• to apply this new knowledge to real life solutions that are meaningful to them and important
to the community at large.
Aren’t these the same strategies and approaches that are successful with all students? Are there
any strategies that are unique to English language learners?
All middle grades students need the kind of support outlined above in order to learn the language of
mathematics and master high-level mathematics. The strategies listed above can and should be used
with middle grades students in general.
There are some challenges, however, that are unique to English language learners. Mastering middle
grades mathematics means beginning to learn how to think as mathematicians. Thinking requires talking,
listening, responding, reflecting and rethinking; it is by is nature language based. Middle grades students
need support in mastering the language of mathematics, which is essentially a foreign language to almost
every student who enters a math classroom.
Teachers, however, need to be especially vigilant in planning lessons for English language learners since
these students are learning not just the language of mathematics but English as well. Teachers need to
listen to and talk to English language learners in ways that take into consideration the specific and
individual language and cultural needs of each language learner. They need to make sure that every
English language learner learns how to express himself/herself so that they can actively participate in the
lessons and develop the thinking strategies they need to master high-level mathematics.
This tool provides many different strategies that provide support so that a broad range of English
language learners have access to and master high-level mathematics. This tool also provides information
and encourages teachers to learn how to identify and access the needs of the individual English language
learners in their own classrooms and design individualized support for them throughout their lessons.
(See the reading “Learning the Language of Mathematics in the Middle Grades” in the Participant’s
Packet and the Facilitator’s Guide to Workshop 1 for a detailed discussion of the important language
issues English language learners face in mathematics classrooms.)
Does this tool address the needs of English language learners who enter middle grades without
mastery of basic computational skills?
English language learners, as well as native speakers of English, are very divergent in terms of their
mastery of computational skills and mathematical facts. All of the strategies in this tool have been used in
classrooms with English language learners entering with a great range of facility in mathematical and
computational understanding and knowledge.
This tool focuses on providing all of these students with access to high-level mathematics in the middle
grades, whether or not they are weak in computational skills and their knowledge of mathematical facts.
This tool is designed therefore not to supplant support in these areas but to ensure that all English
language learners are provided the opportunity to learn the high-level middle grades mathematics they
need to move forward in school.
English language learners are a highly diverse group. Is access to high-level mathematics featured in
this tool addressed to a particular group or level of English language acquisition?
This tool is designed to provide access to a broad range of English language learners from who enter the
classroom in the beginning levels of English language acquisition to those in more advanced levels. The
strategies demonstrate how to use the diversity of students’ background knowledge, language of origin, and
ways in which they were taught mathematics.
The laws and regulations governing the teaching and assessment of English language learners differ
from state to state. Is the tool designed to work in a particular state or group of states?
This professional development tool does not take a stand on any of the laws and regulations governing the
teaching and assessment of English language learners. It can be used in a broad variety of classroom
settings, including bilingual, ESL and SIOP settings.
Is the tool designed to be used with a specific textbook?

This tool, and the types of strategies is showcases and models, is designed to be used with a broad range of
textbooks and has been used in settings which use different types of texts. The approaches modeled by the
tool are effective in any middle grade mathematics classroom in which English language learners are enrolled.
Does this tool follow a particular model of training such as SIOP (Sheltered Instruction Operational
Protocol) or CALLA (Cognitive Academic Language Learning Approach)?
This tool integrates the knowledge base and experience of a broad range of research based approaches
successful in teaching English language learners, including SIOP and CALLA, as well as those that are
effective in teaching high-level mathematics to middle grades students. Please see the reference and
research section for further information.
Why is so much time devoted in the workshop series and in the model lessons to language based
activities - talking, listening, writing and responding?
Middle grades students need careful and continuous support as they move from the basic computation and
arithmetic of elementary school to the more complex topics of the middle grades: ratios and proportion,
geometry, graphing and data analysis, functions and algebra. They also need explicit instruction in learning
and using the language of mathematics; without facility in that language they are unable to discuss, process
and understand the concepts of middle grades mathematics and beyond. Providing such support is
especially critical for English language learners learning high-level mathematics.

Clearly, this requires that English language learners have multiple and repeated opportunities to hear,
repeat, and try out their thinking - in a language that is new to them. All of the strategies in the
workshop are designed to provide these opportunities in multiple ways so that English language
learners have the critical support they need to succeed in mathematics in the middle grades.
Why are the directions for discussions so explicit and exact?

The workshop series makes extensive use of discussion protocols. These protocols are carefully
structured to ensure that all English language learners become active and engaged participants
throughout the math lesson. As in all protocols, it is essential to follow each step of the protocol with
fidelity so that every student gains the depth of understanding built into each activity and has the time
to contribute actively with other students. The facilitator guides the use of the protocol and adjusts the
timing of each step to meet the needs of the group.
There is a far amount of writing in the workshops. What are the best ways teachers can
encourage English language learners to write?
Writing is used in a number of ways throughout the workshops: 1) as writing to learn [THINK WRITE
PAIR SHARE] and 2) as learning to write [Using sentence starters and pattern language to explain one’s
thinking, ask questions and demonstrate one’s mathematical reasoning].
Both of these approaches help students master high-level thinking by giving them
• time to think before answering,
• an opportunity to consider various alternatives that might not occur to them initially but surface after a
few moments after the question or activity is presented,
• encouragement to provide more thoughtful and expanded ideas than a quick response would
suggest, and
• models for the kind of thinking required to do high-level mathematics in the middle grades.
It may appear counterintuitive to emphasize this practice with English language learners. We know,
however, that English language learners need consistent and persistent modeling and support for
mastering the academic language of mathematics in order to be successful students in middle school
and beyond. Writing - with the support of sentence starters, pattern language and the gradual release of
responsibility - provides this kind of support. The workshop gives English language learners the tools
they need to participate in high-level mathematics in classroom discussions and succeed in
standardized tests and other forms of assessment.

Additional Resources
Selected Resources
•Adler, J. B. (2001) Teaching Mathematics in the Multilingual Classroom. Series: Mathematics Education
Library, Vol. 26
• Burns, M. (1990). A Collection of Math Lessons Grades 6‐8. Math Solutions
• Burns, M. (1995). Writing in Math Class. Math Solutions
• Burns, M. (2006) Marilyn Burns on the Language of Mathematics. Instructor Magazine
•Coggins, D., Kraven, D., Coates, G.D. and Carroll, M.D. (2007) English language learners in the mathematics
classroom. Corwin Press.
•Evans, Linda. Building Background ‐ Bene\its of Using Sentence Frames to Build Background Knowledge.
http://EzineArticles.com/?expert=Linda_L_Evans
•Heinze, L. (2005). The Language of Mathematics. Presentation at TESOL Conference. http://
kathrynheinze.efoliomn2.comhttp://kathrynheinze.efoliomn2.com
• Irujo, Suzanne. (November/December 2007). Putting it All Together: Integrating Academic Math Language
into Math Teaching. The ELL Outlook (online resource)
•Irujo, Suzanne. (March/April 2007). Teaching Math to English Language Learners: Can Research Help? The
ELL Outlook (online resource)
•Irujo, Suzanne. (May/June 2007) So Just What is the Academic Language of Mathematics? The ELL Outlook
(online resource)
•Moschkovich, J. N. Understanding the needs of Latino students in reform‐oriented mathematics classrooms.
In L. Ortiz‐Franco, N. Hernandez, and Y. De La Cruz (Eds.), Changing the Faces of Mathematics (Vol. 4):
Perspectives on Latinos. Reston, VA:NCTM, 5‐12.
•National Council of La Raza (2005) Educating English Language Learners: Implementing Instructional
Practices.
•Slavit, D. and Ernst‐Slavit, G. (2007). Teaching Mathematics and English to English Language Learners
Simultaneously. Middle School Journal, November 2007. Volume 39. Number 2. Pages 4‐11.
•West Ed (2008). Helping English Language Learners acquire the language of mathematics. R&D Alert, Vol, 9,
No.1, 2008.
•www.ncela.gwu.edu/\iles/uploads/3/mathforELLs.pdf

References
Selected References
•August, S. (2006). Developing Literacy in Second‐Language Learners: Report of the National Literacy Panel on
Language‐Minority Children and Youth. Center for Applied Linguistics.
•Brown, C. (2005) Equity of Literacy‐Based Math Performance Assessments for English Language Learners.
http://brj.asu.edu/content/vol29_no2/art5.pdf
• Bruner, J. (1966) Process of Education. Harvard University Press.
•Celeson‐Pattichis, S. (2009) Research Findings Involving English Language Learners and Implications for
Mathematics Teachers. NCTM
•Council of Great City Schools. (2003) English Language Learners in the Great City Schools: Survey Results on
Students, Languages and Programs.
•Dolan, S. (2009). Missing Out: Latino Students in America’s Schools. National Council of La Raza.
• Francis. D. (2006). Practical Guidelines for the Education of English Language Learners. LEP Partnership
Meeting Presentation.
• Francis. D. and Rivera, M. (2006). Research‐Based Recommendations for Serving Adolescent Newcomers.
Center of Instruction.
•Heller, R. and Greenleaf, C. (2007). Literacy Instruction in the Content Areas. Alliance for Excellent Education.
• Kieffer, M., Lesaux, N. & Snow. C. (2008) Promises and Pitfalls: Implications of No Child Left Behind for
De\ining, Assessing, and Serving English Language Learners. The Regents of the University of California.
•Learning, Institute for. High-Level Algebra and Geometry Tasks: Resources for Both Student and Teacher Learning.
Connexions. 2 Apr. 2008 <http://cnx.org/content/m15958/1.2/>.
•Moschkovich, J. N. Understanding the needs of Latino students in reform‐oriented mathematics classrooms.
In L. Ortiz‐Franco, N. Hernandez, and Y. De La Cruz (Eds.), Changing the Faces of Mathematics (Vol. 4):
Perspectives on Latinos. Reston, VA:NCTM, 5‐12.
•National Council of Teachers of English. (2008). ELL Research Brief
• Robertson, Kristina.(2009). Math Instruction for English Language Learners. http://www.colorincolorado.org.
•Slavit, D. and Ernst‐Slavit, G. (2007). Teaching Mathematics and English to English Language Learners
Simultaneously. Middle School Journal, November 2007. Volume 39. Number 2. Pages 4‐11.
Stein, M.K., Smith, M.S., Henningsen, M., & Silver, E.A. (2000). Implementing Standards-based Mathematics
Instruction: A Casebook for Professional Development. Second Edition. New York: Teachers College Press.
Vialpando, J. and Yedlin, J. (2005) Educating English Language Learners: Implementing Instructional Practices.
National Council of La Raza.
Walqui, A.( 2006). Scaffolding instruction for English Language Learners: A Conceptual Framework. International
Journal of Bilingual Education and Bilingualism 9(2),159-180.
For additional information
contact:
Dr. Sara Freedman, Project director

sfreedman@ccebos.org

Math For ELL Students Workshop 1 Participant Handouts

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Teaching

© Copyright 2009 Center for Collaborative Education/Turning Points

Dr. Sara Freedman, Project director

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

• Introducing Pattern Language/Sentence Starters

• Giving Directions to English Language Learners

• Questions to Ask in Math Class

• Pattern Language/Sentence Starters to Use in Math Class

• Answers to Frequently Asked Questions

• Bibliography and Additional Resources

© Copyright 2009 Center for Collaborative Education/Turning Points

• Introductions/Creating Community/Using Prior Knowledge

© Copyright 2009 Center for Collaborative Education/Turning Points

In workshop 2, you will learn:

© Copyright 2009 Center for Collaborative Education/Turning Points

✎ WRITE your response down, using

drawing map graph

© Copyright 2009 Center for Collaborative Education/Turning Points

What questions did this exercise raise for you

© Copyright 2009 Center for Collaborative Education/Turning Points

So what I want you to do – on the corner of each of your desks there is a

Group discussion among three English language learners:

#3 I agree with that … because you know … if you do that … divide 4 by 3 …

© Copyright 2009 Center for Collaborative Education/Turning Points

English language learners have a right to learn high-level mathematics

English language learners should move forward with their conceptual

English language learners learn best in a school-wide and classroom

English language learners have a deep and broad range of prior

The best instructional practices for teaching high-level

English language learners need additional support in learning

English language learners need to speak and listen to others

English language learners must learn the language of

English language learners may use their native language as a

English language learners are expected to be 30% of

Nearly 1 out of 3 students enrolled in urban schools is

The percentage of English language learners enrolled

The great majority in the United States as a whole

© Copyright 2009 Center for Collaborative Education/Turning Points

English language learners have the lowest

English language learners have the lowest

English language learners have the highest

Why do you think this is so?

Why do you think this is so?

In classrooms in which students are learning high-level mathematics, the language

4) Language, including math language, emerges from and is heavily influenced by

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

1) What are some language difficulties in this problem

2) What are some math difficulties in this problem for

3) What are some cultural features that could cause

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

Dictionary.com lists more than 100 definitions of “take.” Only

Adjectives and adverbs

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

There are several instances in this problem:

How long should it take? This is an idiomatic expression. The

Words not often encountered in conversational English

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

Cultural difficulties (some possible responses):

“When I know _ and _ I can _________.”