Academic Supports

1. Clearly defined content objectives for students

2. Clearly defined language objectives for students

This is an example of how to make use of materials provided. This section of the teacher handbook can be rephrased and turned into "I can" statements to be shared with students prior to the lesson.

9. Emphasize key vocabulary

Research shows that targeted academic vocabulary is important in supporting the needs of ELs (Short & Echevarría, 2004). In addition to the highlighted terms, other words that appear in the lesson like 'skip count,' 'counters,' and 'equal' can be explicitly taught or reviewed. Semantic webs, illustrations, or word walls are just a few ways to do this.

12.Identify language demands

Students are asked to describe how they can use a strategy to find how many in all. In order to successfully complete this task, students must understand the key term "equal groups." The "I can" statements provide a useful frame for answering the questions.

Students are also asked to solve a word problem. They must be able to read and understand the question, solve it, and write out their response. To lower the language demand, teachers can read the problem aloud, help students use simple visuals, like drawings, or manipulatives like counters or toy cars, to help solve the problem. A sentence frame is already provided to help students write out the answer to the problem.

14. Think Alouds

The think aloud strategy helps students develop metacognitive skills and encourages students to share the way they think and strategies they use. Think aloud can be modeled with the question provided, and allow time for other students to practice with a partner or share with the class.

15. Use a variety of question types

Talking less and asking more questions may help to engage ELs and prompt students to give more than one-word responses. To extend responses and encourage deeper thinking, teachers might say, “Tell me more about that” or “Why do you think so?”

16.Promote oral interaction and academic talk

Instead of writing out the answer to this question, students can discuss with a partner. Students can use manipulatives to test solutions and aid in explaining their thinking. The ability to discuss with a partner and practice what they want to say may encourage participation in discussion with the class.

Less teacher talk and more student talk, encouraging more than one word answers, and establishing discussion routines such as paraphrasing peers, may encourage development of literacy skills.

20. Provide hands-on materials/manipulatives to practice using new content knowledge

Manipulatives such as counters and math boards are recommended materials for use in this lesson. In addition, for the previously mentioned problem about cars, toy cars could be used to make the idea of groups of four wheels more concrete. The problem in this image involves pennies. Real pennies could be used as students solve the problem. These physical materials can be especially helpful in illustrating abstract concepts.

23. Objectives clearly supported by lesson delivery

26. Make sure pacing is appropriate

Return to the "I can" statements using the same language to reinforce the goals during the lesson.

To make sure the pacing is appropriate, teachers can make use of the features built into the Go Math curriculum. These built-in opportunities for formative assessment help you to decide what to spend more time on, or perhaps what to work on in a small group or one-on-one setting.

29.Give feedback on language use in class

Calling attention to language use may be helpful in developing academic language proficiency, according to Short and Echevarria (2004). Teachers can encourage using academic language and give examples of how to do so.