Embedded Files
This page outlines a possible steps teachers might take as they support multi-lingual learners with their mathematics learning.
The process is flexible, with the key purposes of:
identifying and leveraging students' strengths;
providing effective accommodations;
supporting the students during learning; and
gathering assessment information for learning.
Review the student's Assessments and EPP in S4S.
A Case Study -- Grade 2 MLL
STEP 3 Oral, STEP 2 Reading, STEP 2 Writing
Moved to Canada this year
L1 - Finnish (oral only)
Early reading and writing in L1
Very little English in the home
Oral language (social) is quite strong, academic language is developing with support
Reading and Writing are developing - Independent reading level: 10
Can create simple growing and repeating patterns (diagnotic interview)
With the following specific accommodations and scaffolding, student can engage in grade level tasks (i.e. no formal modified plan in place at this time)
chunking tasks; thinking time
pre-teach vocabulary, personal word bank and visual dictionary
sentence frames
use of first language
manipulative models to support math learning
Review the mathematical curriculum expectations and key learning goals for this topic.
Consider the language demands of this content:
describing a simple growing pattern ("Start with four blocks and add 3 each time.")
memory of skip counting patterns
describing and comparing patterns ("I added 3 triangles each time. On the number line I jumped 3 spaces each time.")
Select a problem to engage the students in this learning.
Note: this problem was selected from MathUP Grade 2
Consider the language demands of this task:
What is the mathematical learning goal for this task?
Students will create, describe, and translate a growing pattern.
What academic language will be developed through this task?
descriptive language to describe the patterns they create
comparative language to describe how patterns are the same or different
What vocabulary will students need to engage in this task?
tally marks, concrete graphs, number line, actions
repeating, growing, adding
skip counting patterns
Consider essential accommodations that will support the student through this new learning.
Review the Planning and Programming Strategies section of the student's S4S ELL Program Plan pages
The following documents also provide many suggestions:
Identify or select strategies to support student learning.
Preparing for the lesson / adapting the task:
simplify the language of the problem prompt
provide talk-time for the student to discuss the problem situation
plan for collaborative learning to support oral language
add visuals to the problem to support vocabulary
focus the question to provide a few purposeful opportunities to practice
During the Lesson:
model the task through think aloud with actions - anchoring vocabulary through the example
use gestures and demonstrate using manipulative materials
strategically use the student's L1 (peer support)
Pose the adapted problem and support the student during the task.
Some possible supports include:
๐ธ Posing problem with gestures and manipulatives as you explain the task
๐ธ Simplifying the language for the problem prompt
๐ธ Incorporating visuals
๐ธ Provide sentence frames for explaining the pattern rule
๐ธ Including student choice for practice opportunities
๐ธ Collaborative (partner) work during the task to support oral language development
๐ธ Supporting the student with prompts and questions during the task
๐ธ Developing word banks to support descriptive and comparative language (both, grow, same, different)
๐ธ Gathering evidence of learning to support future planning (observations, conversations, the created patterns / student work)
Looking for some more information?
Connect with your school's:
Report abuse