ELLmathInstruction

//My dad gave me one dollar bill// //'Cause I'm his smartest son,// //And I swapped it for two shiny quarters// //'Cause two is more than one!// — Excerpt from "Smart," by Shel Silverstein  
 * Resources: SEI Grade 2 **

Language plays an important part in math instruction, particularly for ELLs. This article offers some strategies for making language an integral part of math instruction, and for ensuring that ELLs have the tools and language they need to master mathematical concepts, procedures, and skills.

Here are some tips to increase student-to-student interaction with academic language in the math classroom:
 * **Have students translate symbols into words, and write the sentence out.** For example, 3x + 4 = 16 would be written out, "Three times X plus four equals sixteen.
 * **Create a "sentence frame" and post it on the board.** Write the format of the sentence you would like students to use in discussion and then hold them accountable for using it. For example, "The answer is _ degrees because it is a _ triangle.
 * **Have students share problem-solving strategies.** This involves asking a simple question such as, "Did anyone else get the answer in a different way?"
 * **Allow students to discuss how they are thinking about math.** This is a way of redirecting the lesson from teacher-to-student to student-to-student. For example a student might ask a question, "How do you know what kind of triangle it is?" "Does someone have an answer? Or "Would someone like to offer help to _?" Allow students to share how they think about the math concept and any tips they have for remembering the information.
 * **Incorporate writing activities like math journals.** This is an excellent way for students to process what they've learned and what questions they still have. The journal could start with simple prompts such as, "One thing I learned today is _" "One thing I still don't understand is ." "One way I can get the help I need is __."
 * **Challenge students to create their own math problems.** This can be a fun activity if students create a problem similar to the ones you have used in class and they exchange problems with a partner. By creating the problem and checking the answer they are reinforcing their own learning.