Instructional routine • Explore and learn Preview all charts with students and point out any academic language that is introduced. Ask students to say what they know about the topic or related math topics. Help students make connections between the math concept and the unit theme as appropriate. Read through the informational materials once for students as they follow along. Pause at key points to check comprehension. Give students a chance to ask questions. • Practice Check in with students as they complete the math activities. Remind students to use the resources provided in the text, modeling if necessary, where to find information that pertains to specific questions. Have students work in pairs to share their responses. • Communicate Ask students to identify new math terms they learned in the activities and to use at least 2-3 new terms in a conversation with a classmate. Have students say what they learned and connect the new information with other math concepts they know. Provide students with sentence frames that help them phrase questions about the concepts and content. Once students have completed the activities, ask volunteers to share their responses with the class and discuss any areas of confusion. • Assess Collect student responses to assess their understanding of the concepts and their abilities to interpret and use newly introduced math terms. Use data collected to inform any reteaching or reinforcement. Language plays a large role in mathematics instruction and this adds a layer of complexity for developing readers and multilingual learners (MLs). Students often need reading skills to access math tasks, and expressive skills to explain their reasoning either orally or in writing. Collaboration is emphasized in many math classes and developing readers need support to develop the confidence to engage with peers to discuss math tasks. In each unit of Connect, students are introduced to and are given practice with the academic language they will encounter in the math classroom. This supports their ability to access the curriculum and gives them an opportunity to practice foundational math skills. Students are given background information they can build on in their math classes, and teachers provide explicit instruction of math vocabulary. This information prepares students to be more fully engaged in math and to be more comfortable asking questions about newly introduced concepts (Robertson, 2020). References Robinson, Kristina. “Math Instruction for English Language Learners.” Colorín Colorado, 18 Feb. 2020, www. colorincolorado.org/article/math-instruction-englishlanguage-learners. MATHEMATICS Txxxii
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