As a secondary teacher, I was often confused by why some teachers would revert back to teaching EL students numbers. There are students who have limited understanding of numerical operations, especially if they are coming from a SLIFE/SIFE background or struggling with a disability, however the majority of language learners are truly just needing the language. This really changes the focus of the teaching the language of math to a newcomer.
To begin, I recommend using a screener of some sort to ensure students are mathematically sound. According to RTI4success.org, "Using screening and formative assessment data to identify students at risk for poor learning outcomes" begins the identification of student needs (RTI4Success). Do your due diligence and ensure the math is what is being tested and NOT language. Before looking outside your district, check and see what your district already has. For example, if your district has I-Ready and your students are primarily Spanish - you can give them the I-Ready in Math in Spanish. If you district utilizes Dreambox, ask for your student to take their initial placement. Look at what K-12 resources your district provides. I have a template that I use to write down and analyze what resources my district has available.
IF you still find yourself in need of a screener - check out the resources below. The reason I prefer to utilize what the district already has is that mainstream classroom teachers are already familiar with it. I have a built in expert on that screener to help me identify and review gaps. I also have an instant advocate and resource when collaborating about the student needs in math from that expert mainstream classroom teacher. If you are where I am, you are differentiating and advocating for Kindergarten through twelfth grade.... and you are an island. Without the support of administration, mainstream classroom teachers, and interventionists it is next to impossible to be successful with my job.
Whatever screener you give, DO NOT GIVE WORD PROBLEMS unless you can translate them into the native language and you understand the proficiency of your student... word problems are LANGUAGE! For example, this screener found at:
To begin, I recommend using a screener of some sort to ensure students are mathematically sound. According to RTI4success.org, "Using screening and formative assessment data to identify students at risk for poor learning outcomes" begins the identification of student needs (RTI4Success). Do your due diligence and ensure the math is what is being tested and NOT language. Before looking outside your district, check and see what your district already has. For example, if your district has I-Ready and your students are primarily Spanish - you can give them the I-Ready in Math in Spanish. If you district utilizes Dreambox, ask for your student to take their initial placement. Look at what K-12 resources your district provides. I have a template that I use to write down and analyze what resources my district has available.
IF you still find yourself in need of a screener - check out the resources below. The reason I prefer to utilize what the district already has is that mainstream classroom teachers are already familiar with it. I have a built in expert on that screener to help me identify and review gaps. I also have an instant advocate and resource when collaborating about the student needs in math from that expert mainstream classroom teacher. If you are where I am, you are differentiating and advocating for Kindergarten through twelfth grade.... and you are an island. Without the support of administration, mainstream classroom teachers, and interventionists it is next to impossible to be successful with my job.
Whatever screener you give, DO NOT GIVE WORD PROBLEMS unless you can translate them into the native language and you understand the proficiency of your student... word problems are LANGUAGE! For example, this screener found at:
https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade1.pdf
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| Screener from MathMammoth 1st Grade |
____ - _____ = ______ use 6, 9, 14. You can translate the word use via an online translator. Use common visuals for words like more or less. I have an emoji keyboard I use attached to my Google Chrome account called JoyPixels. It gives you the whole emoji keyboard to help add visuals.
If you have math interventionists, work with them to figure out how to remove the language but still assess the students ability. These can be reused so once you put in the work - you'll be able to use it with other students.
Once you determine the student need, assess what language the student will need. If the student is entering the US school system and is a true newcomer I start with teaching the number patterns of English numbers. I use visuals, videos, and have students create their own visual in their native language and speaking English. You can see more about this on my teacherspayteachers website https://www.teacherspayteachers.com/Product/1-100-Numbers-System-4832381.
Once a student masters the number system, specifically the language of the numbers, I move on to the the language of math academically. What thoughts do you have about teaching newcomers language? What screeners does your district have for your EL students to use?
Screeners I found online that can help:
BVSD Math Screeners
Education Development Center intervention resources (some have screeners)
Math Mammoth
EasyCBM (costs around $1.00 a student at time of this publishing however when it was free I utilized this resource often).
Links to cited websites.
RTIforELLs
If you have math interventionists, work with them to figure out how to remove the language but still assess the students ability. These can be reused so once you put in the work - you'll be able to use it with other students.
Once you determine the student need, assess what language the student will need. If the student is entering the US school system and is a true newcomer I start with teaching the number patterns of English numbers. I use visuals, videos, and have students create their own visual in their native language and speaking English. You can see more about this on my teacherspayteachers website https://www.teacherspayteachers.com/Product/1-100-Numbers-System-4832381.
Once a student masters the number system, specifically the language of the numbers, I move on to the the language of math academically. What thoughts do you have about teaching newcomers language? What screeners does your district have for your EL students to use?
Screeners I found online that can help:
BVSD Math Screeners
Education Development Center intervention resources (some have screeners)
Math Mammoth
EasyCBM (costs around $1.00 a student at time of this publishing however when it was free I utilized this resource often).
Links to cited websites.
RTIforELLs
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