The problem with word problems

Can you complete the following math problem?

A tile company ______ ____ tiles in the shape of ________ __________. The longer _____ of the smallest _______ is 20 cm. Each ____ of this ______ has a length of 4 cm, and the _____ has a ______ of 43 cm. The next larger _______ has the same _____ _____ of the first and has a ______ of 51 cm. The third _____ in the ____ has the same ____ _____ as the other two and a ______ of 67 cm.

What would be the ______ of each _____ of the third _____?

This math problem shows what it may be like for an EAL student to read something in your class. How could you help that student understand and complete the problem?

Although this week’s tip focuses on challenges students might encounter in a math classroom, but the ideas are relevant to all content-area teachers. I hope you can all find something meaningful to your practice in this tip of the week.

Math is not necessarily easy for EAL students. Here are some challenges they may face:

- Math words may have different meanings in everyday language (eg. Table, face, leg, base, product, etc)

- Math texts are written in a very compact style (lots of information in each sentence) which makes it more challenging to construct meaning from context.

- The syntax of word problems is challenging (pronouns, prepositions, conditional sentences, passive voice, etc).

- Concepts may be taught differently in other countries:

o commas and decimals are interchanged

o numerals are written differently (eg. 7 with or without a line through it)

o different methods are used for arithmetic operations

o students may have never used manipulatives before

o estimation and geometry are not emphasized in some countries

Here are some things teachers can do to help EAL students:

- Draw a visual to go with word problems on assignments and tests

- Create a math word wall in your classroom that shows the meanings (definition/ visual) of commonly used words)

- Help students create a “math dictionary” of key words (word, translation, visual, example, etc) to keep in their binder

- Simplify the wording of word problems on assignments and tests

Here are 3 examples of what a student might understand if they read a geometry word problem. Imagine how much easier this problem would be if the teacher provided a visual to go with it.

Low Beginning Student (stage 1 reading – understands a minimal amount of words):

A ___ ____ _____ ____ ___ ___ the ____ __ _______ _____. The _______ ____ __ the ______ _____ __ 20 cm. ______ __ __ __ ____ __ a ___ _ 4 cm, and the ______ ___ a ____ of 43 cm. The ____ ____ _____ ____ the _____ ___ ____ __ the ___ and ____ a _____ ______ 51 cm. The _____ ______ __ the ___ __ the ____ __ _____ ___ the _____ two and a ______ __ 67 cm.

_____ _____ ___ the ______ __ ___ __ __ the ____ ______ ?

Intermediate Student (stage 3 reading – understands many “everyday” English words, but not many academic/content area words):

A tile company ______ ____ tiles in the shape of ________ __________. The longer _____ of the smallest _______ is 20 cm. Each ____ of this ______ has a length of 4 cm, and the _____ has a ______ of 43 cm. The next larger _______ has the same _____ _____ of the first and has a ______ of 51 cm. The third _____ in the ____ has the same ____ _____ as the other two and a ______ of 67 cm.

What would be the ______ of each _____ of the third _____?

Advanced Student (stage 5 reading- understands everyday, content area, and academic words):

A tile company manufactures decorative tiles in the shape of isosceles trapezoids. The longer base of the smallest trapezoid is 20 cm. Each leg of this trapezoid has a length of 4 cm, and the trapezoid has a perimeter of 43 cm. The next larger trapezoid has the same base lengths as the first and has a perimeter of 51 cm. The third trapezoid in the series has the same base lengths as the other two and a perimeter of 67 cm.

What would be the length of each leg of the third trapezoid?

The information from this week’s tip is from Making Math Accessible to English Language Learners: Practical Tips and Suggestions grades 9-12. There are additional suggestions and strategies in the book. We have a copy of it in the EAL office in W121. Please talk to Heidi or Andrea if you would like to borrow it.

Thanks!

Adaptations List

Suggested  Adaptations for EAL students
Teaching Techniques
Extra assistance from teacher or others (one-on-one or small group)
Frequent and repeated review of material
Pre-teach vocabulary
Provide oral AND written instructions
Provide extra completed examples
Model instructions
Photocopy notes ahead of time (if possible) or after a lesson
Increase length of time to complete daily tasks
Use visual materials to supplement the lesson
Offer choices
Use hands-on experiences
Use concrete materials (realia)
Change seating arrangement/preferential seating
Predictable structure and classroom routine
Provide frequent feedback
Check for comprehension by asking the student to repeat the instructions or explain a concept
Sit with a student who will be a buddy/helper
Sit with a student who speaks the same first language (if possible)
Speak slowly and pause between sentences
Paraphrase instructions using simpler words
Peer tutoring
Print (instead of handwrite)
Written Assignments
Provide sentence starters
Provide a completed example to look at
Provide a word bank
Allow extra time
Model how to complete the written assignment (step-by-step)
Provide research materials for the student that are at an appropriate reading level
Allow visual representation of comprehension
Allow oral explanation of comprehension
Do not penalize for spelling/grammar
Break the assignment into smaller pieces and check for completion more often
Provide an outline/organizer for writing a paragraph, essay, story, etc
Shortened assignment
Allow student to brainstorm/write a draft in his/her first language
Reading
Provide a shorter text
Provide a text at a lower reading level
Add visuals to a text
Highlight the key parts of a text for the student
Teach relevant background knowledge/cultural context
Pre-teach vocabulary
Provide an oral summary of a text before reading
Provide a written summary of a text before reading
Break a text into smaller pieces and check for comprehension more often
Use a taped book
Groupwork/Discussions/Speaking
Provide sentence starters
Put student in a ‘safe’ group
Provide questions in advance
Allow time to answer questions in writing before speaking
Allow student to practice in a non-threatening environment (eg with one other student)
Allow more wait time before student responds
Tests
Provide a practice test in advance
Oral tests
Allow use of a bilingual dictionary
Allow more time to complete tests
Reduce reading level on test materials
Permit open book tests
Provide a word bank for fill in the blank or short/long answer questions
Reduce number of questions
Reduce number of options for multiple choice or eliminate those questions
Reduce language demands by providing sentence starters, allowing point-form notes, etc
Provide an example of how to complete a question
Allow visual representation
Do not penalize for spelling/grammar errors
Allow extra time
Make the test look ‘friendlier’ – larger font, more white space, bullets of information instead of paragraphs
Allow alternate forms of assessment – demonstrating a skill, portfolio, project, etc

 

Indentifying EAL students

 

Ask!

I include the questions "How long have you lived in Canada?" and "What languages do you speak?" on the getting-to-know-you questionnaire I give to students in the first week of classes.

This has helped me to identify students who may potentially need EAL support, especially after also looking at a writing sample. Not all students who were born in another country or who speak another language will need language support, but some of them do. In particular this has helped me identify students I might not have otherwise recognized because their conversational English was so good. Remember- students might have excellent conversational English skills, but academic reading/writing skills take a lot longer to develop.

We know who many of the EAL students at GCC are. We will be messaging teachers through teacher connect about students who are currently registered in one of our EAL classes as well as other students who we think may need some supports this year. But there are EAL students in this school who have not been identified to us yet who could need some support. Sometimes students transfer in from out of division and come unidentified as an EAL student. 

 

If there are students in your classes who you think may need our support, please come talk to us.

Simple zero-prep strategies

Simple strategies that make a BIG difference for your EAL students.

Here are just a few quick straightforward strategies that don't require any prep time at all. Although some of these things may seem ‘common sense’, they make a BIG difference for our EAL students.

 

1. Speak slower.

 

2. Pause between sentences.

 

3. If something is important for the student to know, write it down. Language 'disappears' after it is spoken and heard. Seeing written reminders will not only reinforce vocabulary acquisition, but it will give the student more time to take in the information.

 

4. A smile and nod often does not mean "I understand". Many EAL students will smile and nod to be polite. They may not ask questions if they do not understand something.

 

5. Do not just ask "Do you understand?". Many students will reply with a nod and smile (see above). Instead ask the student to show or tell you what they need to do. Ask them to tell you what they understand of the content you just taught.

 

6. Try to have the student sit by another student who is kind, friendly and patient- someone who might be a potential friend. Many of these students are coming from other schools outside of the division or directly from another country and they do not know anybody at GCC.

 

7. Book time with the EAL support staff. If you would like to chat with either Heidi or Andrea re: the students in your class and how to meet their needs, please send us an email and we will be happy to set aside some time in our week to discuss resources, strategies and interventions (if needed).

 

Litte things-big difference-zero prep.

Litte things make a BIG difference

Here are few suggestions for working with EAL students that do not require any advance prep on your part at all but can make a significant difference for EAL students.

1. Enable captions on videos- Some students are better at listening to English and some are better are reading English. Watching a video with the captions turned on will make things easier for many students.

2. Have a short, personal conversation with an EAL student- Some of our EAL students are quite shy and nervous. Try having a short conversation with a student before, during, or after class. Ask them about their family, their hobbies, or where they have come from. They will appreciate it and may be more likely to come and ask for help when they need it.

3. Paraphrase as you speak (say important things twice using different words)-In all of the classes I teach (the EAL classes and the other ones) I make a point of paraphrasing what I say using different vocabulary. It makes me sound a little bit repetitive, but it also ensures much greater understanding on the part of my students. Maybe a student won’t understand the first sentence I say, but they might understand the second one. Example: “Describe the most significant event that impacted your life” could be paraphrased as “I want you to write about something important that happened to you and changed your life”

4. Give students discussion questions ahead of time and have them write before they speak - Students will be much more successful in a small group or large class discussion if they can write their thoughts down first. Many EAL students need time to choose their words and form sentences. They will also appreciate being able to discuss ideas with one partner first before talking in front of a group. You could call this tip Write/Pair/Share.

5. Review often- Do a review at the end of a lesson, at the beginning of the next class, or after the weekend. Try to vary your strategies: answering comprehension questions, completing a graphic organizer or diagram, defining key vocabulary, discussing vocabulary with a partner, looking for information in notes or the text, completing an exit slip, etc.

Visuals and Personal Dictionaries

Vocabulary Tip – Visuals and Personal Dictionaries

 

One reason EAL students may struggle in class is related to their understanding of the vocabulary being used. Often, the words used in subject areas (protagonist, mole, velocity, quadrilateral, equator, etc.) are much more difficult than the more common, ‘conversational’ words that students use each day.

Here are two ways to help students understand key vocabulary in your classroom:

1. Visuals – A picture really is worth 1000 words and you don’t have to be an artist to use more visuals! Google Images is a quick and easy way to find visuals to help clarify what a word means. Now that nearly every classroom in our school has a projector, it is easier than before to incorporate visuals into lessons. You could try to find visuals each day for 3-5 key words or concepts and show them at the beginning of the lesson as an activating strategy.

2. Personal Dictionaries – Encourage or require students to create a personal dictionary. Below is a template that you could use (similar to 3 point approach in SFAL), or you can create one that works for you. Students can: draw a picture, write a simple definition (you might need to help with this part, or use an EAL dictionary), use the word in a sentence, translate the word into another language, give an example, etc.

Keep in mind – a reasonable expectation for most students is learning 5-7 new words per day (not necessarily per subject) and new words need to be reviewed often to be retained.

We have some dictionaries for EAL learners in our EAL office, and there are copies in some classrooms in the school. The definitions in the EAL dictionary are much simpler than those found in a regular dictionary. 

An online version of an EAL dictionary may be found at www.learnersdictionary.com.

**If you don’t currently have an EAL dictionary in your classroom and you would like one, please let me know. I will be placing an order shortly for more of them. **

 

 

The Importance of Context

The Importance of Understanding Context

 

This week’s tip is brought to you from a great book by Teresa Walter called Teaching English Language Learners: The How-to Handbook (Longman Publishers, 2004).

Try to read this text:

“Favourable conditions are necessary to do this activity. That is, you have to have enough rouche. If there is too much rouche, the object might break. But if conditions are too calm, you will have problems because the rouche makes the object go up. If there are obstacles, a serious problem can result because you cannot control the rouche. Usually rouche is most favourable during spring.”

A researcher named Shirley Adams gave the above text to a group of students without providing any extra comments or context. Only 13 % of her students could define rouche.

Then, after offering contextual information to her students (ie: this passage is about flying a kite), 78% of her students were then able to define that rouche means wind. By offering a context, the students were then able to narrow down the possibilities for defining the unknown (but KEY) word. The context also helped them to use prior knowledge to construct meaning.

Notice that in the text, rouche is probably the most difficult word (and perhaps the only unfamiliar word).

 In nonfiction texts, often comprehension can hinge on one unfamiliar key content word.

 Simple ways to create context for ALL students (not just EAL students)

1. use visuals (add clip art/images on powerpoints, in the margins of your notes and handouts, show videos, draw simple illustrations on the board as you speak, bring in realia, etc.

 2. preview topics (have guided class or partner discussions before you read, use anticipation guides)

 3. offer definitions of challenging words (add a simple little glossary to your handouts, powerpoint slides, notes). Simple definitions can be found on www.learnersdictionary.com.

 

 

 

Reading Strategies

Reading Strategies Promote Comprehension

Students can use reading strategies to help themselves understand a text better. In my EAL class, we used several reading strategies during our first unit as we read poems, stories, and memoirs.

The reading strategies we focused on were:

- Making predictions (based on title, pictures, first sentence/paragraph)

- Choosing key words

- Creating a visual representation

- Writing a summary (using the key words to help)

- Writing a personal response

I created a reading strategies template for students to fill out each time they read a new text. See below for a sample. Keep in mind, you may need to teach your students how to fill out each space when they first use this template.

Benefits of this Reading Strategies Template:

- It is open-ended and can be used with any text (poem, story, movie, article, textbook, etc).

- It is easy to have a stack of these ready and photocopied for an automatic assignment students can complete without any extra prep required by the teacher.

- Student can complete the same assignment even if each student has a different text, or a version at a different reading level.

- It gets students to practice reading strategies that will benefit them whenever they are reading.

- The more students use this template, the better they will get at completing it and using the reading strategies.

- It can be easily customized to suit the specific needs of a certain subject area by changing the strategies for certain boxes.

- ALL students in your class will benefit from learning about reading strategies.

Please Remember-

Reading strategies help students understand what they read, but if a text is way too difficult, even using reading strategies won’t help a student. The student may need a text at an easier reading level. There are many students (EAL and not EAL) who are reading below a high school level.

We have many texts at easier reading levels (novels, short stories, science/SS readings, etc) in our EAL Resource Centre. If you need an easier text on a certain theme, please ask one of us to help you find something appropriate.

Below is a sample of the reading strategies graphic worksheet.