Transcript: Grade Four Math Designated ELD

Grade Four Math Designated English Language Development: Mathematical Argument

Introductory Slides (00:00–03:19)

Narrator: Welcome to the California Department of Education Integrated and Designated English Language Development Transitional Kindergarten through Grade Twelve Video Series.

Narrator: Designated English Language Development: Building Into and From Mathematics in Grade Four. In this lesson, the students are learning and practicing how to write mathematical arguments. They intentionally listen, speak, read and write in order to build language and linguistic structures. The students will use these language resources to accurately demonstrate their understanding of math content in writing now as well as when they return to their math class.

Narrator: The focal California English Language Development Standards driving this lesson: The English Language Development Standards at the Bridging level are Grade 4, Part 1, Standard 1: Exchanging Information and Ideas, where students contribute to class, group, and partner discussions including sustained dialogue by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback. Grade 4, Part 1, Standard 10a: Writing, where students write longer and more detailed literary and informational texts collaboratively and independently using appropriate text organization and growing understanding of register. And Grade 4, Part 2, Standard 1: Understanding Text Structure, where students apply understanding of how different text types are organized to express ideas to comprehending text and writing cohesive texts. Watch how students move from early levels of proficiency toward the Bridging levels of these English Language Development Standards throughout the lesson.

Narrator: The supporting California Common Core State Standards for Mathematics Used in Tandem with the Focal English Language Development Standards. The mathematics standard is Grade 4, Number and Operations in Base Ten, Standard 5: Use place value understanding and properties of operations to perform multi-digit arithmetic, where students multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Students illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Watch for how these California standards are addressed throughout the lesson.

Narrator: Watch how the teacher leads the students through a series of activities that allow them to write a mathematical argument with an increasing degree of independence using newly learned language structures in vocabulary through mathematical discourse.  The students speak with their peers to collaboratively reconstruct an argument that has been cut into strips. They apply their understanding of how an argument is structured, accurately using academic vocabulary.

Teacher Introduces the Lesson (03:20–03:48)

Teacher: And I'm going to hand out to you some envelopes that have a paragraph written and cut into strips. What you're going to do is you're going to arrange these strips in order that makes sense to you and your partner and you're going to put them on this graphic organizer. You're gonna want to have your claim, your evidence, and your explanation of your evidence. Are there any questions? Awesome!

Students Discuss in Pairs (03:49–05:08)

Student 1: I think it is in the claim because it says like we know that Alberto made a mistake in method W. And then that. And like it's telling us and it's like our claim, you know? What do you think?

Student 2: I think for evidence, we should put, I think our evidence will be “he multiplied two times one when he should multiply two times ten.”

Student 1: I agree, what else should we put? Because we have two more left. Okay, I think we should put “the correct answer is one thousand and eight.” We put it here, and it could be here or here.

Student 2: I think "this is an error in place value" I think we should put it in explaining.

Student 1: Yeah.

Student 2: Explain of evidence.

Student 1: Now let's read it again, maybe it makes sense.

Student 1 & Student 2 Together: I know that Alberto made a mistake in method X. He multiplied two times one when he should've multiplied two times ten. This is an error in place value. The correct answer is one thousand and eight.

Student 1: I think we got it right.

Looking Deeply at Classroom Instruction (05:09–05:21)

Narrator: Watch how the teacher prepares the students to use learned language structures through mathematical discourse. The students use their learned language to explain their reconstructed argument and cite evidence.

Whole Class Debrief (05:21–06:56)

Teacher: Who can tell me what they think the evidence is. And this, and now I'm seeing that you have two different... there's two different explanations of the evidence going on and that's okay. I just want to hear your thinking so let's start with Antonio and his partner.

Student 3: He multiplied two times one. When he should multiply two times ten.

Student 4: The correct answer is one thousand eight.

Teacher: Do we agree? No. Xiomara why do you not agree?

Student 5: Because I think those two should go on explanation of evidence because it's saying where he made the mistake and what's the correct answer.

Teacher: Okay and why do you think the correct answer belongs up in the evidence?

Student 3: Because it means what he did wrong.

Teacher: We're going to say that it's Antonio, that evidence includes the right answer because we're going back to our numbers and the numbers where we're citing, like citing our source from our reading, we're going back to the numbers. We are including the numbers into our evidence.  So next week when we go back to our posters, can you help your group with this because that's what they're gonna do next right? They're gonna be identifying the claim and you're gonna be the experts on it right? You're gonna be able to help them.

Looking Deeply at Classroom Instruction (06:57–07:10)

Narrator: Watch how the teacher prepares the students to apply their understanding of an argument with an increasing degree of independence using learned language structures through mathematical discourse. The students write to explain their reconstructed argument.

Student Independent Practice (07:11–08:14)

Teacher: Now, do you think you can do it on your own?

Whole Class: Yes!

Teacher: Okay try to do it by yourself. This is not partner work. At the very end you can check it with your partner when I say so, but your eyes should be on your own paper trying to do it by yourself at first. But I know you guys can do it.

[Students working quietly in the background]

Reflection and Closure (08:15–08:52)

Teacher: Are we ready?

Whole Class: Yes!

Teacher: Let's read read what we wrote.

Teacher and Whole Class: I know Alberto made a mistake in method X. He multiplied two times one when he should have multiplied two times ten. The correct answer is one thousand and eight. This is an error in place value.

Teacher: So, we all agree. Awesome!

Whole Class: Yes!

Teacher: Nice! So, when we go back to our groups will you be able to help them?

Whole Class: Yes!

Teacher: Ok, great!

Beyond the Lesson (08:53–09:24)

Narrator: Beyond the Designated English Language Development Lesson: Building Into and From Content Instruction. By engaging in designated English language development lessons such as this one, the students are better prepared and more confident to express their growing math content knowledge in speaking, reading, and writing during collaborative activities with peers in small groups, as a whole class, and individually with diminishing supports.

Small Group Discussion (09:25- 09:45)

Student 2: Eduardo made a mistake in method X. We know this because in method X it shows that 72 times 14 in the beginning, but when they do the math it shows a 4 instead of a 14.

Closing Slides (09:46- 11:01)

Narrator: Reflection and Discussion. Reflect on the following questions. First, how did you observe the following focal English language development standards and supporting content standards being implemented in this grade four designated English language development lesson? English language development Part 1, Standard 1: Exchanging Information and Ideas; Part 1, Standard 10a: Writing; Part 2, Standard 1: Understanding Text Structure; and Number and Operations in Base Ten, Standard 5. Second, what features of designated English language development did you observe in the lesson? Now pause the video and engage in a discussion with colleagues.

Narrator: The California Department of Education would like to thank the administrators, teachers, and students who participated in the making of this video. This video was made possible by the California Department of Education in collaboration with WestEd and Timbre Films.