Page 19 - IM_Algebra1_FL Print Sample.pdf

Students are prompted to explain their rationale for deciding that one option doesn’t belong and given opportunities to make their rationale more precise.
Why: Which One Doesn’t Belong fosters a need to deTne terms carefully and use words precisely (MP6) in order to compare and contrast a group of geometric Tgures or other mathematical representations.
Supporting English Language Learners
Note: Supports speciAc to English Language Learners are not included in the pilot materials, but will be included in version 1.
These materials include embedded supports for English language learners (ELLs) tied to a framework developed by the team at Understanding Language/Stanford Center for Assessment, Learning, and Equity (UL/SCALE) at Stanford University. Some supports are built right into the curriculum because they help all learners. For example, task statements have been reviewed and modiTed to reduce unnecessary language complexity. Certain routines that are especially helpful for ELLs are included for all learners. For example, Info Gap activities appear regularly in the curriculum materials. There are also suggested supports embedded in the lesson plans themselves, included as annotations for supporting ELLs. Annotations often include suggestions for heavier or lighter supports, which are appropriate for students at diWerent levels of language proTciency. Many of the annotations suggest using Mathematical Language Routines (MLRs).
The framework for supporting English language learners (ELLs) in this curriculum includes four design principles for promoting mathematical language use and development in curriculum and instruction. The design principles and related routines work to make language development an integral part of planning and delivering instruction while guiding teachers to amplify the most important language that students are expected to bring to bear on the central mathematical ideas of each unit.
Design Principles
1. Support sense making. Scaffold tasks and amplify language so students can make their own meaning. Students do not need to understand a language completely before they can start making sense of academic content and negotiate meaning in that language. Language learners of all levels can and should engage with grade-level content that is appropriately scaWolded. Students need multiple opportunities to talk about their mathematical thinking, negotiate meaning with others, and collaboratively solve problems with targeted guidance from the teacher. In addition, teachers can foster
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Course Guide Algebra