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Plus, circulating around the room allows me to stop and focus on their needs." -Sarah Wilson "Give ELLs opportunities to work individually so they can progress at their own pace.After asking a question, wait for a few moments before calling on a volunteer. Nonverbal responses will help you check for understanding without requiring students to produce language. They provide the support English language learners need in order to fully participate in math discussions; they contextualize and bring meaning to vocabulary; they provide a structure for practicing and extending English language skills; and they help students use the vocabulary they learn in grammatically correct and complete sentences.ELLs can participate and show that they understand a concept, or agree or disagree with an idea, without having to talk. After sufficient practice with using the frames to express their mathematical thinking, students will be ready to use the frames for writing. Design questions and prompts for different proficiency levels." This sort of question models the structure of a well-crafted answer: "First, I put the blocks in groups of ten. Third, I added the ones left over." Compare that with the response more likely to result from the first question: "I counted them." Students with advanced fluency can respond to questions and prompts that are even more open-ended, such as "Describe to me the steps you used to solve the problem and explain how you used them." 7. Prompts can help English language learners get started when responding to a question.For example, begin with: "You figured it out by..." or "It is a polygon because..." or "First you put the hexagon on the table, and then...." If you encourage them toward an answer, they are more likely to follow your lead and respond with confidence. Consider language and math skills when grouping students.

During a difficult lesson, you might want to say something like: ‘Do as much of question 5 as you can in 10 minutes' or ‘Choose which question you want to start with.'" -Dorit Sasson "Relate a concept to a personal experience a student has had in the past; that way they will have a greater chance of understanding the information taught.

Try to introduce a concept by relating it to something from their country.

" When asking short-answer questions, build the answer into the question for additional support: "Is this a triangle or a circle? For example, instead of asking an intermediate-level student, "How did you solve the problem?

" you might phrase the question this way: "What did you do first, second, and third to solve the problem?

This is especially important for students whose comprehension of English is more advanced than their ability to speak the language. For example, the following frames support students at various language levels in their discussions about polygons. Questioning students lets them reveal what they have learned.

Answering questions lets students test, confirm, or modify their own understandings.