**Term 3**

**Hunch & Hypothesis (WEEK 1-4)**

Goals:

New Entrants don’t know how to explain their thinking, they need the Mathematical language as most of them are ESOL students. Therefore for me, I need to be deliberate about the way I introduce, use, and reinforce mathematical terms. I will be incorporated mathematical vocabulary in my planning as key focus in the day-to-day teaching of Maths. I will be using these TESSOL strategies - Frontloading with materials, Maths Walls and NUMBER TALK to teach students with correct maths vocabs and how to use them.

Dated: 24 July 2017

Teaching & Learning (Pedagogy & Ako)

How are you going to do it? What are the deliberate steps.

(Include DAT, resources, PLD readings, support etc.)

Professional discussions with colleagues

Observation notes - OTJ

Formative assessments - from TERM 2

Student feedback

Student work and sharing of understanding

Frontloading -

When planning a lesson, identify the vocabulary students will need in order to understand or explain ideas. Introduce these terms at the start of the lesson so that students for whom they are unfamiliar won’t be confronted by new words and procedures simultaneously later in the lesson. The meaning of the vocabulary can then be reinforced when students put it to use.

The “vocab session” can also be used to systematically review terms introduced in previous lessons. Include mathematical vocabulary in spelling lists. Provide opportunities for students to practise and use this new vocabulary throughout the lesson.

I will spend some time during warm up times to directly teach my students with the focus Mathematical language that will be used in our maths lessons.

**COUNT ON, ALL TOGETHER,**+

Maths Wall

Create a “word wall” on the classroom wall. Students can post definitions, drawings, and examples next to the terms. The students can refer to the word wall throughout the lesson.

Number Talk - Maths Talk

**I have been using 'number talk' all the time as part of my warm in Maths. Number talk is so easy and I believe that it really helps my students to make connections as they see numbers.**

**It is hard for new entrants to make sense with this strategy but after a while they will get use to it and then they will start talking and making connections.**

**I am going to use this strategy again with my new target groups and I know that they will be able to make lots of connections after this four weeks lessons.**

Indicators of progress

(What I’m looking for that shows I’m making a difference to student progress)

- More Student Talk

- Improve deeper thinking

- Increase using of Mathematical Language correctly

- Able to solve a Mathematical Problem using either count all or count on with materials

- Know numbers 1-20 and be able to make/form a set them correctly

- Attempt working collaboratively with a friend or the whole class

- Able to use ipad to record their work

Checkpoint

Weeks 1 - 4 (18th August)

Evaluation: