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## Previous Work

October 2005 through September 2012

**These resources were published under a previous TXCC funding; therefore, information contained therein may have changed and is not updated.**

## What Can a Mathematics Teacher Do for the English Language Learner?

### Language Objectives

#### Description of Language Objectives

Language objectives describe how the student will acquire the content knowledge required using the four modalities of language (listening, speaking, reading, and writing)

Language objectives

- explicitly teach the vocabulary required to master the content objective;
- include a description of the interaction in which students will participate, such as discussions or paired and/or cooperative learning activities;
- give students the opportunity to use functional language—reading, speaking, listening, and writing—in the math content area;
- encourage reflection at end of lesson to assess whether or not language objectives were met; and
- encourage teacher to model the behavior that supports the student expectation.

(Adapted from Texas Education Agency, 2006.)

#### Examples of Language Objectives

Students will be able to:

- use mathematical vocabulary to explain orally or in writing the attributes of geometric figures;
- construct a Venn diagram to contrast and compare one geometric figure with another;
- create a list of attributes of various figures;
- explain how to solve an equation to a partner;
- describe the relationship between radius, diameter, and circumference of a circle;
- write, in own words, an explanation of the math concept;
- connect informal language to formal mathematical language in a graphic organizer;
- write out the formulas that are on the current math TAKS chart;
- engage in a “Walk About” or “Gallery Walk” activity (“What did you learn today?”); and
- construct a flip book of vocabulary words with representative diagrams.

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