ESOL STRATEGIES FOR MATH!!! Strategy 37

Strategy 37: Advance Organizers

Next Generation Sunshine State Standards

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MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 

Common Core Standards

• CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

ESOL Standards
11) Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.

STEP BY STEP

1. Identify the main concepts in the lesson
2. Design a way to connect prior knowledge to the new concepts
3. Present the advance organizer
4. Teach the new information
5. add technology

Advance organizers are used to help the student make connections between the material that is to be learned and existing knowledge. There are two types of organizers to be used. An expository organizer is used when the material that is being learned is quite unfamiliar. An comparative organizer can be used to match material that is somewhat familiar to material that has just been learned. It is important to know the age of the student, developmental level, and existing knowledge. 

Appropriate Formats for Advance Organizers

Developmental Levels	Attributes of Learners and Suggested Formats for Advance Organizers
Preoperational Preschool/Kindergarten	Need concrete experience like field trips, hands on activities, role plays, Venn diagrams with pictures, realia, photographs
Concrete operational elementary grades	Depend less upon concrete props as they get older, English learners will still need some of the supports named for preoperational students for language development; activities like 20 questions, debate, oral readings, Venn diagrams with words can now be used
Abstract logical middle and high school	Learners’ dependence on concrete props decreases, they are able to go beyond the “here and now”, English learners will still need concrete props to demonstrate new vocabulary,; activities like debates, use of biographies, current events, interviews are now appropriate.