Julie Schwieger

4/20/15
ED 434
Oral Language Portfolio Artifact

Framework:
Content Area: Mathematics
Standard: 1. Number Sense, Properties, and Operations
Grade Level Expectation: Third Grade
Concepts and skills students master:
1. The whole number system describes place value relationships and forms the foundation for
efficient algorithms
Evidence Outcomes
Students can:
a. Use place value and properties of operations to perform multi-digit arithmetic. (CCSS:
3.NBT)
i.

Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and
subtraction. (CCSS: 3.NBT.2)

WIDA Standard: English Language Development Standard 3

English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Mathematics
The language of Mathematics

Activity Overview:
In this activity students will have hundreds, tens, and ones blocks to help them add and subtract
grade level math problem. They would work in a group where they have to speak the entire time.
The partner will give them random numbers, which this student will have to make and then
repeat. The partner will then say add or subtract, which the student will do and narrate their every
move, and why theyre doing what theyre doing. The students will have to form an
understanding of addition and subtraction. They also need to say hundreds, tens, and ones, and
identify which place value is what. You could also adapt this another way and have the partner
say a number and then the person with the blocks has to make them and then say for example,
pointing to the hundreds place six hundred, and the same for the tens and ones place.

Justification for Activity:

In chapter 3 of Gibbons states that, A group task should require, not simply encourage, talk.
With that statement it backs up the oral language development that is hopefully taking place in
the group work with the place value blocks. When the students are require to talk the entire time

in the groups, its going to build on their oral language development. I think that by having them
say every place values value in the given number also helps with the oral development, of not
just English, but also with the language if math. Even though language is important for English,
its also important to build on the language of other subjects too. Gibbons also states that every
child in the group must be involved, and I think ive hit that with this specific example. If the
student who is not working directly with the blocks, theyre the one in charge of giving the
person with the blocks numbers to work with. They are also the one who will check to see if their
partner is correct. They will ultimately switch every time, but it will be a good thing for every
student to experience.

Artifact: