##
* *Reflection: ELL Students
Round Robin Review (Unit 4/L1-6) - Section 2: The Activity

As I proctored a Social Studies Final exam, I was asked by a few students what words like, "resent", "deception", and "prevail" meant. I was even asked what the word "competent" meant, a word that has almost exactly the same spelling in spanish, and has the same meaning. I did not answer these and waited for their teacher to step into the room. I'd like to note that English is a second language for most my students but not all are ELLs.

I thought about their questions and asked myself how many times I've given students math problems, or spoken math in class, over-estimating their knowledge of certain terms and unaware that in fact, they may have no idea what they mean. So I thought about my ways in the classroom with respect to keeping ELL students onboard.

The language used in standardized test questions can be confusing, even to native English speakers. For this matter, when students are independently answering the round robin questions, I stroll around and glance in on what my ELL's are writing making sure they understand the questions. Like I've mentioned before, many will keep quiet and not say they don't understand a term. Sometimes, they might respond with an "I don't know" and teachers may be get frustrated thinking that the problem is one of attitude when in fact, they don't understand the question. So I try to rephrase the question, maybe making it more direct, or putting it into a more conversational style question, to help students respond. The message I want to give is that I trust their abilities and I am considerate about their language difficulties, but I still expect their participation.

*Standardiazed test language and ELL students*

*ELL Students: Standardiazed Test Language and ELL students*

# Round Robin Review (Unit 4/L1-6)

Lesson 16 of 16

## Objective: SWBAT answer and discuss challenging "Standardized Test" type questions related to concepts covered in class..

This lesson should be given during or after Lesson 6 of Unit 4, Powers and Exponents.

Before the lesson, I take a sheet of paper, divide it into 4 sections and I write a math question or problem (short answer or multiple choice) in each quadrant. (See my samples below) The questions, clearly numbered 1 to 4, should target any of the topics covered in the unit. I like that a some questions be a bit more challenging than most of those seen in the unit.

Since we are going to do the Round Robin task more than once, I create 2 or more sheets just like the first one, with other questions.

I will be working with 5 groups (4 students per group), So I make sure I make 5 copies of each Question Sheet. I also gather sticky notes, enough for my 5 groups (5 sticky notes per group) and divide the whiteboard into 4 sections numbered 1, 2, 3, and 4)

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#### The Activity

*50 min*

I start the activity by dividing the class into groups of four (see reflection on grouping below) and name groups A, B, C, etc. I provide each group with a Question Sheet (Question Sheet 1). The sheet should be cut by one of the members into its 4 quadrants (each with one question) and the 4 slips distributed to each student in the group. I give students a set length of time, in my case 3 minutes, to answer each question. At first, students should answer questions independently, with no help from other group members.

When the 3 minutes are up, I ask group members to pass their slips clockwise to the next student. I give another 3 minutes for the next question....this continues until each student in the group has answered all 4 questions. (Please read my reflection on ELL learners in this type of activity)

Now I ask students to discuss answers in their groups (MP3), one question at a time. When the group has agreed on the answers to all 4 questions, they make their answers official by writing each answer on a separate sticky note and pasting it on the corresponding section (1,2,3, or 4) of the whiteboard. Here is the text a sticky note should have written on it, and an image below:

- Question 1
- Group A
- Answer is (b) (or answer is xxxx)

see Post it

When all groups have posted sticky-note answers to all four questions, (see Post its on board), I check the answers in each section of the board and I assign each group grade (1 - 4).

Once I do that, I go over wrong answers with the whole class and ask the group if they understand the mistake they made. I also discuss any other question a student may have, even if their group answered correctly, before passing around the second Question Sheet (Question Sheet 2) with four more questions.

## Here are the answers to both Question Sheets:

Answers to Question Sheets 1 and 2

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Environment: Urban

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- UNIT 1: Number Sense
- UNIT 2: Solving Linear Equations
- UNIT 3: Relationships between Quantities/Reasoning with Equations
- UNIT 4: Powers and Exponents
- UNIT 5: Congruence and Similarity
- UNIT 6: Systems of Linear Equations
- UNIT 7: Functions
- UNIT 8: Advanced Equations and Functions
- UNIT 9: The Pythagorean Theorem
- UNIT 10: Volumes of Cylinders, Cones, and Spheres
- UNIT 11: Bivariate Data

- LESSON 1: The Product of Powers Property
- LESSON 2: What if we take a power of a power?
- LESSON 3: Quotient of Powers
- LESSON 4: The Negative Exponent Property
- LESSON 5: Powers of Products and Quotients
- LESSON 6: Remember...the Properties of Powers
- LESSON 7: Square Root Solutions (Part 1 of 2)
- LESSON 8: Square Root Solutions (Part 2 of 2)
- LESSON 9: Cube Root Solutions
- LESSON 10: Multiply and Divide Square Roots
- LESSON 11: Simplifying Radicals
- LESSON 12: Scientific Conversions
- LESSON 13: Operations with Scientific Notations
- LESSON 14: Sun Facts (Part 1 of 2)
- LESSON 15: Sun Facts (Part 2 OF 2)
- LESSON 16: Round Robin Review (Unit 4/L1-6)