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Math 3-6

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Math 3-6 > Strategies > Sentence Frames

Sentence Frames

Overview

Sentence frames or stems can serve as language support to enrich students' participation in academic discussions. As a scaffold for students to start and structure an explanation or question, sentence frames help all students develop more fluent Math Communication and, in particular, allow students with varying English proficiency to use more complex language and academic vocabulary.

    View References

    Example: Use This Strategy in the Classroom

    Starting at 0:34, watch how this teacher models using sentence frames to decompose numbers. By using this frame, students practice explaining their thinking with math language.

  • Teachers can incorporate and model sentence frames both orally and in writing. For math talks, students can use sentence frames like “The strategy I used was…” or “Can you explain why you…?” to explain their mathematical thinking with precise language and for peer critique. When problem solving, these supports can also prompt students to think more deeply and elaborate in their written answers.

    • Design It into Your Product

  • Products can provide sentence frames (e.g., “I knew to multiply/divide because ____”) as options for students to use when they have to explain or justify their thinking.

    • References Sentence Frames

    Buffington, P., Knight, T., & Tierney-Fife, P. (2017). Supporting mathematics discourse with sentence starters & sentence frames. Education Development Center. Retrieved from http://courses.maine.edc.org/files/Interactive-STEM-Tool-Strategy-Sentence-Starters.pdf

    Coleman, R., & Goldenberg, C. (2009). What does research say about effective practices for English learners? Introduction and part I: Oral language proficiency. Kappa Delta Pi Record, 46(1), 10-16.

    Hill, J., & Miller, K. (2013). Classroom instruction that works with English language learners. Alexandria, VA: ASCD.

    National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. Washington, DC: The National Academies Press.

    Wong L.W., & Snow, C.E. (2000). What teachers need to know about language (Contract No. ED-99-CO-0008). Washington, DC: U.S. Department of Education's Office of Educational Research and Improvement, Center for Applied Linguistics.

    Factors Supported by this Strategy

    Learner Background
    Adverse Experiences
    Safety
    Physical Well-being
    Sleep
    Socioeconomic Status
    Social and Emotional Learning
    Emotion
    Sense of Belonging
    Cognition
    Attention
    Long-term Memory
    Metacognition
    Inhibition
    Short-term Memory
    Speed of Processing
    Working Memory
    Mathematics
    Math Communication

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