Although the finding on key words was done with regular students, the consequences for ELL students of relying on them is the same. They would not be able to solve the problem above. However, if teachers follow the suggested process of reading a problem several times (at lower as well as upper grades) and discussing what it means, students will understand. Another good tool is to teach them to draw or model the problems. To illustrate the problem above, you could state: "Here's Maria's 24." Then, draw 24 units, figures, shapes, etc. to represent 24. "Here's Paolo's; he has more because Maria has fewer than he does". Draw 24 units, figures, shapes, etc. to represent 24 and add 8 more. "So Paolo's has to come to more than 24. How many more? 8. So what is Paolo's total?"
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