Abstract
This study looks at six students, both classified and unclassified as English Language Learners, to measure their current success levels with mathematical reasoning problems. Due to the ambiguous language used in word problems, the lack of comprehension and vocabulary skills, students find word problems to be one of the most difficult math concepts to learn. An analysis of each student’s progress will be done, comparing their pre-assessment score to their post-assessment scores. Several key strategies and methods will be introduced, including the SIOP (Sheltered Instruction Observation Protocol) Model.