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So You’re a Literacy Coach:What About the Math Department?
Roland O’Daniel, Danna Green, David Cook
IRA Conference, Atlanta, GA, 2008
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Getting Things StartedEstimation Activity: Estimate the solution to two of the problems below Show your work, NO CALCULATORS
15% tip on a bill of $32.6510% discount on $452.6340% increase in output of 2.5 tons55% decrease in 12 sq. yards of material
Be prepared to share how you found your answer:
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Estimation Activity (Continued)
Pair with someone who chose the same problem
Compare estimate strategies with neighbor noting differences/similarities
Note modifications you want to make to your strategy to make your estimates easier next time
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Estimation Activity (Continued)
Reflect on the activity What literacy skills were used in this
activity?
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Admit Slip
Find the admit slip in your packet Of all the workshops at IRA, why did
you choose this one? What do you hope to learn or walk away
with as a result of this workshop?
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Content Standards – The Workshop
Participants will Understand the concept of content literacy
and how it supports learning in math classrooms
Reflect on how teacher practice can use literacy as a structure and system for learning
Explore research to understand more about recommendations for the inclusion of literacy in mathematic instruction
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Agenda
Estimation Activity CMCL Overview Reading a Graph Activity Break (bathroom time)
Please follow rule of two feet! What the Research Says Routines/Structures in a Math Classroom Supporting Literacy in a Math Classroom Q & A/Exit Slip
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Double Entry Organizer
Collaborative Model for Content Literacy
6 sub-domains of literacy
•Vocabulary development
•Reading Comprehension
•Writing to learn
•Writing to Demonstrate
•Fluency
•Academic Dialogue
I wonder how many teachers are involved in the project?
I think vocabulary would be very important to math teachers!
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Who Are We? Danna Green
– Literacy Coach in the Striving Readers Consortium in KY for West Jessamine Middle School
– 13 years experience in primary, middle and high math & science, gifted & talented
– Reading Specialist David Cook
– Literacy Coach in the Striving Readers Consortium in KY for Belfry Middle School
– 16 years in education- middle grades math and social studies, and principal
Roland O’Daniel– Mentor Coach in the Striving Readers Consortium in KY– Educational Program Consultant with CTL – Middle and high school math/social studies teacher, 15 years
experience
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What is Content Literacy? And What does it look like in math class?
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Content Literacy:Overarching Concept
There are literacy processes that, when brought to bear in a discipline-specific content environment, will support students in learning content at deep levels, and in continuing to develop their basic learning skills.
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Content Literacy Sub-Domains
The Collaborative Model for Content Literacy prepares teachers to use strategies from these sub-domains to support student content learning– Reading Comprehension– Vocabulary Development– Writing to Learn– Writing to Use What We Know– Verbal Fluency– Academic Dialogue
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Vocabulary Development Strategies
Frayer Model– Examples/Non-examples– Characteristics/Model– Definition
Word Wall with Intentional Interactions
Routines Developed to Scaffold Understanding
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Writing to Learn in Mathematics
Ways of representing content-NAGS– Number– Algorithm (Algebra)– Graph– Sentences
Note-taking Writing to clarify understanding
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Reading Comprehension
Multiple Representations of the same idea and same translation:– 12 4– 12/4– – Twelve divided by four– 4 divided into 12– How many groups of 4 are in 12?
(Draw a model, act it out…)
Reading charts, tables, graphs
124
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Content
ReadingMultiple texts for multiple purposes
Speaking/ListeningIn a variety of configurationsFor a variety of purposes
WritingWriting to Learn- Symbolic & graphical, as well as textWriting to Use What You Know
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Learning Structures
Culture Building learning
relationships Creating a literate
space Learning and practicing
new concepts and strategies
Process Transparency Metacognition Zone of Proximal
Development
Scaffolding– I do you watch– I do you help– You do I help– You do I watch
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How do we help students apply literacy strategies to support content learning?
Take time to teach them how to learn what we need them to learn
Be metacognitive in your instruction – talk with students about how effective learners learn
Collaborate with colleagues for systematic planning to support student learning
Be selective about the strategies you use – make sure that students read, write, speak, listen, and observe in service of learning in your discipline.
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Mathematical Literacy “The ability to read, listen, think creatively, and
communicate about problem situations, mathematical representations, and the validation of solutions…”
“The ability to translate between a mathematical representation (which may include words and symbols) and that which the model represents.”
“The ability to create and interpret mathematical models.”
(NCTM Standards; Galef Institute – Different Ways of Knowing)
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Mathematics as Language Includes elements, notation, syntax, grammar,
vocabulary, conventions, sentence structure, and paragraph structure
Is the language (science) of patterns and change Is a way of thinking about the world Is a necessary ingredient for developing &
demonstrating understanding – both oral & written language
Has language features unparalleled in other languages (for example, theorems expressed using the letter "x" also apply to "b" and "2x-5").
(Sensible, Sense-Making Mathematics, by Steve Leinwand )
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Time for Reflection/Sharing
Take this opportunity to interact with your notes
Turn to your neighbor and share questions or important points
Questions?
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Reading in a Math Classroom
Reading a graph activity Individual work Find a partner with the same colored graph
and share your answers With your partner discuss the different literacy
sub-domains involved in this activity. How could the use of literacy enhance the learning of the mathematics?
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Reading NextRecommendations To Build Adolescent Literacy Skills
– Embed effective instructional principals into content learning– Apply motivating and self-directed learning strategies– Provide direct strategy instruction– Engage students in collaborative work around rigorous text
and concepts– Use diverse texts– Implement an intensive cross-disciplinary writing approach– Provide extended time and opportunities for literacy work
Reading Next, Alliance for Excellent Education, 2004
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Reading NextRecommendations To Build Adolescent Literacy Skills
– Engage in teacher professional development that is long-term and ongoing
– Work in teacher teams to plan for strategy use– Apply technology as a learning and literacy tool– Gather evidence about student skills, both formative and
summative and respond to that evidence through instructional change
– Provide strategic intervention for those students who have specific learning difficulties
Reading Next, Alliance for Excellent Education, 2004
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Instructional Programs Pre K-12 Should Enable All Students to:
Organize & consolidate their mathematical thinking through communication
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
Analyze & evaluate the mathematical thinking & strategies of others
Use the language of mathematics to express mathematical ideas precisely
(NCTM Standards, pp269)
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NCTM Recommendations
Effective teaching requires-- – knowing and understanding mathematics,
students as learners, and pedagogical strategies. – a challenging and supportive classroom learning
environment. – continually seeking improvement.
Technology is essential in teaching and learning mathematics
(Principals and Standards for School Mathematics, The Teaching Principle, NCTM, 2000)
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National Mathematics Panel 2008 The mastery of whole number arithmetic is a critical
step in children’s mathematical education. Conceptual understanding is critical for children’s
ability to identify and correct errors, for appropriately transferring algorithms to solve novel problems, and for understanding novel problems in general.
Pictorial representations... Number line representation… Words also seem to influence the mental representations that children form…
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National Mathematics Panel 2008 The best predictors of the ability to
solve word problems are computational skills and knowledge of mathematical concepts, as well as intelligence, reading ability, and vocabulary.
… these abilities in conjunction with reading comprehension to solve word problems…
(Report of the Task Group on Learning Processes, 2008)
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“Mathematical communication is closely tied to problem solving and reasoning. Thus as students’ mathematical language develops, so does their ability to reason and solve problems. Additionally, problem-solving situations provide a setting for the development & extension of communication skills & reasoning ability.”
(NCTM Standards, pp 80)
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Routines in the Mathematics Classroom
In small group discuss different routines that might be observed in a typical math classroom
Discuss which literacy sub-domains lend themselves most effectively to the mathematics classroom
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Traditional Vocabulary Instruction
How to extend this strategy into a strategy that allows students to develop stronger understanding of the content?
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Interactive Word Wall
Terms Symbols Representations Graphs Student
generated
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Vocabulary Development- Interactive Word Walls
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Interactive Word Wall- adaptation
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“We”
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Vocabulary Development w/ Frayer Model
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Alpha Boxes
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Word Definition Drawing
Foldables
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Fortune Tellers
Terms Definition Questions Examples FUN!
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Multiple Representations
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Frayer Model
Adaptations Multiple words
per page Integrate into
routine Develop understanding
of Characteristics
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Vocabulary Development Adaptation- PictionarySquare Root
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What I have learned about math teachers in my building!
They appreciate me presenting information to them in a direct way.
Most did not realize that the vocabulary strategies they have been doing are literacy strategies.
They like to have trainings done by realreal math people.
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They, like all teachers, need frequent reminders of the literacy strategies.
They need to see the value of the literacy strategies to their students
When they value the strategy, they use them in frequent, systematic ways.
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David’s Story
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Coaching with a Math Teacher
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Targeted specific goals
Focused on mathematical processes/content
Providing students opportunities to communicate about content
Expectations
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The First Hundred Days of School
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Using Symbols and Text to Communicate Mathematically
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“Using literacy strategies within the math classroom is a necessity. My students need the knowledge of how to solve mathematical problems, but also how to verbalize their steps and solutions. When working a problem in my class students know that it is expected to show their work and write [respond to the work to show understanding]; one is incomplete without the other. As an educator it is my job to prepare my students for life outside the classroom. ”
-M. Smith
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“Using literacy strategies within the math classroom is a necessity. My students need the knowledge of how to solve mathematical problems, but also how to verbalize their steps and solutions. When working a problem in my class students know that it is expected to show their work and write [respond to the work to show understanding]; one is incomplete without the other. As an educator it is my job to prepare my students for life outside the classroom. ”
-M. Smith
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Math Notes: Number Properties
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Double Entry Organizer(Developing Understanding)
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Double Entry Organizer
Allow for student reflection
Allows students to summarize
Provides teacher with source for monitoring comprehension
Provides another tool (graphic organizer) to help students to better understand concepts.
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Interactions w/ Material
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Note-Taking
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Open Response Questions
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Student Writing/Problem Solving
Clear expectations (what is a proficient product).
Authentic purpose for writing, real-world connection.
Weave use of math, problem-solving, & communication skills.
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Writing for Publication
Student choice Authentic
audience Content rich Uses
appropriate form and features
Teacher support and feedback
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Reading & Writing in Math
Students are supported in the use of literacy strategies in the classroom.
Students use the reading and writing skills they have practiced.
Students interact with the text to:– question– make predictions– organize their thoughts– look for details– respond using higher order
thinking skills.– respond with evidence of
mathematical reasoning.
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Graphic Organizer- Compare/Contrast
Interact with text/information
Organize information
Retention of learning
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Lollipop
Be Creative Incorporate
different learning styles
Make it Real Don’t just do
math/use math
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Does Writing to Learn Make a Difference?
“…explains so that I can understand…”
Model Repetition Cooperative
Learning Activities Writing to Explain
“…she went from I don’t like school to school’s okay…”
“…she went from I can’t do math to I like math…”
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A Final Thought
“As educators we must integrate math skills and concepts into a meaningful experience for our students. Learning must be relevant and have an intended purpose. Math should not be taught in isolation but as part of a curriculum that stresses communication of math topics through reading and writing.”
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Practice w/ a Purpose
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Closing Activities PowerPoint-
http://striving-readers-coaches-corner.wikispaces.com/
Questions? Exit SlipThree points I want to remember.
Something that squared with my beliefs.
Something that keeps going ‘round and ‘round in my head.