Using Reading Strategies Using Reading Strategies in Math Classin Math Class

Presented byPresented byCynthia Martin, Reading SpecialistCynthia Martin, Reading Specialist

Tallassee Elementary SchoolTallassee Elementary SchoolNovember 13, 2012November 13, 2012

Introduction & OverviewIntroduction & Overview

Goal of PresentationGoal of Presentation Essential QuestionEssential Question Reading Strategies during Math classReading Strategies during Math class Strategies to Build Math VocabularyStrategies to Build Math Vocabulary Action StepsAction Steps Q & A Q & A

GoalGoal

To provide teachers with the To provide teachers with the opportunity to explore the use of opportunity to explore the use of

reading strategies as tools for reading strategies as tools for helping students gain greater helping students gain greater

understanding in math.understanding in math.

Essential QuestionEssential Question

Which reading strategies can be used Which reading strategies can be used to assess, address, and advance?to assess, address, and advance?

Student reading levels in mathStudent reading levels in math Vocabulary understandingVocabulary understanding

Comprehension skillsComprehension skills

Change Takes TimeChange Takes Time

““Problem –solving ability does not develop Problem –solving ability does not develop over a few weeks or months. Nor is it a over a few weeks or months. Nor is it a topic that is taught at a particular grade topic that is taught at a particular grade level…we need to address problem solving level…we need to address problem solving EVERY DAY, in EVERY LESSON, beginning in EVERY DAY, in EVERY LESSON, beginning in Kindergarten and continuing through high Kindergarten and continuing through high school because problem solving and school because problem solving and learning mathematics are so intimately learning mathematics are so intimately connected.” (Van de Walle, 1994). connected.” (Van de Walle, 1994).

Strategies to Address Reading Strategies to Address Reading LevelsLevels

Many of the process skills needed for Math are similar to Many of the process skills needed for Math are similar to reading skills and when taught together reinforce each reading skills and when taught together reinforce each other.other.

These common skills include:These common skills include: activating prior knowledge,activating prior knowledge,

predicting,predicting, synthesizing information,synthesizing information,

making inferences,making inferences, drawing conclusions,drawing conclusions,

asking questions, asking questions, making connections, comparing and contrasting,making connections, comparing and contrasting,

and building vocabulary.and building vocabulary.

Why use Reading Strategies Why use Reading Strategies during Math instruction?during Math instruction?

““Why do we compartmentalize thinking Why do we compartmentalize thinking and learning throughout the day?...and learning throughout the day?...

We should apply schema theory and We should apply schema theory and metacoginition to the fundamentally metacoginition to the fundamentally important problem-solving processes important problem-solving processes on which mathematical understanding on which mathematical understanding rests…”rests…”

Ellin Oliver Keene,2006Ellin Oliver Keene,2006

SO, Why?SO, Why?

““If you want students to understand If you want students to understand mathematical ideas, they must use mathematical ideas, they must use both language and thought. Trying to both language and thought. Trying to put more thinking into the math put more thinking into the math curriculum without attention to curriculum without attention to language will be fruitless…”language will be fruitless…”

Arthur Hyde- Arthur Hyde- Comprehending Comprehending Math,2006Math,2006

MATH IS A LANGUAGE!MATH IS A LANGUAGE!

Galileo said…”Mathematics is a Galileo said…”Mathematics is a language. The laws of nature are language. The laws of nature are written in the language of written in the language of mathematics. The symbols are mathematics. The symbols are triangles, circles, and other triangles, circles, and other geometrical figures, without whose geometrical figures, without whose help it is impossible to understand a help it is impossible to understand a single word.”single word.”

How Can We USE Strategies?How Can We USE Strategies?

Teach students to become Teach students to become ACTIVE READERS!ACTIVE READERS!

PredictionPrediction

Students take prior knowledge and Students take prior knowledge and make an “educated guess” about make an “educated guess” about what they think the answer will be…what they think the answer will be…Sometimes they will be asked to use Sometimes they will be asked to use information from the problem. It is information from the problem. It is important that they know that important that they know that predictions must be supported!predictions must be supported!

MAKE A PREDICTION!MAKE A PREDICTION!

What is the perimeter if we covered What is the perimeter if we covered the gingerbread man chest with, the gingerbread man chest with,

marshmallows, cheerios, or smarties!marshmallows, cheerios, or smarties!

Prediction ChartPrediction Chart

PredictionPrediction

Perimeter- Perimeter- definitiondefinition

Per-i-”around”Per-i-”around”

Meter-”measure”Meter-”measure”

EvidenceEvidence

ConnectionsConnections

When students have a connection to When students have a connection to the learning, they will be more apt to the learning, they will be more apt to internalize and own the process. internalize and own the process. Activate prior knowledge before Activate prior knowledge before solving math problems. Facilitate solving math problems. Facilitate connection-making for students so connection-making for students so they will see relevance.they will see relevance.

Making ConnectionsMaking Connections

Ask yourself, Ask yourself, “What does this “What does this problem have to problem have to do with me or my do with me or my life? How could I life? How could I use this use this information that I information that I have learned?”have learned?”

Connections ChartConnections ChartProblemProblem ConnectionConnection

What number can be What number can be subtracted from 69 to subtracted from 69 to get 28?get 28?

The score in the The score in the Tallassee football Tallassee football game against Bullock game against Bullock County was County was something like that something like that and they won by 41 and they won by 41 points. That gives me points. That gives me an estimate an estimate

of the of the

answer.answer.

Use a Connections ChartUse a Connections Chart ProblemProblem ConnectionConnection

What is 15% of $300?What is 15% of $300? I have been looking I have been looking at a pair of red Gucci at a pair of red Gucci high- heeled shoes high- heeled shoes that cost $300. that cost $300. Finally they go on Finally they go on sale for 15% off! How sale for 15% off! How much could I get much could I get them for nowthem for now??

How can we use How can we use connections to solve this connections to solve this

problem?problem?Carla wants to build a fence around Carla wants to build a fence around

her pool. Her backyard is 45 feet her pool. Her backyard is 45 feet long and 35 feet wide. How much long and 35 feet wide. How much fence does she need?fence does she need?

Before they get started…Before they get started…

Have a quick conversation with your Have a quick conversation with your students before they attack the students before they attack the problem about fencing and yards, problem about fencing and yards, activating prior knowledge about activating prior knowledge about perimeter…perimeter…

Try This!Try This!

Build prior Build prior knowledge knowledge

by downloading by downloading “Images” from “Images” from Google. This Google. This picturepicture

took about a took about a minute to minute to download.download.

Connect the problem to the Connect the problem to the learner.learner.

There was a dog at the park. Then 5 There was a dog at the park. Then 5 more dogs came. How many dogs are more dogs came. How many dogs are

in the park now?in the park now?

(Think about your (Think about your dog, dog, Jack, at Jack, at

home!)home!)

QuestioningQuestioning

Paired Reading and QuestionsPaired Reading and QuestionsThe questioning process slows The questioning process slows

students’ reading and students’ reading and thinking down. It forces thinking down. It forces students to return to the text students to return to the text to find ways to solve the to find ways to solve the problems. problems.

Pairing students as questioner Pairing students as questioner and responder facilitates and responder facilitates planning for problem-solving. planning for problem-solving. Sentence-by-sentence Sentence-by-sentence reading, questioning, then reading, questioning, then rereading and answering rereading and answering focuses the students. focuses the students. Continued practice will foster Continued practice will foster independent strategy practice independent strategy practice and usage. and usage.

Questioning StrategyQuestioning StrategyKK

What facts do I What facts do I KNOWKNOW from the information in from the information in

the Problem?the Problem?

NNWhat information do I What information do I

NOTNOT NEEDNEED

WWWHAT WHAT does the problem does the problem

ask me to find?ask me to find?

SSWhat What STRATEGYSTRATEGY

/operation /tools will I use /operation /tools will I use to solve the problem?to solve the problem?

ProblemProblem

Amanda and Jessica went shopping at the Amanda and Jessica went shopping at the mall. They decided to only shop at stores mall. They decided to only shop at stores that were having a sale. At one of the that were having a sale. At one of the sales, shirts were marked down $4. You sales, shirts were marked down $4. You bought 3 shirts. A sales tax of $2 was bought 3 shirts. A sales tax of $2 was added to your bill. Bringing your total to added to your bill. Bringing your total to $50. Find the price of the shirt before the $50. Find the price of the shirt before the sale.sale.

USE THE KNWS ChartUSE THE KNWS Chart

KNWSKNWSKK

What facts do I What facts do I KNOWKNOW from the information in from the information in

the Problem?the Problem?

NNWhat information do I What information do I

NOTNOT NEEDNEED

WWWHAT WHAT does the problem does the problem

ask me to find?ask me to find?

SSWhat What STRATEGYSTRATEGY

/operation /tools will I use /operation /tools will I use to solve the problem?to solve the problem?

Shirts marked Shirts marked down $4down $4

Bought 3 shirtsBought 3 shirts

Sales Tax $2Sales Tax $2

Total was $50Total was $50

Went to MallWent to Mall

Only shopped Only shopped salessales

How much did How much did shirts cost shirts cost

before the sale?before the sale?

SubtractSubtract

Sales tax and Sales tax and dividedivide by 3 to by 3 to find cost of find cost of each shirt.each shirt.

Then, Then, addadd $4 $4 per shirt.per shirt.

VisualizationVisualization

ViVisualizing makes abstract ideas concrete. sualizing makes abstract ideas concrete. Lots of math concepts (time, weight, Lots of math concepts (time, weight, distance, length, and width) are better distance, length, and width) are better understood when made visual. Drawing a understood when made visual. Drawing a picture OR creating a table, graph or picture OR creating a table, graph or diagram can facilitate problem solving. diagram can facilitate problem solving. Making those visuals Making those visuals beforebefore they begin they begin their calculations makes it easier for their calculations makes it easier for students to “see” their way to the answer! students to “see” their way to the answer!

VisualizationVisualization

““Make a movie in your mind!”Make a movie in your mind!”

If that does not work for your students, have them draw a If that does not work for your students, have them draw a pictorial pictorial

representation with a study buddy.representation with a study buddy.

Let’s try this:Let’s try this: You enter the front door of a museum. You walk 66 feet You enter the front door of a museum. You walk 66 feet

from the entrance to the back of the great hall. Next you from the entrance to the back of the great hall. Next you walk another 98 feet until you reach the end of the second walk another 98 feet until you reach the end of the second huge gallery room. How far have you walked?huge gallery room. How far have you walked?

Circle the expression that describes the problem.Circle the expression that describes the problem. A. 66+98 B. 98-66 C. 98X66 D. 98/66A. 66+98 B. 98-66 C. 98X66 D. 98/66

VISUALIZE!!!VISUALIZE!!!

You have to visualize this!You have to visualize this!

How many feet on How many feet on two cows and two cows and three chickens?three chickens?

InferenceInference

Sometimes all of the information you Sometimes all of the information you need to solve the problem is not “right need to solve the problem is not “right there”. there”.

What You KnowWhat You Know + What you Read + What you Read ____________________________ InferenceInference

Let’s infer to solve this Let’s infer to solve this problem.problem.

There are 3 people sitting at the There are 3 people sitting at the lunch table. How many feet are lunch table. How many feet are under the table? under the table?

What I Read: There are 3 people.What I Read: There are 3 people. What I Know: Each person has 2 feet.What I Know: Each person has 2 feet. What I Can Infer: There are 6 feet What I Can Infer: There are 6 feet

under the table. under the table.

How can we infer to solve How can we infer to solve this problem? this problem?

In the morning, Mary and Billy each In the morning, Mary and Billy each caught one fish. Mary’s fish measured 9 caught one fish. Mary’s fish measured 9 decimeters and Billy’s fish measured 1 decimeters and Billy’s fish measured 1 meter. In the afternoon, Mary caught meter. In the afternoon, Mary caught another fish. It was the longest fish of the another fish. It was the longest fish of the day. Which number sentence shows how day. Which number sentence shows how long Mary’s fish was that she caught in long Mary’s fish was that she caught in the afternoon?the afternoon?

9+1 B. 9-1 C. x>1 meter D. 90+19+1 B. 9-1 C. x>1 meter D. 90+1

Determining ImportanceDetermining Importance

Some students cannot figure out what Some students cannot figure out what information is most important in the information is most important in the problem. This must be scaffold throughproblem. This must be scaffold through

explicit modeling by the teacherexplicit modeling by the teacher guided practice with a study buddyguided practice with a study buddy over learning through independent workover learning through independent work

Solve this! Solve this!

Carlos was restocking the shelves at the Carlos was restocking the shelves at the grocery store. He put 42 cans of peas grocery store. He put 42 cans of peas and 52 cans of tomatoes on the shelves and 52 cans of tomatoes on the shelves on the vegetable aisle. He saw some on the vegetable aisle. He saw some tissues at the register. He put 40 bottles tissues at the register. He put 40 bottles of water in the beverage aisle. He of water in the beverage aisle. He noticed a bottle must had spilled earlier noticed a bottle must had spilled earlier so he cleaned it up. How many items did so he cleaned it up. How many items did he restock?he restock?

StrategyStrategy

42 cans of peas 42 cans of peas

52 cans of tomatoes52 cans of tomatoes

tissues at the registertissues at the register

40 bottles of water40 bottles of water

water that he cleaned water that he cleaned up up

importantimportant

importantimportant

notnot important important

importantimportant

not not importantimportant

SynthesizingSynthesizing

Journaling as a closure activity gives Journaling as a closure activity gives students an opportunity to summarize and students an opportunity to summarize and synthesize their learning of the lesson. synthesize their learning of the lesson.

Encourage students to use math word wall Encourage students to use math word wall words in the journaling. Also, post words like words in the journaling. Also, post words like “as a result”, “finally”, “therefore”, and “as a result”, “finally”, “therefore”, and “last” that denote synthesizing for students “last” that denote synthesizing for students to use in their writing. Or have them use to use in their writing. Or have them use sentence starters like ”I have learned sentence starters like ”I have learned that…”, “This gives me an idea that”, or that…”, “This gives me an idea that”, or “Now I understand that…” “Now I understand that…”

Or…have them choose 2Or…have them choose 2

I noticeI notice I think I think I likeI like I learnedI learned I wonderI wonder

WHAT WE FEEL!!WHAT WE FEEL!!

Let’s take a new look at Let’s take a new look at math literature!math literature!

Action StepsAction Steps

Use Reading Strategies in Math Use Reading Strategies in Math ClassClass

Use Math Vocabulary Roots Use Math Vocabulary Roots throughout the daythroughout the day

Practice solving Math word Practice solving Math word problemproblem

Practice ! Practice !PracticePractice ! Practice !Practice!!

BibliographyBibliography

AIMS solve it! k and 1 AIMS solve it! k and 1 (2005).(2005). AIMS Education Foundation, AIMS Education Foundation, Fresno, CA.Fresno, CA.

Content area guide: math Content area guide: math (2002). Great Source, (2002). Great Source, Wilmington, Massachusetts.Wilmington, Massachusetts.

Harcourt math problem solving and reading strategies Harcourt math problem solving and reading strategies workbook workbook (2004).(2004). Harcourt, Orlando. Harcourt, Orlando.

Harvey, Stephanie & Goudvis, Anne (2000). Harvey, Stephanie & Goudvis, Anne (2000). Strategies that Strategies that work, work, Stenhouse, Markham, Ontario.Stenhouse, Markham, Ontario.

Hyde, Arthur (2006). CHyde, Arthur (2006). Comprehending math, omprehending math, Heinemann, Heinemann, Portsmouth, NH.Portsmouth, NH.

Math to know Math to know (2004). Great Source, Wilmington, (2004). Great Source, Wilmington, Massachusetts. Massachusetts.

Robb, Laura (2003). Robb, Laura (2003). Teaching reading in social studies, Teaching reading in social studies, science, and math, Sscience, and math, Scholastic, New York. cholastic, New York.