Literacy+Techniques+For+Math[1]
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Literacy+Techniques+For+Math[1]

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    Literacy+Techniques+For+Math[1] Literacy+Techniques+For+Math[1] Document Transcript

    • Literacy Techniques In Math Content Application* Activity Purpose • Interactive At the end of day students can A way to have on going • Summarize the main idea Journal interaction between students and teachers covered that they • • They can give examples that A way to combine visuals and word relate to their lives • • They can ask any questions of A place to show notes doubts they have • Circle of Each piece of the circle can To engage students Life1 represent what they remember • Synthesize everything about math from each grade. They learned/covered can also incorporate their feelings at that point. This will allow the mentor to have an insight to the student’s history with math • Nine The students will take one the Engage students Square2 years from the Circle of Life and • Bring in their background expand why they have that feeling • Relate to them or describe the different events that lead to it. It works much like a story board or comic strip. • Word Have students make a chain of Check student’s level of Chain3 how one operation relates to comprehension another. e.g. Counting leads to adding and adding in groups leads to multiplication. • Q.A.R.’s Have students create their own test Think more critically Review definitions and terms • Reading comprehension before a test • Students take ownership by creating the questions • • Messing Recall/Connect to prior At the beginning of a unit to About/Brain knowledge relate the new material to their Storming • prior knowledge to further Highlight misconceptions facilitate understanding • At the end of a section as review • At the end of a review to clarify misconception • Fill in any missing information or concepts • Save the Read some history of math and Creates a comfortable Last Word have them pick an idea they didn’t setting for Me realize hadn’t originated in the
    • • United States Easier than tackling a whole chapter • Everyone has something say • Think Have students read the titles of Gives the reader an Aloud section and possibly look at approach or insight to the (Predicting examples to give students insight info in text Activity) to the math content that hey will • Makes chapter friendlier by cover. They can begin to think of activating prior knowledge what prior information they will • Allows the students to need to tackle the chapter. understand the structure of the text • Say Have students explain a step in a Creates a check and Something problem they read through and balances system, which why the step is so important ensures that students are understanding and that can draw meaning at every step. • It creates clarity and ties things together KWL4 • At the start of a Unit/concept Checks prior knowledge What you • Allows the teacher to correct know any misunderstanding and What you misconceptions the students want to have know • The “Learn” can help the What you teacher gage where the still want to student’s interest lie learn • Jigsaw Have students become experts on Get the students to read a type of problem (as a group), • Team responsibility then have them rotate the groups • Less work for the student so that everyone is sharing a particular type of problem • Gallery Put up various types of word Critical Thinking Walk problems and students pick which • Sharing Ideas problem they would want to solve. • Students are moving The problem will become their • Ownership challenge for the month. They can work on it when they have free time or are bored. • Visual Have students create tables and Organize big ideas Graphic group terms by categories. • Creates groups Possibly a table that groups • Clarifies connections symbols and words • Panel Have groups of students who have Elicit students’ interest Discussion completed algebra 1 class talk to • Different perspective of a students in current algebra 1 situation
    • classes. They can present their success and their trails and tribulations with math • DRTA Read through a lengthy word Understanding problem and stop at the end of • Predicting each sentence. Have students • Active Thinking decide on the main ideas and • Talking by Students relevant information. Have them predict what other information they need. Is it in the problem? • Feature Have students discuss shapes and Exploring Analysis their features. They can mark off • Reinforcing what features each has. Do they • Organizing Vocabulary see similarities? Can they draw • Categorization conclusion? Conjectures? *These are only examples 1Worksheet available – place link 2 Worksheet available - place link 3 Worksheet available - place link 4 Worksheet available - place link