Interm during-strats-best
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Interm during-strats-best






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Interm during-strats-best Document Transcript

  • 1. Strategies for making meaning out of mathematical text during reading Make connections • What do I already know about this topic that will help? • What other problems have I read like this one? How are they alike? • Do any of these words come up in other places? Do they mean the same thing? • Are these any phrases in here that give me clues about what I should do? • Close your eyes. Make a mental picture, or Visualize play the action of the problem like a movie in your head. • Stand inside your mental image and turn yourself around to see the whole thing from Strategies informed by the work of Faye Brownlie, Susan Close, Stephanie Harvey, and Debbie Miller different angles. Is there anything new here you hadn’t thought of? • Doodle while you read. Record the pictures in your head. • What is the problem about? What’s the Infer big math idea? • Look at the diagrams, data or images. What can you guess by looking at these pieces? What clues are there in the words or the diagrams that might help you solve Adapted for reading mathematical text by Carole Saundry, 2007 the problem? • Use your connections. Make a prediction about the action/operation/strategy to apply to the problem. Do a think aloud with a partner. Ask questions • Read the problem out loud. Open up your brain to share what you’re thinking while you’re reading. Share everything. Explain everything. Answer your partner’s questions. Work alone. Ask yourself: • What’s important information? • What’s extra information? Imagine you have to explain this math ideaTransform/Synthesize • to a younger child. What would you say? • Is this problem easy or hard? Why do you think so? Read to the end again. Make some connections. Did your idea change? • Create a problem like this one for another student. What was important to include?