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Enhancing the Math Classroom with Literacy Strategies (Year 2)


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Scores in math showed such an improvement with the implementation of Literacy Strategies that we decided to continue using the strategies developed in year one and add some new ones for year two! This session will be dedicated to using literacy strategies adapted to work in the math classroom to promote higher achievement and understanding of mathematical concepts. Teachers will co me away with activities and ideas that can easily be added to their daily practice and possibly a spark for new ideas in their own classrooms.

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Enhancing the Math Classroom with Literacy Strategies (Year 2)

  1. 1. Literacy First: Year 2Incorporating Reading Strategies in the math classroom<br />Meghan Sharp & Melaine Rickard<br />Turrentine Middle SchoolMarch 2011<br />
  2. 2. Introductions<br />Meghan Sharp<br />Melaine Rickard<br />18 years experience<br />Certification in science, ELA, & social studies<br />AIG certified<br />NBCT in science<br />Working towards Masters in Science Ed.<br />10 years experience<br />Certification in math and social studies<br />AIG certified<br />Working towards NBCT in mathematics<br />
  3. 3. What is Literacy First?<br />Three year program purchased by the district to improve reading levels of students who are multiple grade levels behind<br />Extensive training for content area teachers for one year and then we “fly solo” incorporating strategies into our disciplines<br />Monthly visits to evaluate progress<br />Strategies used are proven to increase student success rates<br />
  4. 4. Focus Strategies <br />Visualization/Picture Walk<br />Word Sorts<br />SQ3R/SQRP2<br />
  5. 5. Visualization<br />Talk about what are the key words that help you “see” text<br />Color<br />Texture<br />Shape <br />Size<br />movement<br />Read text<br />Create a sketch of what they see from the text<br />
  6. 6. Look at the pictures and tell me what math you “see”<br />
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  10. 10. Picture Walk<br />Same skill as visualization but the opposite order<br />Find some interesting pictures that can have mathematical implications.<br />Students view each picture and write what math they “see” in the picture.<br />Great for an opening activity for a unit, bell ringer activity, assessment piece, or student assignment.<br />Low tech-print pictures or draw pictures and hang around room for silent discussion<br />High tech-make a graffiti wall in Smartboard<br />
  11. 11. Word Sorts<br />Used to help students identify patterns <br />Used as pre assessment, drill and practice, and assessment.<br />Can be whole class using the Smart Board, small group using cards, individual using cut/paste papers <br />
  12. 12. Word Sort<br />Take the sort out in front of you and let’s try it<br />I use it for:<br />Rational and irrational<br />Vocabulary<br />Equations and answers<br />Graph and the equation<br />3 D shapes<br />
  13. 13. SQ3R<br />Non fiction text strategy<br />Survey-look over the section<br />Question-using the headings, write some questions that the reader has and thinks are going to be answered in the text<br />Read-just do it!<br />Record-write down any notes or answers to the original questions<br />Review-review your notes, check to see if questions were answers<br />
  14. 14. Reading to learn mathematics text more efficiently to understand the information better<br />SQRP2(SQ3R for math)<br />
  15. 15. Survey<br />Read any introductions, titles, subheadings, captions, examples, vocabulary terms, and problems at the end of the chapter<br />Ask yourself:<br />What is the title of this chapter?<br />Are there any subheadings? <br />What does it say I will learn?<br />Is there any new vocabulary?<br />Are there any key concepts?<br />Are there any study tips, graphs, or charts?<br />
  16. 16. Questions<br />Formulate some questions you have about the topic or any of the “stuff” you surveyed<br />Use the basic signal words!<br />Examples:<br />Who is this theorem/formula named after?<br />What basic math skills do I need in order to apply this new information?<br />When am I ever going to use this?<br />Where would I see this formula/theorem used?<br />Why is this important?<br />How do I do this? <br />
  17. 17. Read<br />In order to do this you should have already<br /> looked up or learned the vocabulary<br /> learned any symbols<br /> formulated questions that you are going to search for answers <br />Make sure to write down any thing you find that will help answer your questions that you formulated<br />
  18. 18. Problems<br />Look back at the sample problems in the section<br />Put the sample problems in your own words<br />Draw diagrams and add labels<br />Ask your self:<br />What concepts, formulas, and/or rules were applied?<br />What method (s) were used to solve the problem? Why?<br />What was the first step? Second step? Third step? Etc.<br />Have any steps been combined?<br />What differences or similarities are there between examples in the sample problems and the practice problems?<br />
  19. 19. Practice<br />Try some problems on your own!<br />Use the notes you took when you worked on problems <br />Ask yourself:<br />What method, formula, or rules should I apply?<br />What method should I use? Why?<br />How do I begin?<br />Can I do this problem another way? Should I?<br />Can this answer be simplified?<br />What other kind of problems have I seen that this one is like?<br />
  20. 20. They’re Going Steady<br />Use the SQRP2 strategy to evaluate the text<br />Walk around the room and post your brainpower! <br />
  21. 21. Thank you for coming!<br />Please visit my website for more information or this presentation:<br /><br />Or e mail questions:<br /><br />