Decoding Word Problems Reading in the Content Areas Winston-Salem Forsyth County Schools.

Slides:

Advertisements

Similar presentations

Provincial Report Cards Mathematics Grades 1 to 12.

Advertisements

Math CAMPPP 2011 Plenary 1 What’s the Focus? An Introduction to Algebraic Reasoning Ruth Beatty and Cathy Bruce 1.

EAL300 Approaches to Literacy 1: A Balanced Approach.

Teaching American History

Helping your child make good progress in mathematics

Grade 2 – Module 5 Module Focus Session

Applying Basic Facts Unit of Study 3: Basic Facts and Relationships Global Concept Guide: 4 of 4.

Examining Use of Graphic Organizers in High School Mathematics: How It Effects Learning Performance Graphic Organizer Writing Improved Vocabulary Middle.

Integrating Math in the ESOL Curriculum MATH FOR ALL.

Odd and Even Numbers Unit of Study 1: Place Value Concepts Global Concept Guide: 1 of 3.

M ATH C OMMITTEE Mathematical Shifts Mathematical Practices.

Reading Background Teaching reading has evolved over many years and how you were taught to read is different to how children are taught today Higher expectations.

ACOS 2010 Standards of Mathematical Practice

Big Ideas and Problem Solving in Junior Math Instruction

Mathematics the Preschool Way

Misunderstood Minds 1.

We would like to take this opportunity to welcome you to our primary classrooms. We will give you a general overview of the program. For a more extensive.

Elementary Common Core Team Training Math Lesson Summer 2013.

LinearRelationships Jonathan Naka Intro to Algebra Unit Portfolio Presentation.

1 Reading Mathematics Paul E. Smith. 2 Agenda The Unique Aspects of Reading Text Comprehension Strategies Vocabulary Strategies.

Foundational Skills Module 4. English Language Arts Common Core State Standards.

Do Now…on the index card  Rank these 7 Effective Instructional Strategies in order from LEAST Effective to MOST Effective. 1. Practice by Doing 2. Teach.

Nicole Paulson CCSSO Webinar March 21, 2012 Transition to the Common Core State Standards in Elementary Math.

A Framework for Inquiry-Based Instruction through

1 Knowledge of Subject Matter OCPS Alternative Certification Program.

Piedmont K-5 Math Adoption May 29, Overview What Elementary Math Looks Like Historical Perspective District Philosophy Process and Criteria Why.

Strategies that Address the Specific Learning Needs of English Language Learners in Mathematics Presented by ESL Department Pittsburgh Public Schools Dr.

The Impact of the MMP on Student Achievement Cindy M. Walker, PhD Jacqueline Gosz, MS University of Wisconsin - Milwaukee.

5th Grade Math EDI Lesson Overview

Setting High Academic Expectations that Ensure Academic Achievement TEAM PLANNING STANDARDS & OBJECTIVES TEACHER CONTENT KNOWLEDGE.

Do Now Table Dilemma Square tables at Giovanni’s Pizza seat 4 people each. For bigger groups, square tables can be joined. Tables can be pushed together.

Audience:  8 th grade Science class with Special Education students Goals and Objectives:  Students will be able calculate, measure, and solve for density.

Conceptualizing the Distributive Property Math Alliance June 1, 2010 Melissa Hedges Beth Schefelker And DeAnn Huinker.

Presenter’s Guide to Multiple Representations in the Teaching of Mathematics – Part 1 By Guillermo Mendieta Author of Pictorial Mathematics

Opposing Viewpoints Teaching American History In Miami-Dade County December 14, 2012 Fran Macko, Ph.D.

The mathematics standard Focus on significant and correct mathematics The learning standard Assessment as an integral part of instruction The equity standard.

Applying Basic Facts Unit of Study: Basic Facts and Relationships Global Concept Guide: 4 of 4.

Supporting the Development of Academic Language Jill Robbins Second Language Learning Consultants, Washington, DC.

PROBLEM AREAS IN MATHEMATICS EDUCATION By C.K. Chamasese.

Symbol Cards Accountable Talk Jig Saw Accountable Talk: Text Based discussion Creating our virtual classroom Stage 1 – Setting the stage for Learning –Goals,

Writing Scientific Responses Reading in the Content Areas Winston-Salem Forsyth County Schools.

Selecting and Designing Tasks

What Can My ELLs Do? Grade Level Cluster 3-5 A Quick Reference Guide for Planning Instructional Tasks for English Language Learners.

Project M3: Mentoring Mathematical Minds Richmond, Virginia

Effective Practices and Shifts in Teaching and Learning Mathematics Dr. Amy Roth McDuffie Washington State University Tri-Cities.

G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION PA MEP Improving Reading Achievement Team MIRA Session #2 February 24,

Networks of Learning Recognition Strategic Affective.

Introduction to Content Standards Jacqueline E. Korengel, Ed.D.

What is LITERACY? Literacy LITERACY IS…the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials.

Inductive and Deductive Reasoning  The pre-requisites for this chapter have not been seen since grade 7 (factoring, line constructions,..);

Linear Growing Patterns and Relations: A Sneak Preview Grade Wendy Telford Grade Wendy Telford.

SIOPSIOP #8: Review and Assessment. Assessment & Review Content Select techniques for reviewing key content concepts Incorporate a variety of assessment.

Common Core State Standards Back to School Night August 29, 2013.

#1 Make sense of problems and persevere in solving them How would you describe the problem in your own words? How would you describe what you are trying.

Spring, 2012 Local District English Learner Coordinators.

Building Effective Content Literacy Tasks. The Cycle of Assessment Teach: Does the instruction and the tasks align to the identified learning target(s)?

1 Common Core Standards. Shifts for Students Demanded by the Core Shifts in ELA/Literacy Building knowledge through content-rich nonfiction and informational.

Introduction to Math Methods Math Standards. Why can math be fun? Math can be fun because… it can have so much variety in topics. many different ways.

EdTPA Task 4 Boot Camp Spring What is required for students to be mathematically proficient? According to The National Research Council (2001),

The Basic Steps Towards Differentiating. Differentiating instruction is doing what is fair for students. It means creating multiple paths so that students.

Key Updates. What has changed? National Curriculum Early Years baseline assessment SATS Teacher Assessments Assessment without levels, expected standards.

Backwards Design Lesson Planning

Literacy and Mathematics

Presented by: Angela J. Williams

IES Recommendations Explicit vocabulary instruction

Piedmont K-5 Math Adoption

Mathematics and Special Education Leadership Protocols

Common Core State Standards Standards for Mathematical Practice

Big Ideas and Problem Solving

Differentiated Instruction

Presentation transcript:

Decoding Word Problems Reading in the Content Areas Winston-Salem Forsyth County Schools

Winston-Salem Forsyth County Schools, Agenda The Research Practice Strategies Patterns Headlines What’s my number? Cue Cards Additional Strategies Questions

Winston-Salem Forsyth County Schools, Math & Language Development (McCallum & Whitlow, 1994) Experiential Level Begins with physical contact with surroundings Derives knowledge through direct experience with the world Provides hands-on manipulation as basis of all learning Connecting Level Moves toward use of numbers or symbols to represent other objects/ideas Symbolic Level Frees symbolic forms from activity or manipulation Reduces/Eliminates need to refer to the concrete Allows for larger and more abstract concepts Yet, at the foundation of abstraction lies the real world.

Winston-Salem Forsyth County Schools, Why do students struggle with math vocabulary? (Barton & Heidema, 2002) Conceptual density of mathematics text Complex overlap between math vocabulary and “ordinary” English radical, odd, average, difference, similar Varied use and large number of math symbols and graphics “+” = add, sum, increase, plus Concepts embedded in other concepts

Winston-Salem Forsyth County Schools, Why are we focusing on word problems? Word problems must be read and comprehended as regular text before the math computations can begin. Word problems present especially critical reading problems because not only can they be challenging mathematically but students having difficulty with vocabulary or specific reading miscues (such as word omissions) never actually work through the math— they get stuck trying to comprehend the written information. Research has indicated that math students who are directly taught strategies for reading math texts increased their comprehension of math problems and were better able to study from their math textbooks (Donahue, 2003; Ostler, 1997).

Winston-Salem Forsyth County Schools, Patterns Mathematics is based on establishing patterns. Patterns for problem solving can help ensure that steps are not missed/skipped. Patterns can be utilized in various ways. Practice using patterns on the handout. Which strategy seems most applicable to your classroom?

Winston-Salem Forsyth County Schools, Headlines Working backwards encourages students to write their own “story” problems. Start with a simple number sentence and increase in difficulty. Use the numbers and variables to develop a plausible explanation that makes the sentence true. Select 3 of the 5 number sentences on the handout to write your own stories. You may work alone or with a partner.

Winston-Salem Forsyth County Schools, What’s My Number? Most word problems have embedded logic. Logical reasoning with mathematical language can make word problems easier. Use the clues and the number chart to determine the correct number. You may work alone or with a partner.

Winston-Salem Forsyth County Schools, Cue Cards Some math expressions can be verbalized in multiple ways. Distinguishing among the options can help students decode word problems. Match your “symbol” cards to the text-based information presented by the teacher. Hold up the card that represents the words in symbolic form.

Winston-Salem Forsyth County Schools, A number n is less than 7 Cue Cards

Winston-Salem Forsyth County Schools, The sum of a number n and 7 Cue Cards

Winston-Salem Forsyth County Schools, A number n decreased by 7 Cue Cards

Winston-Salem Forsyth County Schools, divided by a number n Cue Cards

Winston-Salem Forsyth County Schools, The product of a number n and 7 Cue Cards

Winston-Salem Forsyth County Schools, Cue Cards Create your Own! Write your own text-based expressions for 3 of your symbol cards. Share with a partner. Share with the class. How might this activity support instruction in your classroom?

Winston-Salem Forsyth County Schools, Strategies for the Classroom Decoding word problems is an essential skill regardless of skill or content level. Playing with word problems can help students increase their comfort level. Providing specific solution strategies can also help students be successful.

Winston-Salem Forsyth County Schools, Object Boxes A manufacturing company is investigating the best way to ship its product. The boxes are most economical in the configuration of the models. What mathematical expression do the executives need to use to calculate how many objects can fit in a box?

Winston-Salem Forsyth County Schools, Contact Information Alexandra Hoskins, RCA Program Specialist (6-12) ext

Winston-Salem Forsyth County Schools, References Barton, Mary Lee, and Clare Heidema. Teaching Reading in Mathematics (2002). Aurora, CO: McREL. Donahue, D. “Reading Across the Great Divide.” Journal of Adolescent & Adult Literacy 47.1 (2003): McCallum, Richard, and Robert Whitlow. Linking Mathematics and Language: Practical Classroom Activities (1994). Markham, ONT: Pippin Publishing Limited. Ostler, E. (1997). “The Effect of Learning Mathematic Reading Strategies in Secondary Students’ Homework Grades.” In G. Moss (Ed.), Critical Reading in the Content Areas (1997): Dubuque, IA: McGraw-Hill/Dushkin.