1 Knowledge of Subject Matter OCPS Alternative Certification Program

C Goehring 2 Reading, Writing, Mathematics Teaching reading, writing, and math skills is an integral part of teaching any subject.

C Goehring 3 Reading, Writing, Mathematics “I am prepared and feel qualified to teach reading, writing, and math skills.” Discuss this statement with your table group.

C Goehring 4 Reading, Writing, Mathematics In the article you just read was the phrase “put the cart before the horse.” How many of your students would understand what it meant?

C Goehring 5 Reading, Writing, Mathematics Plan content-reading instruction by considering these questions: Why do students read content-area materials? What types of strategies are required to read texts and vocabulary in the subject areas? What strategies are needed to organize, interpret, and retain meaning from the texts?

C Goehring 6 Reading, Writing, Mathematics Incorporation of reading instruction into the content classroom is not as daunting as one might believe. Any reading assignment can be broken down into three comprehension- building steps—

C Goehring 7 Reading, Writing, Mathematics Before Reading—This step activates a knowledge base upon which students can build and establishes a purpose for reading. During Reading—This step allows students to measure comprehension, clarify, visualize, and build connections. After Reading—This step expands prior knowledge, builds connections, and deepens understanding.

C Goehring 8 Reading, Writing, Mathematics Reading Strategies: Anticipation Guide Activating Prior Knowledge Context Clues KWL Chart Think Aloud

C Goehring 9 Reading, Writing, Mathematics 10 REASONS TO READ ALOUD TO STUDENTS 1.Students hear new words 2.Develop sentence sense and an ear for rhythm 3.Hear standard forms of English 4.Enjoy and compare diverse writing styles 5.Develop a sense of the topic 6.See that reading is enjoyable 7.Use reading as a doorway to writing 8.Use reading as a springboard to discussion 9.Gain new knowledge and understanding 10. IT'S FUN!!!

C Goehring 10 Reading, Writing, Mathematics Why Include Writing? Teachers use writing every day: to communicate information ( letters of recommendation, newsletters to parents, ) to clarify thinking (when we work through an idea or problem on paper) to learn new concepts and information (taking notes on reading and research topics) Students need practice to be able to use writing effectively to meet these same goals.

C Goehring 11 Reading, Writing, Mathematics What's in it for me? Teachers are better able to gauge how well students grasp information and where they need elaboration of key concepts. In the long run, as more teachers incorporate writing into more courses, students become more able to use writing as a communication and learning tool.

C Goehring 12 Reading, Writing, Mathematics What's in it for students? Writing skills atrophy when they aren't used. Yet our students often report that they do no writing at all during a class because they don't even take notes during some classes. Writing assigned across the curriculum helps students prepare for communicative tasks they'll face on the job. Students need to learn about how writing is used within a discipline, and many kinds of assignments give students practice with disciplinary forms and conventions.

C Goehring 13 Reading, Writing, Mathematics What makes a good writing assignment? Good writing assignments always start with a clear goal that the teacher can express, usually on the assignment sheet so that students understand the goal as well. Good writing assignments also often take shape by thinking backwards.

C Goehring 14 Reading, Writing, Mathematics As you make up writing assignments, use these five principles: Tie the writing task to specific goals. Note aspects of the task, i.e., audience, purpose, writing situation. Make all elements of the task clear. Include grading criteria. Break down the task into manageable steps.

C Goehring 15 Reading, Writing, Mathematics What is Math Literacy? Literate, as opposed to being an expert, means having the minimum amount of working knowledge for everyday purposes. The true "math literate" is not someone who has lots of math knowledge; it is someone who correctly applies the skills they do have to given situations.

C Goehring 16 Reading, Writing, Mathematics Math: The Second Language Although "number sense" is intrinsic to humans, arithmetic and mathematics are acquired through this sense. Beginning with the natural and enjoyable inclination to count, children develop the foundations for number manipulations. Not every child will uncover the mysteries of mathematics without frustration or difficulty. But, as is required for so many necessary tasks— curiosity, desire, patience, and persistence are required. Sharma 1990, 25

C Goehring 17 Reading, Writing, Mathematics Read a math book? We don’t often consider the amount of reading necessary in Mathematics. Yet students must read texts to gain an understanding of mathematical concepts.

C Goehring 18 Reading, Writing, Mathematics Connecting to real-life situations and understanding the why behind math processes improves math ability. People use math in their daily lives but often do not connect to their real world math to the math in the classroom. When asked whether they use math, students who are not confident in math will often say that they don't use math at all.

C Goehring 19 Reading, Writing, Mathematics Grades K-2 Grades 3-5 Grades 6-8 Grades