South Dakota Literacy in the Content Areas By Marcia Torgrude

Outcomes Begin 1:00 p.m Integrate CCSS for Informational Literacy into math See the value of close reading in math Experience annotating text in math Ask and develop text dependent questions Use visual literacy to promote deeper understanding of the math Dismiss 3:00 p.m.

CHALLENGE TODAY How does literacy help your students access math? Empower THEM with comprehension skills

THE LITERACY STANDARDS WILL ENHANCE MATHEMATICAL LEARNING! Through the use of close reading, text dependent questions, graphic organizers, and visual literacy, we will start the journey of addressing the literacy standards and the shifts in the CCSSM.

CCSS MATHEMATICAL PRACTICES 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

PARTNER WORK Highlight the phrases that refer to  citing evidence or  communication (writing, talking) Be prepared to justify your choices  Why  Literacy Standards links

WHAT DOES LITERACY LOOK LIKE IN THE MATHEMATICS CLASSROOM?  Learning to read mathematical text  Communicating using correct mathematical terminology  Reading, discussing and applying the mathematics found in literature  Researching mathematics topics or related problems  Reading appropriate text providing explanations for mathematical concepts, reasoning or procedures  Applying readings as citing for mathematical reasoning  Listening and critiquing peer explanations  Justifying orally and in writing mathematical reasoning  Representing and interpreting data

READING STANDARDS  Read grade level texts  Determine central ideas; provide accurate summary  Determine meaning of key terms, symbols  Follow multi-step procedures  Compare and contrast information from reading with that found in experiments, media sources

CLOSE READING? Close reading of a text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as - Key vocabulary - Attention to form, tone, imagery or rhetorical devices - Word choice or syntax - Different levels of meaning through multiple readings Pearson & Gallagher, 1983 as cited in Brown and Kappes, 2012

ATTRIBUTES OF CLOSE READING LESSONS 1. Selection of brief, high quality complex text. 2. Individual reading of the text (when possible). 3. Group reading aloud. 4. Text-based questions and discussions that focus on discrete elements of the text. 5. Discussion among students. 6. Writing about the text.

ATTRIBUTES IN ACTION

Close Reading We want students to be “text detectives” who gather evidence to support the conclusions they draw. –Catherine Thome

STRATEGY ONE: ANNOTATING TEXT OUR SYMBOLS FOR ANNOTATING TEXT

DIGGING INTO THE PROBLEM  What is important in the problem?  What are keywords or details?  What do you already understand?  Is there something unfamiliar we should talk about whole group?  Did you have any surprises?  What connections could you make?  What are you thinking about this problem?

Questions that can only be answered by referring explicitly back to the text in front of them 80 to 90 percent of the Reading Standards in each grade require text dependent analysis Aligned curriculum materials should have a similar percentage of text dependent questions understanding-text-dependent-questions-detail-pg understanding-text-dependent-questions-detail-pg from achievethecore.org……. STRATEGY TWO: TEXT DEPENDENT QUESTIONS

TEXT DEPENDENT QUESTIONS… Can be used to…  Identify key ideas in complex text Should cause students to think at higher levels by…  Make logical inferences  Draw conclusions  Engage in arguments based on what the text says

TEXT DEPENDENT QUESTIONS  Characteristics:  Questions must originate from the text itself  Questions focus on a word, sentence, paragraph(s)  Open, not leading questions  Provide learning opportunity for students  Require thought/discussion about the question (no right answer immediately provided)  Cause students to linger over portions of the text, looking for specific answers, not just “getting the gist”

How are you going to solve the problem? What have you already done in the past? How did you get your answer? Identify details from the problem that would give you clues about how to solve it. How do the experiences with other questions—similar to this story problem —help us to solve? Cite textual evidence to support your response. How would you justify your answer using the context of the problem? Not Text-DependentText-Dependent Non-Examples and Examples

Text Dependent Questions Good text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension. “How would you interpret the data shared within this statement?” Throughout the 1960s, the world's population was growing at a rate of about 2% per year. By 1990, that rate was down to 1.5%, and by the year 2015, it's expected to drop to 1%.

CREATING TEXT-DEPENDENT QUESTIONS  Step One: Identify the Core Understandings and Key Ideas of the Text  Step Two: Start Small to Build Confidence  Step Three: Target Vocabulary and Text Structure  Step Four: Tackle Tough Sections Head-on  Step Five: Create Coherent Sequences of Text Dependent Questions  Step Six: Identify the Standards That Are Being Addressed  Step Seven: Create the Culminating Assessment

CREATE TEXT DEPENDENT QUESTIONS  Return to our problem or your content that you brought with you.  Create text dependent questions to cause the students to read more deeply to find meaning in the problem.  Share out

VISUAL LITERACY  What does visual literacy look like in math?  Turn to your partner and develop a list of visual literacy tools and strategies for math

3-2-1 VISUAL LITERACY  Examine the picture  On a sticky note  List 3 things you observe  List 2 things you can claim with supporting evidence and reasoning  List 1 thing you want to explore further to gather more evidence to prove your claim  Share at your table  How does this fit with content rich informational text?  How does this fit with using evidence to support statements?

Visual Literacy Science 3 = Observe 2 = Claim 1= Explore

GRAPHIC ORGANIZERS AS VISUAL LITERACY Provide visual representation of facts and concepts and their relationships helping students to:  Organize ideas  Represent abstract ideas more concretely  Illustrate the relationships among facts and concepts  Store and recall information

GRAPHIC ORGANIZERS  Explain the purpose and benefits  Importance of organization  Assists in comprehension and recall  For each organizer :  Explain purpose and form  Model with familiar information  Model with new information  Let students apply to familiar information  Let students apply to new information  Let’s try one!

Model, Assessment

Flow Charts - Create one for the integer rules

Back to Your Text Consider the text you brought with you today or our problem. What types of images/mediums might you use to engage your students with the text you are presenting? What constitutes a visual image? How could a visual cause your students to engage in high-level thinking?

VOCABULARY ________ ultimately _____ whether _______ _____ _____ or _____ of_____. If _____ have already _____ a _____ _____yet we _____ to _____ them more of the same_____, they _____ no _____ in _____ _____ _____. They _____ _____, they _____ _____as boring and hum-drum_____, their _____ _____, and their _____ _____. The _____ here _____ for the _____ to _____ _____ and _____ _____ of the _____ _____ or _____to _____ _____and_____, key _____ or_____. And even more so, the _____ _____ to _____ how much _____ each ______ _____ to show_____, and no more.

________ ultimately decide whether _______ is full or devoid of_____. If _____ have already mastered a mathematical _____yet we continue to give them more of the same_____, they see no purpose in completing repetitive_____. They lose_____, they see _____as boring and hum-drum_____, their _____drops, and their _____ slump. The _____here is for the _____ to find different and meaningful _____ of the mathematical _____ or _____to maintain _____and_____, key _____ or_____. And even more so, the _____ needs to recognize how much _____ each ______ needs to show_____, and no more.

Teachers ultimately decide whether mathematics is full or devoid of novelty. If adolescents have already mastered a mathematical operation yet we continue to give them more of the same assignments, they see no purpose in completing repetitive practice. They lose interest, they see mathematics as boring and hum-drum work, their motivation drops, and their grades slump. The key here is for the teacher to find different and meaningful applications of the mathematical operation or concept to maintain interest and attention, key components or motivation. And even more so, the teacher needs to recognize how much practice each student needs to show mastery, and no more. From: How the Brain Learns Mathematics Novelty and Mathematics © 2008 David A. Sousa

LITERACY AND MATH SITES    Math%20and%20Information%20Literacy Math%20and%20Information%20Literacy

CONSIDER…. "Which information literacy strategies would provide your students support to deepen their understanding of the math and math tasks…. Close reading Annotating text Asking text dependent questions Visual literacy

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