1. Literacy in the Mathematics Classroom District Learning Day August 5, 2015

2. Stop and Jot List the literacy strategies that you currently use during mathematics instruction.

3. Objectives Know: how to use literacy strategies to facilitate and access student learning how to support and encourage critical thinking and problem solvers through various modes of communication Understand: that all teachers can respond to the literacy needs of struggling readers and writers, and support improved content-area learning so that students develop the literacy skills and strategies of skilled readers and writers how to incorporate reading strategies to help students with problem solving Do: plan reading and writing tasks that are meaningful, analytical, and authentic to specific math content scaffold student learning and provide support to students as they are reading content-area texts and writing about their learning

4. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

5. Literacy in the Mathematics Classroom Reading and writing in mathematics are important because they are essential to communicating, problem solving, and developing concepts.

6. Literacy in the Mathematics Classroom Martinez and Martinez (2001) discuss what happens when children read and write mathematics: …They learn to use language to focus on and work through problems, to communicate ideas coherently and clearly, to organize ideas and structure arguments, to extend their thinking and knowledge to encompass other perspectives and experiences, to understand their own problem-solving and thinking processes as well as those of others, and to develop flexibility in representing and interpreting ideas. (p. 5) Martinez, J. G. R., & Martinez, N. C. (2001). Reading and writing to learn mathematics: A guide and a resource book. Boston: Allyn & Bacon.

7. Literacy in the Mathematics Classroom Mathematics has a reading protocol all its own, and just as we learn to read literature, we should learn to read mathematics…Mathematics also requires students to be proficient at decoding not only words but also numeric and nonnumeric symbols. Teaching reading in a math classroom is not so much about teaching students basic reading skills as is about teaching students how to use reading as a tool for thinking, reasoning, and learning. Phoenix Union High School District Literacy Resource Guide, 2013-14

8. TN Mathematics Standards TN Mathematics Standards (Content Standards) Standards for Mathematical Practice MP 1- Make sense of problems and persevere in solving them. MP 2- Reason abstractly and quantitatively. MP 3- Construct viable arguments and critique the reasoning of others. MP 4- Model with mathematics. MP 5- Use appropriate tools strategically. MP 6- Attend to precision. MP 7- Look for and make use of structure. MP 8- Look for and express regularity in repeated reasoning.

9. Standards define what students should understand and be able to do in mathematics. However, asking a student to understand something also means asking a teacher to assess whether the student has understood it.

10. Literacy Strategies in the Mathematics Classroom In mathematics, problem-solving and concept development involve more than just getting a numerical answer. Integrating reading and writing in mathematics increase students’ numeracy and critical thinking skills.

11. Literacy Strategies in the Mathematics Classroom

12. Let’s look at some literacy strategies that can be used in the mathematics class.

14. Literacy Strategies in the Mathematics Classroom Anticipation Guide What we already know determines to a great extent what we will pay attention to, perceive, learn, remember and forget. (Woolfolk, 1998) Description: An Anticipation Guide is a “reading comprehension tool designed to scaffold text comprehension”. It helps students to activate their prior knowledge and experience and think about the ideas they will be reading and supports higher level skills such as justifying and supporting ideas with evidence. Rationale for using Anticipation Guide strategy Anticipation Guides allow students to represent their current understanding of a concept and to justify and explain their thinking. Adams, A. E., Pegg, J. & Case, M. (2015). “Anticipation Guides: Reading for Mathematics Understanding.” Mathematics Teacher 108 (7): 498- 504.

15. Literacy Strategies in the Mathematics Classroom Anticipation Guide YOUR TURN http://oame.on.ca/main/files/thinklit/anticipationguide.pdf

16. Anticipation Guide

17. y

18. Graphic Organizers https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html What I Know, What I Want to Learn, What I Learned (KWL) What I Know, Information that is Not relevant, What the question is, Strategy to Solve (KNWS) Understand, Plan, Solve (UPS) https://www.teachingchannel.org/videos/ups-problem-solving-strategy Question, Answer, Relationship (QAR) Quick Writes (Stop and Jot) Exit Tickets Think-Pair-Share Collaborative Group Cards Additional Literacy Strategies http://www.glencoe.com/sec/teachingtod ay/downloads/pdf/ReadingWritingMathCl ass.pdf

19. Literacy Strategies in the Mathematics Classroom Reflections What resonated with you? What strategies are similar to your current practice? What new strategies have you learned? What are you going to change as a result of these activities?

20. Objectives Know: how to use literacy strategies to facilitate and access student learning how to support and encourage critical thinking and problem solvers through various modes of communication Understand: that all teachers can respond to the literacy needs of struggling readers and writers, and support improved content-area learning so that students develop the literacy skills and strategies of skilled readers and writers how to incorporate reading strategies to help students with problem solving Do: plan reading and writing tasks that are meaningful, analytical, and authentic to specific math content scaffold student learning and provide support to students as they are reading content-area texts and writing about their learning

21. Next steps and activities for follow up ▪Collaborate with teachers in your grade-level or subject and examine CLIP resources embedded in your instructional maps. ▪Plan and implement lessons that include the use of literacy strategies to facilitate student conceptual understanding. ▪Throughout the school year plan to attend mathematics PD offerings that will continue to expand on the work that we’ve done today.

22. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

23. Your Math Instructional Advisors Camilla S. Horton, Ed.D. Emily B. Barbee, Ed.D. Middle School Math High School Math hortoncs@scsk12.orghortoncs@scsk12.org barbeeeb@scsk12.orgbarbeeeb@scsk12.org 416-7988 416-7985