1. 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, 2011

2. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 2 Is reading in mathematics different from reading in other content areas?

3. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 3 YES!

4. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 4 Reading in Math is Unique Use of Symbols Unique knowledge and skills Conceptual density Terse writing style Layout Text above grade level Increasingly long prose passages

5. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Prior Knowledge of Topics Some of your students who have attended school in their native country may have been taught different methods for solving mathematical problems.

6. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Problem Solving Steps: Understand the Question – Number words – Function words (more than, less than, equal to) – Language structures (How old is…? What is the difference…?) Find the Needed Information (circle, underline, color) Choose a Plan (draw a picture, make a chart, find the pattern) Solve the Problem Check the answer Solving Math Equations… 6

7. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Mathematics for ELLs Provide opportunities for students to listen to other students explain their strategies and mathematical thinking. Allow students to verbalize their mathematical thinking one-on-one to other students or to the teacher, rather than always in front of the large group. Model how students can invent and write their own story problems. 7

8. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 8 Reading Accuracy Levels: Implications for Math Textbooks Independent – 95-100% accuracy Instructional – 90-94% accuracy Frustrational – 89% and below accuracy

9. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 9 Readability Keith Johnson 1998 www.timetabler.com Readability = match between reader and text Johnson and others say its determined by – Interest and motivation of reader – Legibility of print and illustrations or graphics – Complexity of words and sentences related to reader’s reading ability

10. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Troublesome Text Features in Mathematics and How to Overcome Them A. Conceptual Density of Text (p. 14) B. Overlap between Mathematics and Everyday Vocabulary (p. 14) C. Use and Number of Mathematics Symbols and Graphics (p. 15) D. Need to Understand Embedded Concepts (p. 17)

11. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Addressing Mathematics Text Features In groups, read about your assigned text challenge, and prepare a 4 - 5 sentence explanation of it to share with the larger group. Include an example if possible.

12. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Selected Focus: Vocabulary Student achievement can increase by 33 percentile points when vocabulary instruction focuses on specific words that are important to what students are learning. --Stahl and Fairbanks, 1986

13. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Cue Cards Algebra Standard 6.8.2 Represent and analyze mathematical situations and structures using algebraic symbols Vocab. Development Strategy: Cue Cards Purpose: to give students regular opportunities to review symbols Standard From Principles and Standards for School Mathematics: An Overview

14. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Using the Frayer Model Use the Frayer model to define and explain math concepts. We will use definitions from Plane Geometry.

15. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 15

16. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION Writing/Reflection Strategy Solve it with Math, Solve it with Words Purpose: to help students consolidate their learning and to help teachers identify student misconceptions

17. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 17 Solve for X and describe your work in a brief paragraph. 5x – 6 = 19

18. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 18

19. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION 19 SQP2RS (“Squeepers”) Survey: Scan the text for one minute to identify key concepts. Question: In groups of 3-4, generate questions likely to be answered by the text. Predict: Based on the questions generated, whole group devises 3-4 key concepts they think they will learn while reading. Read: Read article & search for answers (in small groups) that confirm or differ from their predictions. Respond: Answer questions (in small groups) Summarize: In small groups, summarize the text’s key concepts using key vocabulary.

20. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION SQP2RS (“Squeepers”) Survey: Scan the text for one minute to identify key concepts. Question: In groups of 3-4, generate questions likely to be answered by the text. Predict: Based on the questions generated, whole group devises 3-4 key concepts they think they will learn while reading.

21. G EORGE W ASHINGTON U NIVERSITY C ENTER FOR E QUITY AND E XCELLENCE IN E DUCATION SQP2RS (“Squeepers”) Read: Read article & search for answers (in small groups) that confirm or differ from their predictions. Respond: Answer questions (in small groups) Summarize: In small groups, summarize the text’s key concepts using key vocabulary.