1. Math Reading Strategy for any Classroom

2. Philosophy  Main goal for this learning strategy is for students to master their vocabulary and use more often.  Reading comprehension, functional writing, and reflection are all components to any high standard studies practice.  The source book is “The Write Path I: Mathematics Teacher Guide”.  Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or the things of the world. - Roger Bacon

3. Today’s Objective Students will:  Increase the familiarity and fluency of their mathematical vocabulary.  Create a personalized mathematics dictionary. Timeline:  10-20 minutes for students to set up their personal math dictionary and make the first entries.

4. Great tool to review understanding, practice pre-knowledge, or help build insights into comprehension. WICR Strategies Writing to Learn --Verbalize and write the definition of terms and concepts. --Represent terms and concepts pictorially. Collaboration --Construct a dictionary of study terms and concepts in collaborative groups. Reading to Learn --Read class notes, the word wall, a dictionary, or textbook to clarify the definition of terms and concepts.

5. NCTM Standards Communication Instructional programs from pre-kindergarten through grade 12 Should enable all students to: Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. Use the language of mathematics to express mathematical ideas precisely. ???

6. Rationale Clear understanding of the academic language utilized in mathematics is a foundational skill. Providing students with opportunities to master new vocabulary and concepts is critical. Vertical Alignment “Math Dictionaries” can be constructed and adapted to any level. At the higher grades the degree of complexity will increase. Rational and Alignment

7. Great tool for those of you looking for some new way to master vocabulary. Compare and Contrast Organizer Materials/Preparation Student Handout 4.10a: “Create Your own Math Dictionary” Index cards 1.5 inch metal ring Hole puncher Optional: --Dictionaries --Glossary from text --Spanish/English Dictionaries --Word Wall

8. Instructions  Distribute index cards and metal rings.  Distribute Student Handout 4.10a: “Create Your Own Math Dictionary.”  Ask students to create a Cover Card for their dictionary. The card should include their name and class period. Allow students time to creatively decorate their cover card.  Ask students to hole punch their Cover Card and several blank cards in the top left hand corner.

9. Instructions part 2  Show students how to attach the hole-punched cards to the metal ring.  Provide students with a list of vocabulary words and concepts.  Encourage students to incorporate humor into illustrations and definitions. Humor, color, and creativity will improve memory.  Model the creation of a vocabulary card. Use creativity, humor, and color.  Ask students to work together or alone to construct cards.

10. Instructions part 3  Encourage students to include time in their planning agenda to study and construct cards weekly.  Ask students to alphabetize their cards for easy access.  Display exemplar cards on a class Word Wall.  Collect cards and grade them once every one to two weeks.

11. Higher-Level Questions Level Two  How are the cards in each of the groups similar and different? Level Three  What are the characteristics of vocabulary cards that aid learning?  What are some ways to use vocabulary cards to help with the master of math vocabulary and concepts?

12. Formative Assessment  Assess cards regularly for completeness and accuracy.  Provide opportunities for students to design and play informal games with their cards.  Vote on cards to include as exemplars for the class “Word Wall.”

13. How to earn additional Professional Development on this strategy 1. Write your lesson plan incorporating the strategy. 2. Implement that lesson and save any artifacts for documentation. 3. Contact your mentor via email and provide the following information: a. When did you use the strategy? b. When would you like to meet? (15 minutes after school) c. Mentor will send you a self-reflection form to complete & confirm possible meeting time. 4. For the meeting bring the following: a. Hard copy of the lesson b. Student artifacts c. Completed self-reflection form

14. Follow up questions  1. What did you learn or find interesting?  2. How can you apply this knowledge or information to your own classroom or lessons?  3. Did you find this information useful or relevant?  4. What specific information stood out for you? Please explain.  5. Do you have any follow up questions or comments?

15. Sources used  Donohue, Jim and Tim Gill. (2009). The Write Path I: Mathematics. AVID Press. San Diego