Mathematics_Literacy_Module_3 .ppt
- 2. Discipline-Specific Literacy 5-3-1. On your own, identify 5 key ideas, principles or facts. In pairs, share your list and come up with your top 3. At your table, or with another pair, identify 1 “MVP” (most valuable point) 2
- 3. Essential Questions • How can utilizing discipline specific reading strategies to enhance the understanding of all students within the mathematics discipline? • How does literacy across the disciplines prepare students for their next educational challenges? • How do we prepare students to Read Like Mathematicians? 3
- 4. Why Literacy is a Shared Responsibility 8th Grade: Only one third were able to perform at a proficient level involving more sophisticated disciplinary comprehension expectations. Only 3% scored advanced. 12th Grade: Only 5% scored at advanced levels, able to read specialized and complex texts. NAEP, 2009 4
- 5. Why Literacy in Math? “21st Century literacy demands that students need to be proficient readers in a variety of types of texts. Students need frequent opportunities to read and write and quality instruction as part of their learning experience.” • Irvin, Judith, Meltzer, Julie & Dukes, Melinda (2007) Taking Action of Adolescent • Literacy an Implementation Guide for School Leaders. International Reading • Association. 51 5
- 6. 3 Shifts 6 Shifts 1. Building knowledge through content-rich literary nonfiction and informational texts. PK-5, Balance of informational and literary text 6-12, Building knowledge in the disciplines 2. Reading and writing grounded in evidence from text. Text-based answers Writing to/from sources 3. Regular practice with complex text and its academic vocabulary. Staircase of complexity Academic vocabulary 6
- 7. CCSS Reading Informational (Grade 5) CCSS Reading Standards for Literacy in Science & Technical Subjects (Grades 6-8) 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5RI7 7.Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 6- 8RS/TS7 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 5RI8 8.Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 6-8RS/TS8 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5RI9 9.Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 6-8RS/TS9 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. 5RI10 10.By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. 6-8RS/TS10 7
- 8. CCSS Reading Informational (Grade 5) CCSS Reading Standards for Literacy in Science & Technical Subjects (Grades 6-8) 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5RI7 7.Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 6- 8RS/TS7 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 5RI8 8.Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 6-8RS/TS8 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5RI9 9.Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 6-8RS/TS9 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. 5RI10 10.By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. 6-8RS/TS10 8
- 9. CCSS Reading Informational (Grade 5) CCSS Reading Standards for Literacy in Science & Technical Subjects (Grades 6-8) 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5RI7 7.Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 6- 8RS/TS7 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 5RI8 8.Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 6-8RS/TS8 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5RI9 9.Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 6-8RS/TS9 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. 5RI10 10.By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. 6-8RS/TS10 9
- 10. Math & Literacy Mixing it Up! The goal is to give students literacy tasks and instruction that best supports math not distract from it. • Taking Action of Adolescent Literacy, 54 10
- 11. Mathematical Literacy – More than just vocabulary The National Council of Teachers of Mathematics (NCTM), the New York State Standards, and the Partnership for 21st Century Skills present communication -the ability to use language to express mathematical ideas precisely- as a vital skill for all students in mathematics. 11
- 12. 12 “Effective vocabulary instruction does not rely on definitions, students must represent their knowledge of words in linguistic and nonlinguistic ways…” Students gradually gain word meaning through: • Multiple exposures • Discussion of terms they are learning Marzano, 2004; Marzano & Pickering, 2005
- 13. Simplifying the language is not always better… Read these numbers… 1/3 2.07 13
- 14. Implement these ideas, right away! HOW? …Encourage students to: Use math words vs. “nonmath” words Answer in complete sentences Verbally explain their answers/processes Keep a personal math word wall Become the expert of a mathematical word (describe, visually represent, act out, categorize, and share) 14
- 15. Disciplinary Reading • Specialized skills and activities • Idea is to consider the learning demands of subject matter • Example: text is essential – Pictures differ in their role – Technical drawings – Information may be descriptive, sequential, relational, hierarchical, causal 15
- 16. 16 According to Langer (2011), “subject-area teachers, who are disciplinary experts, need to guide, model, and provide opportunities for students to try out and step into the ways of thinking that are appropriate to that discipline” As teachers invite students to become learners in academic disciplines, they need to provide discipline-specific strategy instruction, increased opportunities to read, differentiated reading materials, and literacy assessment.
- 17. Reading Like a Mathematician • As a mathematician, what strategies do you use to access and read math problems and texts? 17
- 18. Sample literacy tasks for mathematics students: • Understand processes • Grasp abstract concepts and translate them into symbols • Distinguish patterns • Decode words and numeric and nonnumeric symbols • Translate words into problems and problems into words • Use journals to write about and examine ideas and reflect on solutions • Write paragraphs to compare key concepts, such as a line and a plane 18
- 19. Placemat Activity On the chart paper… • Individually list ideas and strategies you use to help students read text in your mathematics classroom. • With your table group decide which strategies you find to be most successful in a mathematics classroom. 19
- 20. Place Mat Activity : Math Strategies Individual Responses Individual Responses Individual Responses Individual Responses Agreed Upon Response 20
- 21. Placemat Activity On the chart paper… • Individually list ideas and strategies you use to help students read text in your mathematics classroom. • With your table group decide which strategies you find to be most successful in a mathematics classroom. 21
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- 23. Math Class Needs a Makeover • http://www.ted.com/talks/dan_meyer_ma th_curriculum_makeover.html • As you watch this video, please write some “Aha’s” and “Hmmm?s” so share with the group. 23
- 24. Standards for Mathematical Practices • “Describe varieties of expertise that mathematics educators should seek to develop in their students.” • “Rest on important processes and proficiencies in longstanding importance in mathematics education.” • Are not WHAT you teach, but rather HOW you teach. 24
- 25. The 8 Standards of Mathematical Practice 25
- 26. Grouping the Standards of Mathematical Practice 26
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- 29. Diving In… • Read one Standard of Mathematical Practice. • Discuss what it means for students and teachers. • Create a “Looks Like/Sounds Like” t- chart to share. 29
- 30. Reading in the Disciplines The Challenges of Adolescent Literacy Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy Use Paired Reading to read pages 2- 4(stop at Reading in Science) and pages 12 (starting with Reading in Mathematics) -15 With your partner, complete 3-2-1. 30
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- 33. The Birthday Paradox • With your table group role play the math conversation surrounding The Birthday Paradox math problem. • With your table group discuss how this type of conversations relate to your current or upcoming math units. 33
- 34. Teaching Channel • https://www.teachingchannel.org/videos/ high-school-algebra-lesson • How is discipline specific literacy integrated with math instruction? • How and what can students learn from each other as they work through each rotation? • What 21st Century Skills are evident in this lesson? 34
- 35. Discipline Specific Literacy Strategies for Math • http://www.uwlax.edu/faculty/kosiak/proje cts/talks/wsraslides.pdf • great examples of math graphic organizers 35
- 36. Performance Tasks: Implications on Instruction • Examine a Smarter Balanced or CTE Performance Task by looking for the following: – Which shifts are evident? – What are the literacy demands of this task? – What types of “text” are being used?
- 37. Smarter Balanced Grade 11 Mathematics Performance Task Thermometer Crickets • Classroom Activity • Student Task 37
- 38. Resources • DOE CCSS Website – Literacy Concept Organizers for Social Studies and Science – Literacy Standards by Content Areas – Literacy Design Collaborative – The Teaching Channel – AchievetheCore.org – Guide to the Shifts – HQPD Moduleshttp://www.nysut.org/educatorsvoice _14846.htm 38
- 39. Module Extensions – Ways to identify literacy demands of the content area – Evidence of the Shifts in Practice – List of discipline-specific genres (what do scientists read…) – List of anchor texts (examples of the above) – Examples of reading like, “a historian”, “scientist”, “mathematician”, etc. – Using discipline-specific text as models for writing – Research that supports literacy in this discipline – Examples of some of the literacy standards 39
- 40. Ticket Out the Door • How will you use the information from this presentation include literacy specific instruction in your classroom? 40
Editor's Notes
- #2: The general specific module is a prerequisite to this module.
- #3: Activating Strategy Have participants individually identify 5 key ideas, principles or facts that they think of when they hear or see the term Discipline-Specific Literacy. With their partner, share their list and come up with the top 3 key ideas that they agree upon from their two list. As a table group, the participants should discuss the tip three ideas from each pair and select the MVP (most valuable point). This activity should foster a discussion around the importance of Discipline-Specific Literacy.
- #4: Share Essential Questions with the participants.
- #5: Slide is a review of the Module 3 Overview for Discipline Specific Literacy.
- #6: Share one or two points from the slide.
- #7: Point out how this module fits into the 6 shifts of the CCSS and why it is important in all content areas including mathematics.
- #8: Review from prerequisite model. Important to look at the reading and writing progressions from elementary to secondary – the progression is more content-specific. We should look at the shifts and progressions together.
- #9: Review from prerequisite model. Important to look at the reading and writing progressions from elementary to secondary – the progression is more content-specific. We should look at the shifts and progressions together.
- #10: Review from prerequisite model. Important to look at the reading and writing progressions from elementary to secondary – the progression is more content-specific. We should look at the shifts and progressions together.
- #11: Discuss
- #12: As mathematical educators, we need to be able to immerse our students in mathematical language. Students should be provided opportunities to practice reading, writing, speaking, and listening to mathematics (with understanding).
- #13: Ask what vocabulary instruction looks like in their classroom.
- #14: Many teachers would read these as “1 over 3” and “2 point oh seven.” Using this language does not allow for students to interpret and understand the mathematical processes these numbers represent. For example: “1 over 3” does not support the concept of division within fractions. Similarly, an “acceptable” definition for the denominator may include, “the number on the bottom” but this definition describes where the denominator is, not what it is. Instead of “2 point oh seven”, this number should be read “2 and 7 hundredths” so that students are able to make the connection to decimal place value.
- #15: Activities: charades, play Jeopardy! using math vocabulary, “I have/who has”, word splash, concept circles,
- #16: Slides 17-18 are a review of the Module 3 Overview for Discipline Specific Literacy.
- #17: Use this slide to introduce strategy instruction. This slide should come earlier
- #18: With their shoulder partner read and discuss question. Share out.
- #19: Discuss how the literacy tasks in the mathematics classroom are different than other content areas.
- #20: Distribute chart paper and markers to each table group. Have them divide the chart paper into sections with a large circle in the center. (see next slide for sample) In their section have them brainstorm individual response for 3-5 minutes. Then as a table group discuss and select best practices to record in the center box. Be prepared to share with whole group.
- #21: Sample placemat If more than four at the table, divide chart in to correct number of sections leaving center for final responses.
- #22: Distribute chart paper and markers to each table group. Have them divide the chart paper into sections with a large circle in the center. (see next slide for sample) In their section have them brainstorm individual response for 3-5 minutes. Then as a table group discuss and select best practices to record in the center box. Be prepared to share with whole group.
- #23: Example of a math text from a math textbook. Reference this…Which text book? What support would you provide your students to be able to read and comprehend this information?
- #25: This slide describes what the practices “are.” Emphasis should be placed on these practices are not what you teach, but how you teach.
- #26: These are the 8 Standards for Mathematical Practice…they are the same from K-12.
- #27: This is a way to group and think about the Standards of Mathematical Practices. Standards 1 and 6 should be done in every lesson at every grade level. The other Standards for Mathematical Practice can be grouped into “Reasoning and Explaining,” “Modeling and Using Tools,” and “Seeing Structure and Generalizing.”
- #28: Have participants examine the Standards for Mathematical Practice and answer the question “What do you notice?” Participants should come to the conclusion that these are student based behaviors/standards.
- #29: Answer to question on slide 27
- #30: Have the participants pick one of the Math Practice Standards and read the description. A paper copy of the Practice Standards can be provided or they can be found electronically here: http://www.corestandards.org/math/practice Have the participants create a Looks Like/Sounds Like T-chart and complete based on the Math Practice chosen. Repeat with another Practice Standard if time permits.
- #31: Paired Reading Paired Reading is an activity shared by two readers, one stronger than the other (adult and student, teacher and student, aide/volunteer and student, a more proficient student and a struggling student). Model It is best to choose a student pair beforehand and ask them to model for the class the exact procedure. Do paired reading frequently with any content area text. Teacher selects text OR, if applicable, allow the student to choose the material to read. Arrange the classroom to accommodate for paired readers. Each pair will sit shoulder to shoulder, facing one another, each with their own copy of the same text. The more proficient reader begins reading the first paragraph. When finished, the struggling reader paraphrases what was just read . Then they reverse roles. The readers take turns reading and paraphrasing until the required reading is finished.
- #32: Share important points with partner then whole group.
- #34: Use The Birthday Paradox to role play script involving literacy conversations used to solve complex math problems.
- #35: View video of Discipline Specific Literacy lesson. With partners and then whole group, discuss questions related to video.
- #36: Make examples specific to high school (Patti will work on this)
- #37: 4th grade science, 6th Math, 11th grade science, CTE
- #38: Review Smarter Balanced sample included in handouts
- #41: Have participants complete Ticket Out the Door