Using Reading Strategies in Math ClassPresented byCynthia Martin, Reading SpecialistTallassee Elementary SchoolNovember 13, 2012

Introduction & OverviewGoal of PresentationEssential QuestionReading Strategies during Math classStrategies to Build Math VocabularyAction StepsQ & A

GoalTo provide teachers with the opportunity to explore the use of reading strategies as tools for helping students gain greater understanding in math.

Essential QuestionWhich reading strategies can be used to assess, address, and advance?

Student reading levels in mathVocabulary understandingComprehension skills

Change Takes TimeProblem solving ability does not develop over a few weeks or months. Nor is it a topic that is taught at a particular grade levelwe need to address problem solving EVERY DAY, in EVERY LESSON, beginning in Kindergarten and continuing through high school because problem solving and learning mathematics are so intimately connected. (Van de Walle, 1994).

Strategies to Address Reading LevelsMany of the process skills needed for Math are similar to reading skills and when taught together reinforce each other.These common skills include:activating prior knowledge, predicting, synthesizing information, making inferences, drawing conclusions, asking questions, making connections, comparing and contrasting, and building vocabulary.

Why use Reading Strategies during Math instruction?Why do we compartmentalize thinking and learning throughout the day?...We should apply schema theory and metacoginition to the fundamentally important problem-solving processes on which mathematical understanding restsEllin Oliver Keene,2006

SO, Why?

If you want students to understand mathematical ideas, they must use both language and thought. Trying to put more thinking into the math curriculum without attention to language will be fruitlessArthur Hyde- Comprehending Math,2006

MATH IS A LANGUAGE!Galileo saidMathematics is a language. The laws of nature are written in the language of mathematics. The symbols are triangles, circles, and other geometrical figures, without whose help it is impossible to understand a single word.

How Can We USE Strategies?

Teach students to become ACTIVE READERS!

PredictionStudents take prior knowledge and make an educated guess about what they think the answer will beSometimes they will be asked to use information from the problem. It is important that they know that predictions must be supported!

MAKE A PREDICTION!What is the perimeter if we covered the gingerbread man chest with, marshmallows, cheerios, or smarties!

Prediction Chart

Connections

When students have a connection to the learning, they will be more apt to internalize and own the process. Activate prior knowledge before solving math problems. Facilitate connection-making for students so they will see relevance.

Making ConnectionsAsk yourself, What does this problem have to do with me or my life? How could I use this information that I have learned?

Connections Chart

Use a Connections Chart

ProblemConnectionWhat is 15% of $300? I have been looking at a pair of red Gucci high- heeled shoes that cost $300. Finally they go on sale for 15% off! How much could I get them for now?

How can we use connections to solve this problem?Carla wants to build a fence around her pool. Her backyard is 45 feet long and 35 feet wide. How much fence does she need?

Before they get startedHave a quick conversation with your students before they attack the problem about fencing and yards, activating prior knowledge about perimeter

Try This!

Build prior knowledge by downloading Images from Google. This picturetook about a minute to download.

Connect the problem to the learner.There was a dog at the park. Then 5 more dogs came. How many dogs are in the park now?

(Think about your dog, Jack, at home!)

QuestioningPaired Reading and QuestionsThe questioning process slows students reading and thinking down. It forces students to return to the text to find ways to solve the problems. Pairing students as questioner and responder facilitates planning for problem-solving. Sentence-by-sentence reading, questioning, then rereading and answering focuses the students. Continued practice will foster independent strategy practice and usage.

Questioning Strategy

ProblemAmanda and Jessica went shopping at the mall. They decided to only shop at stores that were having a sale. At one of the sales, shirts were marked down $4. You bought 3 shirts. A sales tax of $2 was added to your bill. Bringing your total to $50. Find the price of the shirt before the sale.USE THE KNWS Chart

KNWS

VisualizationVisualizing makes abstract ideas concrete. Lots of math concepts (time, weight, distance, length, and width) are better understood when made visual. Drawing a picture OR creating a table, graph or diagram can facilitate problem solving. Making those visuals before they begin their calculations makes it easier for students to see their way to the answer!

VisualizationMake a movie in your mind!

If that does not work for your students, have them draw a pictorial representation with a study buddy.

Lets try this:You enter the front door of a museum. You walk 66 feet from the entrance to the back of the great hall. Next you walk another 98 feet until you reach the end of the second huge gallery room. How far have you walked?

Circle the expression that describes the problem. A. 66+98 B. 98-66 C. 98X66 D. 98/66

You have to visualize this!VISUALIZE!!!How many feet on two cows and three chickens?

InferenceSometimes all of the information you need to solve the problem is not right there.

What You Know+ What you Read ______________ Inference

Lets infer to solve this problem.There are 3 people sitting at the lunch table. How many feet are under the table? What I Read: There are 3 people.What I Know: Each person has 2 feet.What I Can Infer: There are 6 feet under the table.

How can we infer to solve this problem?

In the morning, Mary and Billy each caught one fish. Marys fish measured 9 decimeters and Billys fish measured 1 meter. In the afternoon, Mary caught another fish. It was the longest fish of the day. Which number sentence shows how long Marys fish was that she caught in the afternoon?

9+1 B. 9-1 C. x>1 meter D. 90+1

Determining ImportanceSome students cannot figure out what information is most important in the problem. This must be scaffold through

explicit modeling by the teacherguided practice with a study buddyover learning through independent work

Solve this! Carlos was restocking the shelves at the grocery store. He put 42 cans of peas and 52 cans of tomatoes on the shelves on the vegetable aisle. He saw some tissues at the register. He put 40 bottles of water in the beverage aisle. He noticed a bottle must had spilled earlier so he cleaned it up. How many items did he restock?

Strategy

Synthesizing Journaling as a closure activity gives students an opportunity to summarize and synthesize their learning of the lesson. Encourage students to use math word wall words in the journaling. Also, post words like as a result, finally, therefore, and last that denote synthesizing for students to use in their writing. Or have them use sentence starters like I have learned that, This gives me an idea that, or Now I understand that

Orhave them choose 2I noticeI think I likeI learnedI wonder

WHAT WE FEEL!!

Lets take a new look at math literature!

Action StepsUse Reading Strategies in Math ClassUse Math Vocabulary Roots throughout the dayPractice solving Math word problemPractice ! Practice !Practice!

BibliographyAIMS solve it! k and 1 (2005). AIMS Education Foundation, Fresno, CA.Content area guide: math (2002). Great Source, Wilmington, Massachusetts.Harcourt math problem solving and reading strategies workbook (2004). Harcourt, Orlando. Harvey, Stephanie & Goudvis, Anne (2000). Strategies that work, Stenhouse, Markham, Ontario.Hyde, Arthur (2006). Comprehending math, Heinemann, Portsmouth, NH.Math to know (2004). Great Source, Wilmington, Massachusetts. Robb, Laura (2003). Teaching reading in social studies, science, and math, Scholastic, New York.

Don t put reading in a block and never revisit it during the day.Good time to introduce perimeter and review predictionsTeachable moment- review definition of perimeter.*Example: Million Dollar Project with Daniel Crutchfield.********Lets do a [problem with the Chart?Choose 2 of the starter sentences.Give Vocabulary ROOTS handouts