Problem Solving	Reasoning and proof	Communication	Connections	Representations
Making Connections			Vocabulary LETRS Strategies (orthology) Root and base word Academic/CSAP vocabulary Recognizing signal words	Manipulatives, physicalization	Thought mapping
Asking Questions	KWC	Compare and Contrast (McREL)		SQRQCQ
Visualizing					Composing and decomposing numbers (Knowing Mathematics)
Inferring and predicting	KWC Guess and check	Think and search (probabilities)
Determining importance	Writing down what you know		Cornell notes GIST(summarizing the problem)		Graphic organizers
Synthesizing		Constructed response rewording	RAFTS(fraction talking to a decimal) Reciprical teaching	Text to life	Graphing Charting Showing steps
Metacognitive monitoring	Exemplars Cornell Notes	Exemplars REAP	Exemplars Math journals	Exemplars	Exemplars

Team Members:

 

 Dorian Lee, Glenda Mechling, Kim Bolling, Suzette Pope, and Julie Shaw

 

 

Draft of Potential Research Questions:

 

 How can we better define and refine literacy strategies in math?

 

 

 

Resources:

Use this space to link or attach files for your ART members to examine.

 

http://math.about.com/library/weekly/aa123001a.htm

 

(number of sites for math as well as journal prompts for writing in math)

 

Innovation in D11 throughout grades (as we have witnessed)

• Exemplars, writing in mathematics problemsolving: rubric, anchor papers , systematic problem solving (K-8)
• Reflective writing in math journals
• study guide/Cornell notes for math
• Interactive notebooks with teacher comments (1-12)
• Constructed response/demonstrating understanding (K-12)
• Program: Everyday Math
• Algebraic thinking
• Collaboration with instructors
• Emphasis on questioning (inquiry/discovery/disequalibrium)
• Moving with Math (intervention)
• Orchard (secondary intervention) 

http://www.literacymatters.org/content/math.htm

 

Rich site for all content areas

 

                                         References

 

Bergeson, T. (2001). Teaching and learning mathematics. www.k12.wa.us

Burns, M. (1987). A collection of math lessons: From grades 3 - 6. Math Solutions Publications: CA.

Burns, M. (1992). About teaching mathematics: A K - 5 resource. Math Solutions Publications: CA.

Burns, M. (1995). Writing in math class. Math Solutions Publications: CA.

Ma, L. (2001). Knowing and teaching elementary mathematics.

Math solutions publications. (2005). Teaching number sense K - 2. Math Solutions Publications: CA.

Martinez, J. & Martinez, N. (2001). Reading and writing to learn mathematics. Pearson: MA.

McREL. (2002). ED thoughts: what we know about mathematics teaching and learning. McREL: CO

NCTM. (2002). Navigation series. NCTM: VA.

NCTM. (2005). Mathematics assessment. Cases, discussion questions, and practical handbook grades K - 12.  NCTM: VA.

Readence, J. (2001) Content area literacy. Kendall/Hunt: Dubuque, IA.

Richardson, K. (2007). Professional development reference & reading materials for teachers of K - 6 mathematics. Math Perspectives: WA.

Robb, L. (2003). Teaching reading in social studies, science, and math. Scholastic:New York.

Sutton, K. (2008). Creative mathematics. www.creativemathematics.com

Wilhelm, J. (2001). Improving comprehension with think-aloud strategies. Scholastic:New York.

 

 

Assessments

MAP

CSAP

AimsWeb CBM's

Short cycle assessments

Formative/summative

SuccessMaker

Orchard (secondary intervention)

Reading Navigator (secondary intervention)

 

Math Interventions/Support

 for D#11

Moving with math

Corrective Math

SuccessMaker

Reading Navigator (secondary)

Orchard (secondary)

Internet sites

Teacher Tube

Knowing Mathematics (4-6)

Fastt Math (K-5)

Renaissance Learning (K-12) Reading and math

 

 

 

 

I'll pony some information.  Meanwhile, check out  the SQRQCQ in "Teaching Mathematics to the Adolescent Brain." 

How the Brain Learns Mathematics by David A. Sousa

 http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?z=y&endeca=1&isbn=1412953065&itm=7

 

Also, note that extended constructive response is on the CDE web page.  I didn't realize that math extended constructive response can take up to 15 minutes to complete, and that the explanation of work "may" be included...along with graphs, models, extension of a pattern, use of geometric relationships and etc.

 

 Open Alpine goal setting data and feature for a class:  Export data to a simple Excel file (delete unnecessary columns to fit on one page).  Then cut strips for each student.  Let them determine how many points to stay; how many points to move to the next proficiency.  (I did this with advanced math and English classes...students are more competitive.)

 

Team members for 2008-09: Eileen Althoff, Kim Bolling, Juliet Green, Elizabeth Klingensmith, Dorian Lee, Kristen Newell

 

Strategies for Social Studies

McREL strategies by Robert Marzano

Chris Tovanni

Action Strategies for Deepening ComprehensionJeff Wilhelm

Jerry Johns

Thinking Maps.com Website

Using Technology with Classroom Instruction that Works by Howard Pitler

Summarization in Any Subject by Rick Wormeli

Where’s the Glitch: How to Use Running Records with Older Readers by Mary Shea  (The text also comes with a CD to aid in downloading worksheets)

Janet Allen’s Tools for Teaching Content Literacy.

Nonfiction Passages with Graphic Organizers for Independent Practice by Alice Boynton and Wiley Blevins.

AimsWeb

Nonfiction Matters by Stephanie Harvey (gr.3-8)

Vocabulary to support content area

non-linguistic representation

Word sorts

analogy and metaphor and bubble map

Integration, repetition, and meaningful use ;context clues, background knowledge structural analysis, comparison/contrast,

Background knowledge/schema Activation

Questions, cues and advance organizers

Text to self, text to world, text to author

circle map

Text to text Text to self  Text to world

Knowledge of Text Structure

Text features

Identifying cause/effect; sequence;

Using text structure to organize and recall information

diagrams, maps, charts, time lines, and captions problem/solution, compare/contrast, cause/effect, and sequence

Text cues

Cognitive Monitoring-Metacognition

Journaling

Reciprocal teaching; REAP: Read, encode, annotate, ponder; learning logs highlighting

Visualizing

Retelling/Recalling

Identifying similarities and differences

Historical reenactment, "channeling," readers' theatre, talking statues, tableaux

Graphic organizer

Running records

Graphic Organizers

Literal Comprehension

Questions, cues and advance organizers

Inspiration

Running records

Reciprocal teaching; REAP: Read, encode, annotate, ponder; learning logs highlighting

annotating non-fiction text  multiple choice questions, graphic organizers, short responses

Summarizing

Sumarizing and note taking

Step-Up, Write tools,Christensen Levels of Generality

50 Summarizing ideas

Inferential Comprehension

Metaphors and analogies

Annotating text

Directed Reading Activity

Evaluative comprehension

Generating and testing hypotheses

Annotating text

cause and effect

Reciprocal teaching; REAP: Read, encode, annotate, ponder; learning logs highlighting

CBM's

Fluency

Readers' theatre

Running records