Imagine Schools Academic Excellence Framework LITERACY FOCUS #2 Building literacy and numeracy...

Imagine Schools Academic Excellence Framework

LITERACY FOCUS #2

Building literacy and numeracy through student owned strategies


ESTABLISH A COMMON UNDERSTANDING OF LITERACY FROM RESEARCH

Research is clear: Discipline-based instruction in

reading and writing: Enhances student achievement in all subjects Help student master concepts Learn the material much more thoroughly than those who do not.

Source: National Council of Teachers of English

Some strategies work better than others Coordinators/Directors feedback High yield strategies

John Hattie “Visible Learning”

Robert Marzano“Classroom Instruction that Works”


ESTABLISH FOCUS IN YOUR SEP

“Only one plan is necessary as a mechanism to hold ourselves accountable. As part of the Academic Excellence Framework, this plan will be referred to as the School Excellence Plan.” (Framework p. 2) This second cycle for Focus #2 will refer to the Math section of the SEP.

Participants on this call will:

Review School Excellence Plans while in development to ensure there is a strong focus on academic excellence.Monitor progress of School Excellence Plans through monthly national call reporting., Review the School Excellence Plan at the end of the school year to evaluate achievement of goals by each school and each region.

Framework p. 3


ESTABLISH HIGH YIELD STRATEGIES FOR OUR LITERACY FOCUS

Focus #1:

Building Literacy across the Curriculum

High Yield Strategies Summarizing

o Reciprocal Teaching

Note Takingo Text Coding when Reading Closely

Nonlinguistic Representationso Depth and Complexity Icons


ESTABLISH LITERACY IN MATHEMATICS

“We are going to adapt what we know works in our reading programs and apply it to mathematics instruction.”

So what should we see in an effective

mathematics classroom?

It’s time to chat.

So what should we see in an effective

mathematics classroom?

It’s time to chat.


ESTABLISH AN UNDERSTANDING OF FOCUS #2

Focus #2: Building literacy and numeracy

through student owned strategies

Generative situations require people to count, quantify, compute and otherwise manipulate numbers, quantities, items or visual elements — all of which involve language skills to varying degrees.

Interpretive situations require people to make sense of verbal or text-based messages that, while based on quantitative data, require no manipulation of numbers.

Decision situations ‘demand that people find and consider multiple pieces of information in order to determine a course of action, typically in the presence of conflicting goals, constraints or uncertainty’.

Sources: Gal (2000), Coben et al. (2003).

Research shows three types of

numeracy

Research shows three types of

numeracy


EQUIP HIGH YIELD STRATEGIES FOR FOCUS #2

Review Focus #2:

Building literacy and numeracy

through student owned strategiesHigh Yield Strategies

Nonlinguistic Representationso Problem Solving Icons

Summarizing through Close Readingo G.I.S.T.o Summary Frames



ENGAGE IN NUMERACY

Solve this problem:

Roberto is shopping in a large department store with many floors. He enters the store on the middle floor from a skyway, and he immediately goes to the credit department. After making sure his credit is good, he goes up three floors to the housewares department. Then he goes down five floors to the children’s department. Then he goes up six floors to the TV department. Finally, he goes down ten floors to the main entrance of the store, which is on the first floor, and leaves to go to another store down the street. How many floors does the department store have?

It’s the thought

that counts.

It’s the thought

that counts.


ENGAGE IN SUMMARIZING THROUGH CLOSE READING IN MATH

Roberto is shopping in a large department store with many floors. He enters the store on the middle floor from a skyway, and he immediately goes to the credit department. After making sure his credit is good, he goes up three floors to the housewares department. Then he goes down five floors to the children’s department. Then he goes up six floors to the TV department. Finally, he goes down ten floors to the main entrance of the store, which is on the first floor, and leaves to go to another store down the street. How many floors does the department store have?

Summarizing through Close Reading1.Close reading:

Language: word choice - box words that are bold, italicized, repeated.

Narration: 1st, 2nd, or 3rd person Syntax: word and sentence

order – sequential and ends with a question

Context: math textbook

2.Delete some information.

3.Substitute some information. Three = 3, five = 5, six = 6, ten = 10

4.Keep some information. All the numbers, positional and directional words.


ENGAGE IN PROBLEM SOLVING STRATEGIES: DRAWING A PICTURE

How many floors does the

department store have?

How many floors does the

department store have?

1. Enter the middle of the building on a skyway.

2. He goes up three (3) floors.3. He goes down five (5) floors.4. He goes up six (6) floors.5. He goes down ten floors.

If you stop here, you have 11 floors. But is the arrow where Roberto entered - the “middle”?

6. Add 2 more floors to the top to make the arrow entering at the middle. This makes 13 floors.


ESTABLISH OBJECTIVES

MA.7.A.3.3: Formulate and use different strategies to solve one-step and two-step linear equations.MA.7.A.3: Translate real-world problem situations into number sentences involving addition and subtraction of two-digit numbers using a problem solving strategy.MA.7.A.5.2: Solve non-routine problems by working backwards.MA.7.A.5: Solve problems by selecting the preferred or necessary item when given two or more options in activities in multiple settings.MA.7.S.6: Use bar graphs to display data and describe the meaning of the data.

Common Core State Standards stress problem solving

strategies.

Common Core State Standards stress problem solving

strategies.


ENGAGE IN PROBLEM SOLVING

Examples of “Student Problem Solving” without guidance.


EQUIP WITH NONLINGUISTIC REPRESENTATIONS: PROBLEM SOLVING ICONS

Look for a Pattern: Many problems have a pattern.. Keep previous patterns in minds. A pattern can simplify the problem.

Work Backwards:Some problems require working backwards. Work from what you know to figure out what you don’t know. Work backwards by: Making a list of what you know. Sorting out a step-by-step process or a complicated chain of information. Figuring out the question when you already know the answer.

Estimate, Check and Revise:When the path to a solution isn’t obvious, solving the problem by predicting may be the strategy to use. Use this strategy when:You have a limited number of possibilities to try.You know what kind of answer to expect.You can have enough information to know if the answer makes sense.


Make a Table or Chart: A chart, table, or list can be useful in organizing the information so that it can be put in a form which makes the problem seem simpler.Organize data or keep track of confusing numbers and facts.Spot trends and identify patterns,Identify patterns or correlate one set of facts to another.

Draw a Picture:Changing the words of a problem into a picture or diagram is often a solution or strategy to use to make things easier to see. Make diagram clear and in proportion Label diagrams clearly.

Act it Out:When seeing a situation may help find the solution, acting out maybe the correct strategy. Act out when the problem lends itself to using props.

EQUIP WITH NONLINGUISTIC REPRESENTATIONS: PROBLEM SOLVING ICONS


ENGAGE IN “LOOKING FOR A PATTERN”

How many domino pieces are in a double-six set of dominos?Start with the highest possible set

6-6

6-5 5-5

6-4 5-4 4-4

6-3 5-3 4-3

6-2 5-2 4-2

6-1 5-1 4-1

6-0 5-0 4-0

3-3

3-2 2-2

3-1 2-1 1-1

3-0 2-0 1-0 0-0


ENGAGE IN “ESTIMATING, CHECKING AND REVISING”

Mr. White challenged his class to see which student could be the first to open a math book to facing pages whose page numbers add up to 85. What pages did the winning student choose?

K W CWhat I KNOW….. What I WANT to find out… What are the CONSTRAINTSSum is 85

_____ + ____ = 85

Facing pages, consecutive numbers

Predict numbers that are close to 85. Since 2 numbers are needed, what could you try first? (divide by 2 for your prediction in order to prove).

42 43


ENGAGE IN “WORKING BACKWARDS”

Last summer we went camping in Yosemite, and the first night we did a dumb thing: we left our food on the ground. A bear came along and ripped up one third of our total number of dried meals. The next day we ate four more of the meals, and tied the food up in a tree. It didn’t seem to help because one third of the meals we had left were ripped open by another bear. During our third day, we ate four more meals and that night, despite everything we did, one half of the remaining dried meals were ripped apart. We gave up, ate the four remaining dried meals, and headed home. Can you tell how many dried meals we started with?

To get your answer you have to start at the end and work backward and REVERSE the operation. If they subtracted by eating, you will be adding it back in. If a fraction was ripped up, you will be multiplying by the denominator.

The campers ended up with 4 meals. So now we start reversing operations as we work backwards.

What happened last? _________________________________________________________

Equation: ________________________________________________

This gives you 8. Plus the 4 more meals they ate on the third day gives you ______.

Now if 1/3 of the number before this was ripped apart by the bears, that means that they had

Now, it says they ate 4 meals which means they were subtracted, so we do the apposite (+) ________________

Now it says that 1/3 of the meals were eaten that first night ______________ That’s your answer. They must have started with ______ meals.

Multiply by 2

4 x 2 = 8

8 + 4 = 12 3 times more before the bears ate it so 12 x 3 = 36

36 + 4 = 40

So do the opposite of taking 1/3. 40 x 3

120


ENGAGE IN “MAKING A CHART OR TABLE”

A ship left San Diego at 9:00 a.m. going 10 miles per hour on a course set for Hawaii. Another ship left San Diego at noon on the same course going 15 miles per hour.1.At what time did the second ship overtake the first ship?2.How many miles were they from San Diego?

Times First Ship Second Ship

9:00

10:00 10 miles

11:00 20 miles

12:00 30 miles

1:00 40 miles 15 miles






Leaves

Leaves


ENGAGE IN “DRAW A PICTURE”

Geometry:A lot for a new house is shaped like a trapezoid, with two right angle corners. If the third corner is an 80 degree angle, what is the measurement of the fourth angle?

Right angle = 90 degreesTotal = 360 degrees

__ degrees

_____ degrees

8010

0

90 degrees 90 degrees


ENGAGE IN “ACT IT OUT”

The Taylor’s were holding a dinner party. They wanted to know how many seating arrangements there would be for two couples, knowing that the couples want to sit with each other and not be separated.What actors do we need?What information do we know?

2 boys (B) and 2 girls (G)

2 sets1G & 1B

What I know? What I want to find out

What I are the constraints?

Total Seating arrangement

Couples do not want to be separated.


ENGAGE IN “ACT IT OUT”

Arrangement 1: Seating

Bench 1 Bench 2B-1 and G-1 B-2 and G-2

Arrangement 2 Seating: One Change: but keep same partners “required constraint”

Bench 1 Bench 2B-1 and G-1 G-2 and B-2

B-1/G-1 B-2/G-2

B-1/G-1 G-2/B-2

G-1/B-1 G-2/B-2

G-1/B-1 B-2/G-2

B-2/G-2 B-1/G-1

G-2/B-2 B-1/G-1

G-2/B-2 G-1/B-1

B-2/G-2 G-1/B-1

Switch Sides


ENGAGE IN THE 8 COMMON CORE MATHEMATICAL PRACTICES WITH A NUMERACY FOCUS

1. Make sense of problems and persevere in solving them: Think aloud = “Does this make sense?” (working backwards)

2. Reason abstractly and quantitatively: Think aloud = “How does this relate to other situations?” (close reading for contextualizing –department store floor example)

3. Construct viable arguments and critique the reasoning of others: Think aloud = “This is what I think and why, what do you think and why?” (Luck of the Draw and other cooperative learning).

4. Model with mathematics: Think aloud = “This is what I have drawn (or made) to show my solution.” (Draw a picture or act it out, table or chart)

5. Use appropriate tools strategically: Think aloud = “Which tool should I use to solve this problem?” (manipulatives)

6. Attend to precision: Think aloud = “What is the best term/word to communicate my thinking?” (vocabulary)

7. Look for and make use of structure: Think aloud = “Can I see a pattern in this situation?” (find a pattern)

8. Look for and express regularity in repeated reasoning: Think aloud = “Do I like the method I used, can a I find a short cut or better way to calculate this?” (estimate, check and revise)


EQUIP WITH NONLINGUISTIC REPRESENTATIONS

Mnemonic Strategies King Hector Doesn’t Usually Drink Cold Milk

Metric system prefixes: kilo, hecto, deca, unit, deci, centi, milli)

Please excuse my dear aunt Sally. Order of operations: parentheses,

exponents, multiply, divide, add,

subtract

MusicMovement


EQUIP WITH NONLINGUISTIC REPRESENTATIONS

Shape word walls


ENGAGE IN SUMMARIZING


ENGAGE IN SUMMARIZING THROUGH G.I.S.TGENERATING INTERACTION BETWEEN SCHEMATA AND TEXT

This activity forces students to provide a precise

summary by conveying the GIST of what they have read

by summarizing the text in 20 words or less.

This activity forces students to provide a precise

summary by conveying the GIST of what they have read

by summarizing the text in 20 words or less.

Mrs. Huber’s fifth grade class at Lincoln Elementary School decided to build a rectangular vegetable garden. The garden was 10 feet wide and 16 feet long. When Mrs. Huber went to buy fencing for the garden, she found out that it was only sold in whole yards? How many yards of fencing should she buy?

Using the problem below: Write down important pieces of information, (words, facts, numbers, symbols or concepts), that you need, need to know, or need to understand in order to solve the problem.


Research Question:Will using the G.I.S.T. strategy increase my students' proficiency in writing constructive responses in math as measured by pre/post tests?

ENGAGE IN SUMMARIZING THROUGH G.I.S.TGENERATING INTERACTION BETWEEN SCHEMATA AND TEXT


EQUIP WITH SUMMARY FRAMES

Compare and ContrastElvira’s snowman weighs 105 pounds. Teresa’s snowman weighs 99 pounds. How

much more does Teresa’s snowman weigh?

Cause and EffectKyle has 45 houses on his newspaper route. Today it began to storm after he delivered

papers to 26 houses. How many houses did Kyle skip?

SequenceA storybook has 6 chapters. The first chapter is 9 pages long. The second chapter is 6

pages long. Each of the other 4 chapters is 7 pages long. How many pages are in the storybook?

DescriptiveWanda has 5 black marbles and 2 fewer red marbles. She has 4 times as many white

marbles as the total number of black and red marbles. How many marbles does Wanda have in all?

Problem/SolutionBob’s bicycle was broken, so he had to walk the 7 miles to his grandmother’s house. He’d

already walked 4 miles. How many more miles did he have to walk?


EQUIP WITH NOTE TAKING STRATEGIES

Note TakingProblem solving text codingMetacognition journals: Math journals can address any of the math content standards and specifically address these common core mathematical practice standards:

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.


ENGAGE IN METACOGNITION JOURNALS

Focus #2:

Building literacy and numeracy through student owned strategies

I know that I know something about ________________

First I know _____________________________________

In addition I know ________________________________

Finally I know ___________________________________

Now you know something I know about ______________

Metacognition Framezero

that zero can mean nothing or having no amount.

that zero is used to show place value, as in the number 101, where the zero indicates that there are no tens in that number.

that the idea of zero came from India through Arab traders.

zero


ENGAGE IN PROBLEM SOLVING TEXT CODING

Change the words into numbers and operation symbols.

Ned needed a half-dozen katydid for an entomology experiment. He’d already found a pair of katydids. How many more katydid must Ned locate if he’s to reach his goal.

66

22

--


EVALUATE YOUR UNDERSTANDING OF FOCUS #2

What are the high yield strategies we will be working on

for focus #2?It’s time to chat.

What are the high yield strategies we will be working on

for focus #2?It’s time to chat.


EQUIP HIGH YIELD STRATEGIES FOR FOCUS #2

Review Focus #2:

Building literacy and numeracy through student owned strategiesHigh Yield Strategies

Nonlinguistic Representationso Problem Solving Icons

Summarizing through Close Readingo G.I.S.T.o Summary Frames



NUMERACY IN THE FRAMEWORK HAS BEEN ESTABLISHED

Teachers Instruct

Teachers Instruct

Students Acquire

Students Acquire


STUDENTS OWNED STRATEGIES IN THE FRAMEWORK HAVE BEEN ESTABLISHED


EQUIP WITH PERFORMANCE CHARACTER

Performance character consists of all those qualities that enable us to achieve to our highest potential in any performance environment (such as the classroom or workplace).

Values/Traits:Values/Traits:•Determination•Teamwork•Creativity•Perseverance•Diligence•Self-discipline•Grit

Skills:Skills:•Goal-setting•Time-management•Organization


EVALUATE

Coaches and Principals Please reflect on today’s informational webinar with eachother and determine your school’s next steps.

This will be discussed on your next pulse on progress call.This will be discussed on your next pulse on progress call.


EVALUATE

Literacy Focus 2 will be Evaluated the week of Feb 20th Literacy Focus 2 will be Evaluated the week of Feb 20th

Thank you

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Imagine Schools Academic Excellence Framework LITERACY FOCUS #2 Building literacy and numeracy...

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