Reading in MATH
Every teacher is a READING teacher
Supporting the AISD Literacy Plan
Strategic Reading in Math
Do students already use literacy strategies in math?
Of course! They read from their textbook, they read examples, they read the sidebars of their textbook with tips/tricks, they read word problems, they paraphrase what they've learned, they summarize their understanding, they make inferences about what steps to do next in a problem, they use critical thinking to narrow down answer choices, they write their formulas/solutions to the questions, they write their notes from the lecture/PPT/lesson, and they write their reflections/exit tickets.
Literacy researchers have developed some basic strategies for reading to learn. Here is a summary of strategies outlined by Draper (2002):
- Previews the text by looking at the title, the pictures, and the print in order to evoke relevant thoughts and memories
- Builds background by activating appropriate prior knowledge about what he or she already knows about the topic (or story), the vocabulary, and the form in which the topic (or story) is presented
- Sets purposes for reading by asking questions about what he or she wants to learn (know) - KWL (helps develop intrinsic incentives for learning an otherwise challenging or "uninteresting" topic)
- Checks understanding of the text by paraphrasing it
- Monitors comprehension by using context clues to figure out unknown words by inferencing and predicting (Question 3 in chart below)
- Integrates new concepts with existing knowledge, continually revising purposes for reading. May chunk the new information to make it easier to understand and remember, as well as annotate/highlight while reading (see Question 8 in chart below)
- Summarizes what has been read by retelling the main idea of the text
- Evaluates the ideas contained in the text
- Makes applications of the ideas in the text to unique situations, extending the ideas to broader perspectives.
Do these things sound like something you want YOUR students to do?
During Reading: Guided/Model Reading in a Math Class
During Reading Literacy Strategies
Frayer Model for Vocabulary
Just giving students vocabulary lists with definitions, or asking them to look up the definitions, isn't enough for them to develop the conceptual meaning behind the words or to read and use the vocabulary accurately.
Teachers can also introduce various maps, webs, and other graphic organizers to help students further organize mathematics meanings and concepts. In the Frayer Model, a sheet of paper is divided into four quadrants. (See Figure 2.1 for an example of the Frayer Model.)
Using visuals with: Analysis Grids
Annotation with an Acronym like "CUBES"
Annotation involves marking up text with:
- comments
- questions
- predictions
- connections
- circling unfamiliar words or terms
- highlighting main details/ideas
Give students an annotation guide or handout to break down complicated word problems or large pieces of text.
How can we support our struggling readers/learners?
Teachers need to provide explicit scaffolding experiences to help students connect the text to their prior knowledge and to build such knowledge. In her book Yellow Brick Roads(2003), Janet Allen suggests that teachers need to ask themselves the following critical questions about a text:
- What is the major concept? Use "before reading" strategies to engage and build connections.
- How can I help students connect this concept to their lives? Do guided reading and think-alouds for new concepts and ideas.
- Are there key concepts or specialized vocabulary that needs to be introduced because students could not get meaning from the context? Do "during reading" strategies like annotation (comments, questions, symbols) and highlighting to help them engage more with challenging words, phrases, and ideas.
- How can I help them retain the information? Do "after reading" strategies like using an INB, turn/talk, summarize their learning, or completing short answer response exit tickets.