Literacy Plan ED452/LTM621

1. Speak Read Literacy PlanED452/LTM621 Write View By Kara S. Grier Represent Listen

2. What is Literacy in Mathematics? • Mathematical Literacy is the capacity to identify, understand and engage in mathematics, and to make well-founded judgments about the role that mathematics plays in an individual’s current and future private life, occupational life, social life with peers and relatives, and life as a constructive, concerned and reflective citizen. • In order for a student to be mathematically literate, they must do the following: • Be able to read and to write • Accurately draw a picture (on paper) of what each problem looks like in their mind • Be able to come to a conclusion based on the proper analysis • Give a justification for their solution.

3. What is Literacy in Mathematics cont… • Literacy is the ability to comprehend mathematical language and to articulate understanding of concepts through the use of the six modes of communication: • Read • Write • Represent • Listen • View • Speak

4. Reading and Representing Create a visual representation of word problems and solve (ie., translating words into mathematical symbols). For example: • For each application below, identify variables, write an equation to model the situation, and then solve the problem. Make sure to answer the question in a complete sentence. Taylor Electric Company of Mequon, WI is a distributor of Texas Instruments calculators exclusively to schools and school districts. A school places an order that totals $265. The order includes 20 Math Explorer Calculators plus a shipping fee of $13. What is the cost of each calculator? $265 is equal to 20 math calculators plus a shipping fee of $13; 265 = 20c + 13, now solve for c (the cost of each calculator).

5. View, Listen, Write and Speak • Model steps to solve multi-step equations; have students write and solve multi-step equations using the same process independently and then explain their solution 265 = 20c +13 -13 -13 opposite integers 252 = 20c coefficient on both sides 20 $12.60 = c isolate the variable Each calculator costs $12.60

6. Diversity in Teaching How would I find a way a reach all of my students? • Differentiation of Instruction: Involves providing students with various avenues to acquire knowledge through the development of teaching strategies that will allow all students within a classroom to learn effectively regardless of ability. • Modifications: Will put into place students modification such as offering opportunities to create visual aids of concepts, providing various texts that spade grade levels, adjust assigned work, offer pre-typed notes, and create specific seating arrangements that will accommodate the needs of all my students. • Class-Wide Interventions: This will focus on implementing intervention that will effectively and efficiently improve the performance of all students within a classroom. Several examples of this are class-wide peer tutoring and computer assisted instruction.

7. Diversity in Teaching For the ESL Learner: • Recognize that all children are cognitively, linguistically, and emotionally connected to the language and culture of their home. • Acknowledge that children can demonstrate their knowledge and capabilities in many ways. • Understand that without comprehensible input, second-language learning can be difficult.

8. Learning Styles • I have chosen seven students from my 7th grade classroom to build this literacy plan: • Douglas • Emmanuel • Esteban • Hillary • Maximillian • Netasha • Sam

9. Douglas Noisy, reserved, good friend and athletic Brother of Samuel, Grandson of Maryann Lover of animals, sports and grandma’s cooking Who likes to read when I’m bored, listening to music and about interesting topics Who feels informed, a better person and knowledgeable when I read Who dislikes reading in social studies class, when I don’t understand the topic and when I’m tired Who fears reading about tragedies, violence and death Who wants to read about sports, wild animals and history? Resident of Milwaukee Lowe

10. Emanuel (Manny) A good student, very funny, a good athlete and who likes to work with younger kids Brother of Maria, son of Vanessa and Lupe Lover of food, playing basketball and meeting new people Who likes to read about sports, to learn new thing s and to find out what’s going on in my community Who feels good, excited and joyful when I read Who dislikes reading when I’m in front of people, when it’s boring or when I do not understand what I’m reading Who fears reading about animals, children being hurt and death Who wants to read about sports, entertainment and music Resident of Milwaukee, WI Lopez

11. Esteban Kind, friendly, good-hearted, helpful Son of a Manuela and Luis Lover of reading, games, and building Who feels joy, happiness, and playful Who would like to see Canada, Egypt and California Athletic Resident of Milwaukee Gonzalez

12. Hillary Singer, happy, friendly, lonely Daughter of Christina and Efrain Lover of drawing, games, and books Who feels sadness, love, and joy. Who fears fire, movies, and smoke Who would like to see dolphins, mermaids, and Hawaii  Artistic Resident of Milwaukee Cornejo

13. Maximillian Kind-hearted, friendly, helpful Son of Maximillian Sr. and Judy Lover of skateboarding, school, and roller coasters Who feels playful, joy, and excitement Who fears fire, nightmares, and guns Who would like to see the Great Wall of China, the Bahamas, and Hawaii Lacrosse Player Resident of Milwaukee Cooper

14. Natasha Friendly, thoughtful, math freak, enthusiastic Daughter of Aricele and Miguel Lover of reading, animals and relatives Who feels helpful when helping. Happy with friends. Loved when with family Who needs education, fun, guava fruit and friends Who gives honestly, clothes to my sister and help to others Who fears rattlesnakes, lost pets and too much homework Who would like to see a live dinosaur, Hawaii and straight A’s A resident of Milwaukee, WI Sanchez

15. Sam Athletic, short, black hair, funny Son of John and Jenny Lover of baseball, basketball and math Who likes to read when it’s quiet, to become informed and to learn new things Who feels smarter, happy and informed when I read Who dislikes reading at school, for homework and when it’s about history Who fears reading about death, myths and spiders Who wants to read about sports, action and adventure Resident of Milwaukee Jankowski

16. Learning Styles • I have all different kinds of learners in my classroom

17. Wisconsin Common Core Standards for Mathematics (Grade 7) Ratios and Proportional Relationships • Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System • Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Expressions and Equations • Use properties of operations to generate equivalent expressions. • Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

18. Wisconsin Common Core Standards for Mathematics (Grade 7) Geometry • Draw, construct and describe geometrical figures and describe the relationships between them. • Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Statistics and Probability • Use random sampling to draw inferences about a population. • Draw informal comparative inferences about two populations. • Investigate chance processes and develop, use, and evaluate probability models.

19. Wisconsin Common Core Standards for Mathematics (Grade 8) The Number System • Know that there are numbers that are not rational, and approximate them by rational numbers. Expressions and Equations • Work with radicals and integer exponents. • Understand the connections between proportional relationships, lines, and linear equations. • Analyze and solve linear equations and pairs of simultaneous linear equations.

20. Common Core Standards for Mathematics (Grade 8) Functions • Define, evaluate, and compare functions. • Use functions to model relationships between quantities.

21. Common Core Standards for Mathematics (Grade 8) Geometry • Understand congruence and similarity using physical models, transparencies, or geometry software. • Understand and apply the Pythagorean Theorem. • Solve real-world and mathematical problems involving volume of cylinders, cones and spheres. Statistics and Probability • Investigate patterns of association in bivariate data.

22. Wisconsin Educator Standards • Teachers know the subjects they are teaching.The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. • Teachers know how children grow.The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. • Teachers understand that children learn differently.The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. • Teachers know how to teach.The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

23. Wisconsin Educator Standards cont… • Teachers know how to manage a classroom.The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. • Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. • Teachers are able to plan different kinds of lessons.The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. • Teachers know how to test for student progress.The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. • Teachers are able to evaluate themselves.The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. • Teachers are connected with other teachers and the community.The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

24. Vocabulary Strategies • Concept Map • Concept mapping is a great tool to help students analyze concepts, formulate meaning and develop deeper understanding of information. Students use writing, viewing, representing and reading skills within this strategy. With writing, viewing, representing and reading students are identifying attributes associated with a vocabulary word. Then through listening and speaking students can present to their peers the attributes and the definition they have formulated through the evaluation of the vocabulary word.

25. Concept Map

26. Concept Map

27. Vocabulary Strategies Student Activated Vocabulary Instruction SAVI is vocabulary techniques that students can use to break apart words to develop a deeper understanding of them. Students are required to use their listening, writing, reading, speaking, viewing and representing skills to communicate the meaning of words. With listening, writing, viewing, representing and reading students use note cards to break apart a word through phonetics, its definition and a visual representation of the word. Once students have completed these steps they can either through small or large group use their listen and speaking skills to present a sentence using the vocabulary word.

28. SAVI

29. SAVI

30. Vocabulary Strategies Marzano’s Six Steps • Marzano’s Six Steps is an effective vocabulary strategy because it specifically focuses on vocabulary that relates to the subject being taught. Students are able to develop knowledge of a vocabulary term by formulating words, concepts, images and ideas to help explain words establishing a deeper understanding. Students must use communications modes of speaking, listening, representing, reading, viewing and writing skills to complete this strategy. • Once the teacher has explained a concept student must then demonstrate understanding through writing, speaking or creating a visual representation of the concept. The show and writing phase has students, writing and representation the concept they are learning. Students next discuss with their peers through listening and speaking the concepts they are present again either through small or large group interaction. To complete the reflect and refine portion of the strategy students can using the writing mode of communication to express their thoughts and feels about the concepts being introduce reflecting on the good, bad and indifferent.

31. Marzano’s Six Steps

32. Marzano’s Six Steps

33. Comprehension Strategies Journaling • Educators introduce students to journal writing to encourage them to explore their thoughts and ideas. Journal writing for students engages them in the process of brainstorming and organizing their ideas. It teaches them to develop writing skills and become articulate, and it encourages them to share their ideas with teachers. • Journal writing can enhance oral ESL reading comprehension for children acquiring English as a second language by tracking various aspects of the student's reading, as well as scaffold their writing skills. • ESL reading journals aid in building vocabulary,strengthening oral reading and developing writing skills in students learning the English language. Scaffolding the four language skills increases the student's ability to master English.

34. Journaling

35. Comprehension Strategies Peer Mediated Instruction Peer-Mediated Instruction is an effective strategy to build comprehension skills in that it provides an alternative classroom arrangement in which students take on the instructional role for their classmates and other peers. Students work in pairs or small learning group and assist one another in developing a better understanding of their classroom text and of various concepts being taught within a classroom setting. With this particular strategy students are using speaking, listening, viewing and reading to in small groups read and discuss classroom text. Student use representing and writing to offer constructive feed and examples on the area their partners has done well in and areas that they can work to improve upon.

36. Peer Mediated Instruction

37. Comprehension Strategies RSQC2 RSQC2 is a strategy teacher can use to evaluate student’s understanding of concepts and idea being taught. Once a concept has been taught, students can reflect on what they have learned by recalling, summarizing, connecting, commenting and concluding about the concept they are taught. With this particular strategy students can use their writing, speaking, listen and viewing skills to share with their peers main details related to concepts, they can summarize important points through speaking and formulate discussions regarding parts of the concepts they still may have question about. Students can then use their writing and representing skills to make connect about how the concept relates to other content areas or is a part of their daily life. Students can share these connection and comments with the teacher and their peers either verbally or visually.

38. RSQC2 RSQC2 Recall: Develop a list of words or phrases that best represent a concept covered in a previous class. Choose three to five words or phrases and rank in order of importance Summarize: Developtwo sentences or descriptive images that combine ideas from a previous class that best highlights the main idea of the concept taught Question: Write down questions to ask about lesson Translations Recall: Product, Quotient, Increased, Decreased, Units Summarize: Translations is the act of taking words and turning them into mathematical symbols. You then follow the order of operations to solve Question:How can identifying key words help me to solve mathematical word problems?

39. RSQC2 Connect: Formulate one to two sentences connecting information learned to concepts or ideas taught within previous classes or course Comment: Express thoughts or feelings of what was liked, disliked or what might have been covered more in the lesson. What information was the most useful? Conclusion: Educator should evaluate information that students have shared to either address or consider implementing into future classes. Connect: Doing translations using applications helped me to see the connection of algebra to real life situations. Comment: Translations can be difficult to grasp but I like seeing the application right during or right after the lesson. Conclusion: Translations is something that takes time to teach as well as to learn. We will revisit translations again in the very near future.

40. Assessment To assess students for understanding of material I will offer not only traditional methods i.e. test and quizzes, but alternative methods i.e. self-reflections, pair sharing, oral exams, evidence based math, modeling, question and answer and progress monitoring to determine whether or not comprehension of material is occurring within the learning process. Students have more opportunities to be successful. = =

41. Assessment Cont…

42. Technology With the use of various forms of technology such as smart boards, desktop computers, overhead projectors, audio and DVDs videos, IPads and the nook, I will be able to present information to students using the six modes of communication to develop literacy within my content area.

43. Annotated Bibliography 40 Fabulous Math Mysteries Kids Can't Resist (Grades 4-8), by Marcia Miller and Martin LeMarcia Miller (Author) Humorous, reproducible math mystery stories will give your math sleuths a chance to have fun while practicing important math problem solving skills. They’re just perfect for classwork and homework and help you meet the NCTM standards.

44. Annotated Bibliography • Math and Literature, Grades 6–8 brings the joy of children’s literature to the middle-school math classroom. • Math and Literature, Grades 6–8 contains lessons and ideas based on 30 children’s literature titles. Children explore mathematical concepts based on lessons derived from titles such as Harry Potter and the Sorcerer’s Stone, by J. K. Rowling, and Holes, by Louis Sachar. This book includes a reference chart indicating the mathematical concept each lesson covers, such as number, geometry, patterns, algebra, measurement, data analysis, or probability.

45. Annotated Bibliography • The Little Green Math Book: 30 Powerful Principles for Building Math and Numeracy Skills, by Brandon Royal • This book brilliantly shows the structure and subtlety of basic math. Math is a global language that knows no borders and opens opportunities for us all

46. Annotated Bibliography Websites *Additional websites to obtain reading materials related to mathematics http://hplar-znerol.tripod.com/id5.html http://freemathhelp.com/algebra.help.html www.homeschoolmath.net/online http://www.kutasoftware.com/ http://plus.maths.org/content/ http://www.theworldofmathematics.com/files/sample_issue_TWOM.pdf