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Reading Intervention for Math Success: A Cross-Curricular Tutoring Program

Reading Intervention for Math Success: A Cross-Curricular Tutoring Program. Linda Fenimore, M.Ed. Reading Specialist, Round Rock ISD Stephanie Stoebe , M.Ed. Reading Specialist , Round Rock ISD. It’s all in how we say it. http://www.youtube.com/watch?v=zyGEEamz7ZM Hisotria de un letrero.

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Reading Intervention for Math Success: A Cross-Curricular Tutoring Program

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  1. Reading Intervention for Math Success: A Cross-Curricular Tutoring Program Linda Fenimore, M.Ed. Reading Specialist, Round Rock ISDStephanie Stoebe, M.Ed. Reading Specialist , Round Rock ISD

  2. It’s all in how we say it http://www.youtube.com/watch?v=zyGEEamz7ZM Hisotria de un letrero

  3. Round Rock High School • 2,724 students • Freshmen:833 Sophomore: 682 • Junior: 651 Senior: 556 as of April 6, 2010

  4. Information compiled from 2008-2009 AEIS Report Annual Dropout Rate (Grades 9-12): 2.3%Completion Rate/Retention Rate: 80.9%Advanced Course/Dual Enrollment Completion: 26.1%AP/IB Results (% ofexaminees who met criteria): 64.1%SAT Results (Average): 1061ACT Results (Average): 22.2 2008-2009 TAKS Scores Performance Indicators:(includes TAKS, Survey Charts, AEIS Report, School Report Card, Accountability Data Table, Adequate Yearly Progress (AYP), No Child Left Behind (NCLB) Report Card andReport of Disciplinary Action)

  5. Information compiled from 2008-2009 AEIS Report. Student Enrollment by Program: District Per Pupil Expenditure: $7,490 Total Staff: 214.8Average years experience of teachers: 12.5 years

  6. . Speaking math • direct-translation problems • given-formula problems • standard-formula problems • single- and multiple-change problems From Teaching Math as a Language by Rodney Weems Dog Ear Publishing, LLC (February 8, 2008) http://trilastic.wordpress.com/2007/06/09/math-as-a-langauage/

  7. If a picture is worth a thousand words, then an equation is worth a thousand pictures. To give students a tool that is a million times more powerful than words alone is not a bad goal for which to aim. This is the analytical potency of mathematics. From Teaching Math as a Language by Rodney Weems Dog Ear Publishing, LLC (February 8, 2008) http://trilastic.wordpress.com/2007/06/09/math-as-a-langauage/

  8. The Problem … problem solving is dependent on reading the problem for understanding. Then the solver must transform the words to the correct mathematical statements, make connections between the words and the math, and finally propose a solution that is reasonable for the problem. Unfortunately, teachers often do not know how to teach these skills, but rely instead on repeating familiar phrases or following certain steps. Jacobs, J. H., Heibert, J., Given, K. B., Hollingsworth, H., Garnier, H., & Wearne, D.(2006). Does eigth-grade mathematics teaching in the United States align with the NCTM standards? Results from the 1995 and 1999 video studies. Journal of Research in Mathematical Education, 37(1), Reston, VA: NCTM

  9. Student Choice 1. TAKS scores – Failure or less than 2150 for multiple years in reading and math 2. Other assessments MAP GSRT SRI 3. Recommendation by teacher 4. Elective during 1st , 2nd 5th or 6th period

  10. THE PLAN On 3 “A” Week Group A Mon 1st period 1st half Wed 1st period 2nd half Group B Mon 1st period 2nd half Wed 1st period 1st half Group C Mon 2nd period 1st half Wed 2nd period 2ndhalf Group D Mon 2nd period 2ndhalf Wed 2nd period 1st half Group E Tues 5th period 1st half Thurs 5th period 2ndhalf Group F Tues 6th period 1st half Thurs 6th period 2ndhalf On 2 “A” Week Group A Tues 1st period 1st half Thurs 1st period 2nd half Group B Tues 1st period 2nd half Thurs 1st period 1st half Group C Tues 2nd period 1st half Thurs 2nd period 2nd half Group D Tues 2nd period 2nd half Thurs 2nd period 2nd half Group E Mon 5th period 1st half Wed 5th period 2nd half Group F Mon 6th period 1st half Wed 6th period 2nd half That way a student misses only the 1st half or 2nd half of a class every other week

  11. The Students

  12. The Students

  13. The Lesson Sequence • Mathography • Nerg Your Wuffles • Most important word elaboration • What Do You Mean  • RIDGES •  English to Math Dictionary •  Following Directions • Screaming Jenny (sequencing) • Inferencing using film clips then text • Inferencing from Pixar short to text to math problem • Comprehension interim assessment

  14. The Results

  15. Taking Inference to the Problem • Watch the video clip and fill in organizer. • Watch it again and see if you changed your mind. • Divide into groups and complete the RIDGES organizer for the problem assigned. GOOD LUCK!!!!

  16. How did it go? • Did you change your mind on the characters? • What clues did you use without sound? • What clues did you use with sound? • Was it easy to translate to the RIDGES organizer? Turn to someone you don’t know and tell them if you think this activity or this program would be helpful for your school.

  17. Thank you!!! Have a great rest of your day!!!!

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