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Florida Initiative Rigor Relevance Reading for Mathematics Florida and the Islands Comprehensive Center at ETS International Center for Leadership in Education.

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Presentation on theme: "Florida Initiative Rigor Relevance Reading for Mathematics Florida and the Islands Comprehensive Center at ETS International Center for Leadership in Education."— Presentation transcript:

1 Florida Initiative Rigor Relevance Reading for Mathematics Florida and the Islands Comprehensive Center at ETS International Center for Leadership in Education Florida Council of Teachers of Mathematics Florida Department of Education

2 AGENDA  Networking / Sharing Best Practices  Quadrant D Lessons  CORR  Reading Comprehension Strategies  Rigor and Relevance Framework  Instructional Strategies  Assessments  Florida Math Sunshine State Standards

3 It’s All About Math! Welcome to the Middle School Mathematics Initiative! Institute Theme: Strategic Reading in the Content Areas – Focus on the Mathematics Classroom

4 It’s All About Math! Sponsored by: Florida Department of Education Florida and the Islands Comprehensive Center at ETS (FLICC) In Partnership with: The International Center for Leadership in Education ESCORT Florida Council of Teachers of Mathematics NEFEC

5 It’s All About Math! Goals: Increase the rigor and relevance of middle school mathematics instruction with a focus on sixth grade Increase the use of research-based literacy strategies for use in middle school mathematics classrooms Increase the use of data to inform instruction Build a statewide support network focused on the improvement of middle school mathematics curriculum and instruction Increase awareness of new Florida mathematics standards and legislation impacting middle school mathematics classrooms

6 It’s All About Math! Recap: Where have we been? Learned how to use the Rigor/Relevance Framework for Planning and Instruction Investigated the first few modules of Collaborating Online for Rigor and Relevance (CORR-M)

7 It’s All About Math! Recap: What have we accomplished? Developed two Quadrant D Lesson plans based on the new mathematics standards ed to Linda Lucey Implemented one Quadrant D Lesson Started working through CORR-M

8 It’s All About Math! Recap: What have we accomplished? Developed an Action Plan – available at ed to Bob Thomas Completed Meeting Logs – available at May have submitted online or ed to Bob Thomas Met with or scheduled a meeting with your liaison

9 It’s All About Math! Next: Where are we going? May Institute Understanding how to incorporate reading strategies in the mathematics classroom Reviewing CORR-M Summer Institute - Orlando August 1 st beginning at 11:00 – August 3rd ending at 11:30 Exploring the new Mathematics Standards Developing Content Modules around the new Mathematics Standards

10 It’s All About Math! Activities: Quadrant D Lesson Plan Sharing Activity CORR-M Reflection Activity

11 Jim Miles Linda Lucey

12 What are you preparing students for? Work? College? Life?

13 Successful Curriculum Reform Why Do we need to change schools? What How

14 Challenges  Changing Workplace  Globalization  Demographics  Values / Beliefs  Technology

15 Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How

16 ICLE Philosophy  Rigor  Relevance  Relationships  All Students

17 Rigor

18 Relevance My only skill is taking tests

19 All Students

20

21 R&R Framework... A Useful Tool to evaluate  Curriculum  Instruction  Assessment  Activities

22 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low

23 Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How Do we do it?

24 Strategies for Increasing Reading Comprehension in Mathematics

25 This will look weird! Believe it or not, you can read it! I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal power of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer. Inwaht oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzaning huh? Yeah and I awlyas thought slpeling was ipmorantt!

26 Reading Instruction K Learn to Read Read to Learn Reading in the Content Area

27  College vs. Workplace  Entry-level vs. Management-level  High-stakes State Tests  NCLB Legislation  Adequate Yearly Progress (AYP)  Academic Rigor  Reading Comprehension Strategies  Strategic Reading Skills Reading Research

28  Teaching Reading Comprehension Strategies  Matching Text to Students Reading Level  Assessing Critical Thinking Skills (Rigor)  Using Collaborative Activities  Using Technology  Writing Before and After Reading READING COMPREHENSION CAN BE INCREASED BY

29  Process for managing reading comprehension and reader progress  Measures text readability and student reading ability; can match text with student reading level  Determines difficulty of reading by word frequency and sentence length  Most widely used reading measure Lexile Framework for Reading

30  Lexile measure reported in increments from 200L to 2000L  Can be used in any curriculum content  Tens of thousands of books, tens of millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures

31 U.S. Department of Education 16 Career Clusters Agricultural … Architecture and Construction … Arts* … Business …Education … Financial … Health Science* … Hospitality … Human Services … Information Technology* … Legal and Protective Services … Manufacturing* … Public Administration … Retail/Wholesale … Scientific … Transportation*

32  Agriculture / Natural Resources L  Architecture / Construction L  Business & Administration L  Health Science L  Hospitality / Tourism L  Human Services L  Law & Public Safety L  Retail / Wholesale Sales L  Transportation, Distribution L Entry-Level Occupational Reading Materials

33 Business and Administration

34 Health Services

35 Architecture and Construction

36 Government & Public Administration

37 Retail / Wholesale Sales and Service

38 Information Technology

39 Lexile Literature On Ancient Medicine The Scarlet Letter Brown vs. Board of Ed War and Peace Pride and Prejudice Black Beauty Tom Swift in the Land of Wonders The Adventures of Pinocchio

40 Lexile Texts The Making of Memory: From Molecules to Mind Philosophical Essays; Hackett Publishing Psychology: An Introduction; Prentice Hall Business; Prentice Hall America: Pathways to Present; Prentice Hall Writing and Grammar Gold Level; Prentice Hall World Cultures: A Global Mosaic; Prentice Hall Word 2000; Glencoe/McGraw-Hill

41 Personal Reading Aetna Health Care Discount Form 1360L Medical Insurance Benefit Package 1280L Application for Student Loan 1270L Federal Tax Form W L Installing Your Child Safety Seat 1170L Microsoft Windows User Manual 1150L G.M. Protection Plan 1150L CD DVD Player Instructions 1080L

42 Newspapers Reuters 1440L NY Times 1380L Washington Post 1350L Wall Street Journal 1320L Chicago Tribune 1310L Associated Press 1310L USA Today 1200L

43 Reading Comparison

44

45 Reading Statistics  11th & 12th Grade Students 950L- 1200L  High School Classroom Materials 1100L – 1300L  Entry-level career cluster jobs 1050L- 1740L  Personal Reading Materials / Newspapers 1080L- 1440L

46 Reading Comprehension Strategies  increase student ’ s comprehension and retention of information  activate student ’ s prior knowledge to connect with new information  teach / reinforce skills that all good readers normally use

47 Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.

48 Increase Reading Comprehension by  Instruction in and support for strategies  Engaging discussion of reading content  Set rigorous level for text, conversation, questions, and vocabulary  Use practices to increase motivation and engagement with reading  Use specific instructional strategies for learning and retention of content

49 Reading Comprehension Strategies  Affinity  Anticipation Guide  Cloze  Concept Definition Map  Cornell Graphic Organizer  DR/TA  Fishbone  K-W-L-S  Learning Logs  Minute Paper  Pairs-Read  Paraphrasing  QAR  RAFT  Reciprocal Teaching  Rock Around the Clock  SQ3R  Structured Note-taking  Summarizing  Venn Diagram  Vocabulary in Context

50 Essential ELA Skills  Preview text to anticipate content  Identify, collect, select pertinent information while reading  Discriminate important ideas from unimportant ideas while reading  Apply, extend, and expand on information while reading

51 Tips for Reading Specific Text  Brochures  Classified Advertisements  Editorials  Electronic Mail  Employee Handbooks  Forms and Applications  Graphs and Charts  Instructions  New Stories  Operational Manuals  Illustrations and Captions  Primary Sources  Reference Books  Research Reports  Secondary Sources  Tables  Textbooks  Timelines  Web Sites

52 ANTICIPATION GUIDE Reading Comprehension Strategy

53 __1. Edges on the front of a box look like two lines that meet at a point called the vertex. __2. Vertices and edges of a box form circles. __3. A protractor is used to measure length of lines. __4. An obtuse angle measures between 0° and 90°. __5. Angles inside a regular pentagon are right anges.

54 __1. 20 = 2 X 2 X 5 __2. 39 = 3 X 13 __3. 36 = 3 X 12 __4. 14 = __ = 2 X 7 X 11 Product of Prime Numbers

55 __1. There are several kinds of averages for a set of data. __2. The mode is the middle number in a set of data. __3. Range tells how far apart numbers are in a set of data. __4. Outliers are always ignored. __5. Averages are always ignored. Math Text: Statistics

56 Affinity Reading Comprehension Strategy

57 Instructional Strategies  Brainstorming  Cooperative Learning  Demonstration  Guided Practice  Inquiry  Instructional Technology  Lecture  Note-taking/Graphic Organizers  Memorization  Presentations/Exhibitions  Research  Problem-based learning  Project Design  Simulation/Role-playing  Socratic Seminar  Teacher Questions  Work-based Learning

58 Selecting Strategies on Rigor/Relevance  Guided Practice  Lecture  Memorization Best Strategies for Quadrant A - Acquisition

59 Selecting Strategies on Rigor/Relevance  Cooperative Learning  Demonstration  Instructional Technology  Problem-based Learning  Project Design  Simulation/Role Playing  Work-based Learning Best Strategies for Quadrant B - Application

60 Selecting Strategies on Rigor/Relevance  Brainstorming  Inquiry  Instructional Technology  Research  Socratic Seminar  Teacher Questions Best Strategies for Quadrant C - Assimilation

61 Selecting Strategies on Rigor/Relevance  Brainstorming  Cooperative Learning  Inquiry  Instructional Technology  Presentations/ Exhibitions  Problem-based Learning Best Strategies for Quadrant D - Adaptation  Project Design  Research  Simulation/Role- playing  Socratic Seminar  Teacher Questions  Work-based Learning

62 Selection of Strategies Based on Rigor/ Relevance Framework

63 K-W-L-S Reading Comprehension Strategy

64 K-W-L Chart K - What We Already Know W - What We Want to Learn L- What We Learned from Text S - Still Want to Know Extra Credit

65 Concept Definition Map Reading Comprehension Strategy

66 DIRECT READING/ THINKING ACTIVITY Reading Comprehension Strategy

67 DIRECTED READING / THINKING ACTIVITY (DR/TA) What I know I know: FOCUS FACTS SURE ABOUT What I think I know: FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING What I think I’ll learn: PREDICT FORECAST AROUSES INTEREST What I know I learned: FACTS LEARNED FROM: READING DISCUSSION

68 SQ3R Survey-Question-Read-Recite-Review Reading Comprehension Strategy

69 SQ3R READING COMPREHENSION STRATEGY Survey (Pre-Reading) Chapter Title _________________________________________________ What do I already know about this topic or concept? What do I want to Know? What can I learn from the illustrations, graphics, first and last paragraphs? Question Look at each heading, subheading, illustrations, and graphics to formulate your questions. Heading/ Illustration/ Subheading/ Graphics Question: Response: Survey Unfamiliar Words WordsDefinitions ___________________ _________________________________________ ____________________ _________________________________________

70 CLOZE Reading Comprehension Strategy

71  The prime is a whole number with exactly two _____ (_____).  _____is the only even prime number.  Every whole number can be written as a _____ of _____.  A factor is a whole number that _____ exactly into a given _____ number.

72 MINUTE PAPER Reading Comprehension Strategy

73 VENN DIAGRAM Reading Comprehension Strategy

74 Sylvia conducted a survey in her homeroom in order to report which of 3 types of candy were liked by the 24 students. Some students chose more than one type. She made tally marks on a chart to show the candies each student liked. Which of these Venn diagrams could represent Sylvia’s tally chart?

75 Singapore Grade 6 Test Question Lee and Chan drove from Town P to Town Q. They started their journeys at different times. Lee drove at an average speed of 45 km/h and took 40 minutes. Chan drove at an average speed of 72 km/h and reached Town Q at the same time as Lee.  How far was Town P from Town Q?  How many minutes later than Lee did Chan start his journey?

76 Florida Grade 8 Test Question A car traveling at a certain speed will travel 87 feet per second. How many yards will the car travel in 90 seconds if it maintains that same speed? a. 87 yardsc. 2, 610 yards b. 653 yardsd. 7,830 yards

77 Reading Comprehension Strategies  Affinity  Anticipation Guide  Cloze  Concept Definition Map  Cornell Graphic Organizer  DR/TA  Fishbone  K-W-L-S  Learning Logs  Minute Paper  Pairs-Read  Paraphrasing  QAR  RAFT  Reciprocal Teaching  Rock Around the Clock  SQ3R  Structured Note-taking  Summarizing  Venn Diagram  Vocabulary in Context

78 Essential ELA Skills  Preview text to anticipate content  Identify, collect, select pertinent information while reading  Discriminate important ideas from unimportant ideas while reading  Apply, extend, and expand on information while reading

79

80 Dart Board Inquiry

81 Sum of odd # is always positive 6 X 9 = 54 (too big) 6 X 1 = 6 (too small) Many ways to get to 28 – how many?

82 Minute Paper  One minute writing summarizing key points learned from a  Speaker  DVD, Video, Movie  Field Trip  Current Event Article

83 Sunshine Canoe Company

84 C 1 = Canoe #1 C 2 = Canoe #2 C 1 (X) + C 2 (Y) = 47 Trial and Error 9(5) + 2(1) = 47 8(5) + 7(1) = 47

85

86

87 It’s All About Math! Middle School Mathematics Initiative Action Plan and Next Steps Institute Theme: Strategic Reading in the Content Areas – Focus on the Mathematics Classroom

88 It’s All About Math! Action Planning: For a journey instead of a race Can be found at: Save on your computer completed plan to Bob Thomas: Review your current plan and make revisions as needed Look at where you are with implementing R & R and beginning CORR-M How will you integrate the reading strategies presented at this institute? You may want to think long term.

89 It’s All About Math! Next Steps: Meet with leadership team today to review and revise action plan Add Reading Strategies to the 2 Quadrant D lessons to Linda Lucey: Continue working on CORR-M If needed, schedule a site visit with your liaison Log all meetings web site: Prepare display and handouts for poster session at the Summer Institute

90 It’s All About Math! Upcoming Dates Summer Institute: Aug. 1 st 11:00 – 3:30Lunch provided Aug. 2 nd 7:45 – 3:30Breakfast and Lunch provided Aug. 3 rd 7:45 – 11:30Breakfast provided Location: Orlando June - Evaluation: Edvantia may be calling or sending out an online survey for data collection purposes

91 It’s All About Math! Resources Action Plan District Team Meeting Log PowerPoint presentations Documents are under the Initiatives tab

92 It’s All About Math! Resources Mr. Todd Clark Dr. Alice Lindsay Mr. Jim Miles Dr. Linda Lucey Mr. Bob Thomas

93

94 Saturday, June 30 – Tuesday, July Model Schools Conference Washington, D.C.


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