1. Math Word Problems (& Other Literacy-Related Things) Differentiated Session Make sure you have a resource packet and a pen/pencil.

2. Do Now With a partner, please come up with three difficulties students encounter when working on word problems. Be ready to share.

3. Agenda I.Introduction II.Word Problems: What Makes Them Difficult III.Gallery Walk: Strategies & Systems IV.Debrief V.Supporting Students with Vocabulary VI.Closing

4. The Demands of Word Problems

5. The Demand of Word Problems Two challenges: reading and processing + Students can decode and read the problem, BUT can’t interpret what it’s asking them to do Can teach strategies and systems

6. Reading or Processing? Students need to be taught how to read like mathematicians Math problems are not the same as stories or articles; they are read to identify the question being posed Students who can read fluently may still have trouble identifying the problem they need to solve Connections to Previous Lit Sessions: SLIT2: Teaching Vocabulary SLIT3: Reading Purposefully & Strategically SLIT4: Building Comprehension Before, During, & After Reading

7. The Demands of Word Problems To solve a word problem, students must be able to: 1.Understand what question is being asked 2.Locate relevant information within the problem (and overlook irrelevant information). 3.Translate the words into equations. 4.Determine which arithmetic functions are required to solve the problem

8. Word Problem Strategies Require students to use a standard strategy that they can apply to every word problem they encounter. Teach its components explicitly, and use and model the strategy consistently.

9. Features of Effective Strategies 1)Memory devices that help students remember the strategy 2)Steps that use familiar words and begin with an action verb to facilitate student involvement 3)Steps that are sequenced appropriately 4)Metacognitive strategies that use prompts for monitoring performance

10. Gallery Walk Use your note-taking handout. Identify components of each strategy (what do the acronyms stand for, what are students expected to do). Identify a strength and/or weakness of each strategy. Would you want to use it with your students? 3 minutes at each station

11. STAR Strategy Empirically validated mnemonics that helps students recall sequential steps. SEARCH the word problem: Read the problem carefully, ask yourself questions (“what do I know?” “what do I need to find?”), write down facts TRANSLATE the word problem: Translate words into an equation in picture form. ANSWER the problem. REVIEW the solution: Re-read the problem, ask yourself, “Does the answer make sense? Why”, check your computations

12. RIDGES Strategy Appropriate for upper elementary through secondary grade levels Helps students formulate a plan to solve the problem Read the problem I know statement: List information given in the problem. All information should be listed – relevant or not. Draw a picture, table, etc. This should help students pick out relevant information Goal Statement: Student expresses, in own words, the question the problem is asking. Equation Development: Write equation for problem (i.e. length + width + length + width = perimeter of football field). Solve the equation: Plug given information into equation. Solve.

13. SQ-RQ-CQ Strategy Guides students to find important elements & determine how they should be solve in a logical order Builds in self-questioning to help students find & correct their own mistakes Survey the math problem: read the problem to get an idea of its general nature, talk with students to discuss what parts are most important Question: Determine what problem is asking you to do. Re-read problem: Focus on specific details of problem. What parts of problem relate to each other? Consider what form your answer should be in (units) Question yourself about operations involved: Determine specific operations required, and list the order. Calculate: Perform each operation in order listed. Question: Review steps, determine if answer is reasonable.

14. How Do I Choose? There is no magic formula – pick the one YOU are most invested in for YOUR students. Pick a strategy, laminate and post it – have students practice it religiously! No best strategy for ELL/SpEd. Pick a strategy to arm them with so they can ATTACK those word problems!

15. Making the Strategy Work “I laminated mini posters of our grade level problem- solving model so students could keep them at their desks until they had the steps memorized.” - A real math teacher Gradual Release of Responsibility EVERY time, WITHOUT fail, for EVERY problem! It will take time for the strategy to take hold—don’t scrap it! TIME AND CONSISTENCY

16. Some Considerations… Recognize student characteristics (cognitive and behavioral) and preferences Promote individualization of strategy use Program for generalization Provides opportunities for students to generalize the strategy to other problems

17. Supporting Students with Vocabulary Teach key vocabulary words (no window-dressing words) in student-friendly ways Frayer Model Concept Definition Maps

19. Word Walls

20. Word Wall Suggestion # 1 Write word cards in ways that exemplify the concept. PARALLEL VERTICALVERTICAL VERTICALVERTICAL AXIS OF SYMMETRYSYMMETRY

21. Word Wall Suggestion #2 Organize words by the operation to which they relate. Key Addition Words (+) Key Subtraction Words (-) Key Multiplication Words (x) Key Division Words (/) Add Altogether Both In all Sum Total Difference Fewer How many More/Fewer Left Minus Remain Product Times At this rate How many…in each Quotient Dividend How many…in each

22. Book Tour See your resources packet for sample. Familiarize your students with features of textbook. Empower students to use resources available to them for additional support.

23. The Bottom Line Choose one strategy and stick with it (even if students show initial resistance). Empowering students with consistent strategies and explicitly-taught math vocabulary will help us close the literacy gap (from the math classroom).

24. Thank you! angelica.leveroni@gmail.com