Math Literacy

The Hinchman text focused on the importance of using all three components of mathematical systems of representation: symbolic notation, visual representation, and linguistic system.  The need to activate prior knowledge is necessary for students to succeed as is the ability to rephrase what the problems are saying. I thought the strategy shown in the chapter was interesting as it had the students visually represent the problem as well as explain the problem verbally and through writing.  Being able to explain something to someone else is a great way to learn a new concept, and it helps you learn the material better.

The Jetton text brought up an interesting argument in that most mathematical concepts are presented through objects rather than textually which leaves students at a disadvantage.  Students need to be exposed to content area texts in order to become proficient at computational fluency, conceptual understanding, and mathematical processes. The authors presented a 3-step approach to mathematical literacy: identify the texts that will be read/written during the lesson, identify the literacies needed for the lesson, and develop a lesson that allows the students to successfully navigate the text and literacies. They also stressed the need for successful, sustained collaboration between math and literacy teachers.

The Moji video information is similar to the two texts in that we must help students work through texts so that they are active participants with the text, not just processing it.  The emphasis in the video was on the 5 Es: expose, engage, elicit/engineer, examine, and evaluate.

Connections:
Text-to-self: I know that when I was able to apply background knowledge or connections to content area texts, I was more successful. In my own classroom, I try to help students make connections as often as possible so that they deepen their understanding.  I know that I would have been more successful at math if I was able to see how the information was relevant and I was able to manipulate the work more rather than just simply be given the processes to solve problems.

Text-to-text: Most literacy texts I've read stress the importance of having students apply background knowledge and connect with the text in order to be successful.  Texts also stress the importance of being able to verbally express how to solve problems or explain ideas rather than just solving problems or answering basic comprehension questions.

Text-to-world: I think we have to attempt to make everything we teach relevant to students' lives or they will not successfully learn the material.  Of course, there will be times where that will not be possible, but the more we can make them aware of how it applies to their lives (not just in math, but in all subjects), the more they understand the need to learn the material and the more receptive to new ideas they will be.

Questions:
1. What are some strategies you use to help students think more critically? I struggle to get them to want to think deeper and apply their background knowledge, and I am sure that they are the same way with their other subjects.
2. Do you know of any cross-curricular projects that could connect math with either ELA or history/social studies so that students can see & apply concepts in other content areas?

Synthesis:

Jetton: I really enjoyed this section as it made me examine how I create and teach my own curriculum. I think one of the biggest concepts that stood out to me was that students are aliterate—that they choose not to read and write. I think, though, that incorporating some of the strategies outlined in the chapter could potentially alleviate the issue. One of the easiest ways to get kids to want to read and write is to get them interested, and as a teacher, it is our job to engage them. The Jetton text states that “…the concept of the purpose of literature is that literature is written by people through the ages in an effort to share with readers a glimpse into the human condition at that one place and time” (143). I think that if we can impress this upon students and find ways for them to connect with the text, we will be successful in getting students interested in reading and writing. 

The authors outlined a plan that allows students to successfully connect with the text while also learning critical reading skills. Before reading, they stressed that it is important to not provide too much background knowledge to the students so that they don’t enter the text with preconceived notions. They also state that the themes should be presented prior to reading so that students have a purpose for reading. During reading, students need time to focus on reading and connecting with their text.  Once they finish reading their section, then they can discuss connections, theme, and other literary elements with their peers and teacher.  After reading, there needs to be a meaningful summative assessment which does not include a multiple choice test.  They suggested a multimedia project incorporating the focus of the discussions.

Hinchman I thought the sourcing, contextualization, and corroboration technique outlined in the text could easily be adapted for any subject. They used focused on the use in science and social studies, but I think it could be adapted for ELA when looking at the validity of various sources. It is an effective strategy for all levels, helps struggling readers improve, and helps students write better.

Text-to-self: When we started our literature circles this year, we did not provide much background knowledge to students other than brief descriptions of the book as well as the theme that all the novels. It has been fun seeing them connect to the text through theme and other during-reading activities. After reading a section, they complete a reflection sheet which asks them for a summary, connections to the text, an illustration or symbol (depending on which we’re focusing on), a favorite quote, and an examination of diction. We had a few ideas about an end project, but we are going to have them use technology to create a presentation about the symbolism in their novel.

Text-to-text: Most books regrading literacy talk about the importance of making connections and it’s relationship to student success.

Text-to-world: I worry that a lot of what (& how) we are pushed to teach will continue to push students to the aliterate status.  There are so many things that we know we have to teach that we sacrifice quantity for quality.  Really, though, if students have the opportunity to connect to text, write about something they’re passionate about, they feel more competent and successful and are more willing to branch out to other types of texts and writings.

Text Complexity and Disciplinary Text

The Hinchman text compared text complexity to small children playing soccer, and I think it is a fabulous analogy.  When they first begin playing soccer (or reading), they are only able to concentrate on one skill/strategy at a time.  As children mature and become better readers (or soccer players!), you must add skills and strategies to their repertoire so that they can become better, more engaged readers.  If children are not challenged when they read, they cannot and will not grow as readers.  Teachers must consciously balance challenging texts with their non-challenging ones, but they must also model specific strategies to help their students, especially with content-area texts.  Setting a purpose for reading, examining text structure, and monitoring comprehension are vital for students to understand more complex, content-based texts.  Each discipline area has unique vocabulary and text structures, and students must have a navigator to help them make their way through them until they are proficient enough with the strategies to do it themselves.

Text-to-text: 

The strategies outlined this week in the Jetton text were expanded versions of the ones presented last week in Chapter 4.  The strategies were also similar to the ones outlined in Chapter 8 of the Hinchman text.  All the readings stressed the need for a purpose for reading, and that is vital for every reader to establish.  All the strategies are designed to help with comprehension which is vital in more complex texts.

Text-to-world:

I think that just as any good coach pushes his/her players to become better people and better athletes by challenging them, a good teacher must do the same for his/her students.  Allowing students to remain stagnant readers because it's easier for them and they enjoy it only sets students up for failure in education.  They must be challenged and engage with a variety of texts in order to become proficient and be able to interact with highly complex disciplinary texts.

Text-to-self:

I thought the table in the Hinchman text on page 103 was extremely useful to help identify text complexity.  I actually had the opportunity to talk about with a student after he chose a low Lexile level book.  We looked up the Lexile level online, then looked up where it ranked on the chart.  When he realized that it was in the 4th-5th grade level (he's in 8th), he agreed that he would find another book that was more appropriate for his level.

Questions:

1. When incorporating Internet-based documents into the curriculum, should students be allowed to freely search for the information, should they be given guidelines or specific sites to search, or should they be given direct links to find the information?

2) What are some of the effective strategies that you use to engage students in non-fiction articles?  I've used the RAP IT with limited success, and wondered if anyone had tried any of the other strategies?

Comprehension

Synthesis: 
Hinchman text:
Fisher and Frey went through various reading strategies including having a purpose for reading, modeling, close reading, and other strategies that include a focus on self-questioning, summarizing, inferencing, self-monitoring, connection, and analysis. I liked how they stressed the importance of using a variety of texts across the contents so that students can make connections between different subjects. I also thought their emphasis on all kinds of discussions was insightful.

Jetton text:
They stressed that texts can and should come from a variety of different sources and that teachers need to be "flexible and open to various options" (92).  They also believe that teachers need to use a cyclic planning process and take their students' socio-economic and cultural backgrounds into consideration when planning.  Learning goals are important as are some of the same strategies Fisher and Frey outlined: purposeful reading, questioning, inferencing, cross-curricular connections, and discussion.


Connection:
Text-to-self:
The articles validated what I do in my own classroom.  We do a lot of close readings, and after readings, we have activities to summarize, inference, visualize, and reflect on the text they completed.  We also have a lot of discussions about the text as a whole class as well as in small groups.  Finally, I try to connect our readings and vocabulary with what they are studying in their other core classes.  I think that the strategies have helped my students increase their comprehension overall.

Text-to-text:
The articles remind me of several articles we've read and studied during our CT time at school as well as departmental meetings.  I think they are applicable to any content and could easily be integrated into any class.

Text-to-world: 
I think more emphasis needs to be put on making connections between core classes.  I know that would have made learning a lot easier on me when I was in school, so I try to have students make as many connections as they can through readings, vocabulary, and any questions they may have.

Questions:
Has anyone tried the RAP IT comprehension strategy with any success?
What types/formats of discussions have you had success with in your classroom?