florida initiative rigor relevance reading for mathematics

Florida Initiative

RigorRelevance 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

AGENDA Networking / Sharing Best Practices

Quadrant D Lessons CORR

Reading Comprehension Strategies Rigor and Relevance Framework

Instructional Strategies Assessments Florida Math Sunshine State Standards

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


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


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


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)


Recap:

What have we accomplished?

•Developed two Quadrant D Lesson plans based on the new mathematics standards

Emailed to Linda Lucey [email protected]

•Implemented one Quadrant D Lesson

•Started working through CORR-M

mailto:[email protected]


Recap:

What have we accomplished?

•Developed an Action Plan – available at http://escmail.org/node/6 Emailed to Bob Thomas [email protected]

•Completed Meeting Logs – available at http://escmail.org/node/7 May have submitted online or Emailed to Bob Thomas

[email protected]

•Met with or scheduled a meeting with your liaison

http://escmail.org/node/6





Next:

Where are we going?

May Institute

•Understanding how to incorporate reading strategies in the mathematics classroom

•Reviewing CORR-M

Summer Institute - Orlando

August 1st beginning at 11:00 – August 3rd ending at 11:30

•Exploring the new Mathematics Standards

•Developing Content Modules around the new Mathematics Standards


Activities:

Quadrant D Lesson Plan Sharing Activity

CORR-M Reflection Activity

Jim [email protected]

Linda [email protected]

What are you preparing students for?

Work?

College?

Life?

Successful Curriculum Reform

Why

Do we need

to change

schools?

What

How

Challenges Changing Workplace Globalization Demographics Values / Beliefs Technology


Why

Do we need

to change

schools?

What

Needs to

be done?

How

ICLE Philosophy

RigorRelevanceRelationshipsAll Students

RigorRigor

RelevanceRelevance

My only skill is

taking tests

All StudentsAll Students

R&R Framework ...A Useful Tool to evaluate

CurriculumInstructionAssessmentActivities

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Teacher Teacher WorksWorks

StudentStudentThinksThinks

Student Thinks Student Thinks and Worksand Works

StudentStudentWorksWorks

High

HighLow

Low


Why

Do we need

to change

schools?

What

Needs to

be done?

How

Do we do it?

Strategies for Increasing Reading Comprehension in

Mathematics

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!

Reading Instruction

K 1 2 3 4 5 6 7 8 9 10 . . .

Learn to Read

Read to Learn

Reading in the Content Area

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

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

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

Lexile Framework for Reading

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

U.S. Department of Education16 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*

Agriculture / Natural Resources 1270-1510L Architecture / Construction 1210-1340L Business & Administration 1210-1310L Health Science 1260-1300L Hospitality / Tourism 1230-1260L Human Services 1050-1200LLaw & Public Safety 1420-1740L Retail / Wholesale Sales 1180-1270L Transportation, Distribution 1170-1350L

Entry-Level Occupational Reading Materials

A

dvan

ced

Lexile Reading Level Range: 1300 - 1340

Inte

rmed

iate


En

try

Lev

el


Business and Administration

A

dvan

ced


Inte

rmed

iate


En

try

Lev

el


Health Services

A

dvan

ced


Inte

rmed

iate


En

try

Lev

el


Architecture and Construction

A

dva

nce

d

Lexile Reading Level Range: 1330 – 1500L

Inte

rmed

iate


En

try

Lev

el


Government & Public Administration

Adv

ance

d


Inte

rmed

iate


Ent

ry L

evel


Retail / Wholesale Sales and Service

Adv

ance

d

Lexile Reading Level Range:

Inte

rmed

iate


En

try

Lev

el


Information Technology

Lexile Literature1500 - On Ancient Medicine

1400 - The Scarlet Letter

1300 - Brown vs. Board of Ed.

1200 - War and Peace

1100 - Pride and Prejudice

1000 - Black Beauty

900 - Tom Swift in the Land of Wonders

800 - The Adventures of Pinocchio

Lexile Texts

1500 - The Making of Memory: From Molecules to Mind

1400 - Philosophical Essays; Hackett Publishing

1300 - Psychology: An Introduction; Prentice Hall

1200 - Business; Prentice Hall

1100 - America: Pathways to Present; Prentice Hall

1000 - Writing and Grammar Gold Level; Prentice Hall

900 - World Cultures: A Global Mosaic; Prentice Hall

800 - Word 2000; Glencoe/McGraw-Hill

Personal Reading

Aetna Health Care Discount Form 1360LMedical Insurance Benefit Package 1280LApplication for Student Loan 1270LFederal Tax Form W-4 1260L Installing Your Child Safety Seat 1170LMicrosoft Windows User Manual 1150LG.M. Protection Plan 1150LCD DVD Player Instructions 1080L

Newspapers

Reuters 1440LNY Times 1380LWashington Post 1350LWall Street Journal 1320LChicago Tribune 1310LAssociated Press 1310LUSA Today 1200L

Reading Comparison

High School

Students High School

Classroom Materials Personal Use Newspapers

Career Clusters 75th Percentile

1600

x 1500

x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11

& 1

2

Gra

de

11

& 1

2

Reading Comparison

High School Students

High School Classroom Materials

Personal Use Newspapers Career Clusters 75th Percentile

1600

x 1500

x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11

& 1

2

Gra

de

11

& 1

2

Reading Statistics 11th & 12th Grade Students

950L- 1200L

High School Classroom Materials1100L – 1300L

Entry-level career cluster jobs 1050L- 1740L

Personal Reading Materials / Newspapers 1080L- 1440L

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

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

Increase Reading Comprehension by

Instruction in and support for strategiesEngaging discussion of reading contentSet rigorous level for text, conversation,

questions, and vocabularyUse practices to increase motivation and

engagement with reading Use specific instructional strategies for

learning and retention of content


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

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

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

ANTICIPATION GUIDEReading Comprehension Strategy

__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.

__1. 20 = 2 X 2 X 5

__2. 39 = 3 X 13

__3. 36 = 3 X 12

__4. 14 = 3 + 11

__5. 154 = 2 X 7 X 11

Product of Prime Numbers

__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

AffinityReading Comprehension Strategy

Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional Technology Lecture Note-taking/Graphic

Organizers

MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning

Selecting Strategies on Rigor/Relevance

Guided PracticeLectureMemorization

Best Strategies for Quadrant A - Acquisition


Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning

Best Strategies for Quadrant B - Application


Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions

Best Strategies for Quadrant C - Assimilation


BrainstormingCooperative Learning Inquiry Instructional TechnologyPresentations/ ExhibitionsProblem-based Learning

Best Strategies for Quadrant D - Adaptation

Project DesignResearchSimulation/Role-

playingSocratic SeminarTeacher QuestionsWork-based

Learning

K-W-L-SReading Comprehension Strategy

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

Concept Definition MapReading Comprehension Strategy

DIRECT READING/ THINKING ACTIVITY Reading Comprehension Strategy

DIRECTED READING / THINKING ACTIVITY (DR/TA)

What I know I know:FOCUSFACTSSURE ABOUT

What I think I know:FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING

What I think I’ll learn:PREDICTFORECAST AROUSES INTEREST

What I know I learned:FACTS LEARNED FROM: READING DISCUSSION

SQ3RSurvey-Question-Read-Recite-Review

Reading Comprehension Strategy

SQ3R READING COMPREHENSION STRATEGYSurvey (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?

QuestionLook at each heading, subheading, illustrations, and graphics to formulate your questions.

Heading/ Illustration/ Subheading/ GraphicsQuestion:

Response:

Survey Unfamiliar Words Words Definitions___________________ _____________________________________________________________ _________________________________________

CLOZEReading Comprehension Strategy

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.

MINUTE PAPERReading Comprehension Strategy

VENN DIAGRAMReading Comprehension Strategy

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 Venndiagrams could represent Sylvia’s tally chart?

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?

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 yards c. 2, 610 yards

b. 653 yards d. 7,830 yards


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

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

Dart Board Inquiry

Dart Board Inquiry

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?

Minute Paper One minute writing summarizing

key points learned from aSpeakerDVD, Video, MovieField TripCurrent Event Article

Sunshine Canoe Company

Sunshine Canoe Company

C1 = Canoe #1

C2 = Canoe #2

C1 (X) + C2 (Y) = 47

Trial and Error9(5) + 2(1) = 478(5) + 7(1) = 47

www.lexile.com


Middle School Mathematics InitiativeAction Plan and

Next Steps

Institute Theme:

Strategic Reading in the Content Areas –

Focus on the Mathematics Classroom


Action Planning:For a journey instead of a race

•Can be found at:http://escmail.org/node/6

Save on your computerEmail completed plan to Bob Thomas: [email protected]

•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.



Next Steps:

•Meet with leadership team today to review and revise action plan

•Add Reading Strategies to the 2 Quadrant D lessons

email to Linda Lucey: [email protected]

•Continue working on CORR-M

•If needed, schedule a site visit with your liaison

•Log all meetings

web site: http://escmail.org/node/7

•Prepare display and handouts for poster session at the Summer Institute




Upcoming Dates

Summer Institute:

Aug. 1st 11:00 – 3:30 Lunch provided

Aug. 2nd 7:45 – 3:30 Breakfast and Lunch provided

Aug. 3rd 7:45 – 11:30 Breakfast provided

Location: Orlando

June - Evaluation:

Edvantia may be calling or sending out an online survey for data collection purposes


Resources

Action Plan


District Team Meeting Log


PowerPoint presentations

http://www.ets.org/flicc

Documents are under the Initiatives tab



http://www.ets.org/flicc


Resources

Mr. Todd Clark

[email protected]

Dr. Alice Lindsay

[email protected]

Mr. Jim Miles

[email protected]

Dr. Linda Lucey

[email protected]

Mr. Bob Thomas

[email protected]






INSANITY is doing what you have always done and expecting different results.

Saturday, June 30 – Tuesday, July 3

2007 Model Schools Conference2007 Model Schools Conference

Washington, D.C.

florida initiative rigor relevance reading for mathematics

Documents

mathematics classroomits

new mathematics standardsits

relevance corrmits

islands comprehensive

ets international center

quadrant d lessonstarted

quadrant d lesson plans

use of data