2010 - 2011 MTL Meetings

Research-based Literacy Strategies

At each MTL meeting this year, we will useResearch-based Literacy Strategies which support mathematics connections with the Comprehensive Literacy Plan. This template can help with recording your thoughts as you reflect on the literacy strategies and their connections to usage in the mathematics classroom.

October MTL Meeting

Leadership: Prereading Strategy – Book Walk and Talk

What is it?

Students preview the text by looking through the pages. This is a good time to make predictions about what they will be learning. These predictions can be written down and confirmed as they actually read the text. Skimming and scanning skills can be taught explicitly during this time. Bold words, bullets, pictures and graphics tend to “catch our eye”. A good skimming technique is to pay attention to these text features as one scans the page. Ask students to share prior knowledge or any connections they have as they scan. Questions often begin to surface during this time. Instead of answering them, ask students to record them so they remember to look for the answers as they read. After students preview the text, students make a three-column list with these headings: ideas I already know, ideas I have studied before but need to review, and ideas I have never heard of. This structure is similar to a K-W-L. This strategy helps students predict and connect new information with prior knowledge. The K-W-L can be used to brainstorm prior knowledge, to preview vocabulary and/or concepts, and to help students recall what they have read.

For more information:

  • Promoting Reading Strategies for Developmental Mathematics Textbooks, Campbell, Schlumberger, and Pate
  • Barton, M.L., Heidema, C. (2002). Teaching Reading in Mathematics. ASCD, McRel Publications.

Example as used today:

During leadership sessions in spring 2010, MTLs studied excerpts from Mentoring Matters. MTLs are now being given that book. This strategy needs to review previously studied concepts for returning MTLs, introduce concepts for new MTLs, and provide an overview of this resource that will be used throughout this year. On the “Book Walk and Talk” template, we modified the first column heading to say: ideas I already know and could teach others.

How might teachers use this strategy with their classes?

Assessment: Comprehension and Collaboration – Partner Talk

What is it?

In this talk format, the teacher asks a question and then gives students a short time, perhaps a minute or two at the most, to put their thoughts into words with their nearest neighbor. This format has several benefits: Students who are keeping up with the lesson but are hesitant about voicing their thoughts will have a chance to practice their contribution with just one conversational partner. Students who have not understood completely can bring up their questions with their partner, and perhaps formulate a way to ask their questions to the whole class.

For more information:

Chapin, S., O’Connor, C., & Anderson N. (2009). The tool of classroom talk, Classroom

Discussion Using Math Talk to Help Students Learn (p. 21). Sausalito, California: Math Solutions.

Example as used today:

This strategy was used during the assessment session when the MTLs read pages 18-22 of Classroom Discussion Using Math Talk and then answered three questions to debrief what they had read with their partner. As the CLP states on pages 24-26, it is important to “engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on ‘grade level’ topics and texts, building on others’ ideas and expressing their own clearly.”

How might teachers use this strategy with their classes?

Content: Vocabulary – Frayer Model and Venn Diagram

What is it?

Both the Frayer model and Venn diagrams are graphic organizers used to promote vocabulary understanding. The Frayer model asks participants to explore a word using examples and non-examples of the word. The Venn diagram supports exploration of ideas/concepts through recording similarities and differences between the ideas or concepts.

For more information:

Barton, M.L., Heidema, C. (2002). Teaching Reading in Mathematics. ASCD, McRel Publications.

Example as used today:

The Frayer model was used to explore the term “argument” as defined in the CCSS Mathematical Practice #3. The Venn diagram was used to explore the similarities and differences between the academic and the everyday uses of the term “argument”.

How might teachers use this strategy with their classes?

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),

is supported with funding from the National Science Foundation