Reading & Writing Cross-Curricular Connection To Mathematics
Consolidation Task (8P24)
Piper Roobroeck
Reading and the Writing Strands: Using literacy strategies to promote math comprehension
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Strand and Focus Question
Reading & Writing
How can I use literacy strategies to promote and teach math comprehension?
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Introduction
I see it all the time, actually, I remember experiencing it. I remember being given math word problems that gave me the hardest time simply because I did not understand what the question was asking me. Quite often students get lost in the words that are being thrown at them in these word problems and ignore the actual math that is being asked of them.
We read in all disciplines, and comprehension is vital to learning. “Students need well-developed language skills to succeed in all subject areas. The development of skills and knowledge in language is often enhanced by learning in other subject areas” (MoE, 2006, p.23). This said, it is important to teach strategies to help comprehend what the question is asking them to do, so they are not left wondering what is being asked of them. Instead, we want them to use reading strategies that will promote comprehension and hopefully be able to communicate their understanding.
To be able to do what the question is asking, we first need to understand. Reading comprehension comes with practice, but often in math we are thrown so many new words all the time and are being asked new concepts that it can be daunting to comprehend what a word problem is asking. The following resources will hopefully aid in promoting such comprehension to potentially build on their abilities to communicate the material.
As an individual with a math teachable this was something I was greatly interested in exploring further to see just what I could find to aid in the problem-solving department and enhance comprehension on all levels, including reading, writing, and mathematics.
Curriculum Planning / Expectations
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Students need to be able to build their own comprehension strategies and demonstrate an understanding of different texts, including words they may not be familiar with while being able to communicate their understanding in a variety of ways. Students should also be able to write different forms of texts, keeping in mind the vocabulary, intention, and purpose of the process.
Reading (p.83)
Comprehension Strategies (p.83): 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts
Demonstrating Understanding (p.83): 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details
Reading Familiar Words (p.84): 3.1 automatically read and understand high-frequency words, most regularly used words, and words of personal interest or significance in a variety of reading contexts
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues,
Interconnected Skills (p.85): 4.2 explain, in conversations with the teacher and peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
Writing (p.86)
Review(p.86): 1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary
Form (p.86-87): 2.1 write more complex texts using a variety of forms
Revision (p.87): 2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies
Vocabulary (p.88): 3.3 confirm spellings and word meanings or word choice using different types of resources appropriate for the purpose
Resource A
Math Journal
https://images.app.goo.gl/jCJRT1QZdJgATfZKA
The idea here is not necessarily to focus on math but to be able to write, describe, and communicate their understanding of concepts and definitions through a math journal. This website breaks down what such a journal could look like, with examples of pages and prompts of student writing. It further explains how the journal gives them a chance to reflect on their learning. By putting thought to paper, students are able to remember much more of the content, while being able to return back if needed. Their math journals became a resource for future learning, and are a place where they are able to grow as learners.
Classroom Application Description
Similar to how we discussed journaling in this course, I could see this journal being a place where students are able to put down whatever they want concerning math (W2.1 – Form). The primary act of writing down their thoughts regarding the math they are learning is a great way to keep track of growth, reflect and work on comprehension of difficult math topics. This is an opportunity to place a great emphasis on the words the students are choosing to describe their mathematics (W3.3 – Vocabulary) since we want students to be accustomed to using proper terminology and be able to understand their meaning. Ideally what I would like to see here is a process of review (W1.6 – Review). Students should be given the chance to write down what they know about a concept, then be taught on the subject and given the chance to review their original thoughts to see where they are at. This is also a reading activity that encompasses the process of reviewing and representing while showing their learning in a variety of forms (R4.2 – Interconnected skill).
What I would do is first introduce a topic (ex: representing numbers). Students would be given the chance to write down what they know about such term and give an example. Here is where we could have a lesson on it, and if their journals need to be reassessed time could be given to do so. However, the journal can also be used as an exit card type activity where after a lesson, students write down their learning and provide examples so that when the next lesson comes around, they have something to refer back to. This would be a good strategy to introduce note-taking in the junior grades.
Classroom Application Materials
Students would be given a paper journal that they could continuously fill out as they learn a new word, need to keep track of a new definition, or have thoughts on certain concepts. These types of journals could be done electronically if the equipment was accessible but might be most beneficial done by hand so that examples can be added, pictures glued in, and easily accessed.
Prompts would be provided to give students the chance to write in their journals. These prompts could include questions like: what is the ones place value, tens, hundreds, thousands? How could you represent 4825 using unit blocks, explain? Write down the following standard form numbers in expanded form and in words. Although these are math-based questions, students would have to explain the definitions and try out the problems. To better grasp the concepts students would be given this sort of activity as say bell work and have the chance to look over it, after the lesson to review and reflect on their learning.
*The following are 2 websites that offer some additional prompts that align with the journal writing I would focus on for this activity. They offer prompts for self-reflection as well as on math topics, problems, and questions that students might face in a particular unit or situation.
Resource B
Math Reading Comprehension Worksheet
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Word problems can be quite daunting to some students. The worksheets on this website provide fun math passages that incorporate topics that would be covered in the primary/junior levels. These worksheets focus on concepts that are related to math, but present them with a focus on word choice and allows students to make connections between the images and what they see around them. These stories are presented in a way that repeats concepts so they are better understood while making real-world connections. Instead of exclusively being taught these concepts, students can read these passages to get a better understanding, as an introductory lesson, or to consolidate their learning.
Classroom Application Description
By reading passages like this, students are building their comprehension strategies (R1.3 – Comprehension Strategies). They are making connections between the world and the images they see, maybe inferring as to what else could have been incorporated in that topic.
By reading these texts, students will be familiarizing themselves with math terminology that can be used in conversation and in accordance with math problems they might face (R3.2 – Reading Familiar Words). I would have a discussion with students as to what they are reading, and the connections they are making (R4.2 – Interconnected skill). I also think it would be beneficial for small groups to read these texts together and be given the chance to discuss and share their thoughts (R1.4 – Demonstrating Understanding).
I think students could also be given the opportunity to write their own math ‘story’ or ‘passage’ incorporating a topic they find interesting (W2.1 – Form). What I would like to see here, is the students using the high-frequency words that they have been reading about it their everyday knowledge of mathematics (R3.1 – Reading Familiar Words), and building a stronger foundation for themselves in not only math but their language skills and strategies. I would place a focus on using the proper terminology in their writing (W3.3 – Vocabulary), which would be terms that we have previously seen in the unit and have gone over (ex: a polygon is…). All of this could be consolidated in some sort of gallery walk where we could review (R2.7 – Revision) or have them displayed in the class for all to see.
Classroom Application Materials
What I think would be an interesting activity is to have students read several of these different stories to better understand different concepts in mathematics. These stories have rhymes or patterns, or a structured as strategies to help students better comprehend the story and the math they are reading about. However, to demonstrate an understanding, I would get students to pull out the math terminology they find throughout the text, which would give them a chance to either pull out definitions or look further into their meaning. Once students grasp an understanding of the type of text, I would like them to create their own using the same strategies they were able to pull out of the ones provided to them. This would be a chance to create our own resource of ‘math stories’ that are relevant to the unit of study and show a greater understanding of their knowledge on the subject.
*The material I would be creating here is a resource of math stories that incorporate concepts students have learned in the unit. Students would then be able to refer back to these stories if they wish and gives me the opportunity as the teacher to access their understanding while building on literacy strategies and math comprehension. Canva would also be a good tool to use to put all the stories together in a single digital copy so that students can read a 'math-themed book'.
Resource C
Math Word Wall
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As we know from literacy, word walls can be extremely beneficial as a reference for students. In mathematics, there are so many unfamiliar words and concepts that students often get overwhelmed or mistake definitions for. A word wall can be a great way to display more complex terminology and build a greater understanding of the content that is being studied. This resource breaks down reasons and methods of teaching and using word walls in the mathematics context, while also providing several examples of word walls displayed in a variety of classrooms, and links to grade-specific examples as well (https://www.scaffoldedmath.com/p/word-walls.html). There are also links on the website to access teacherspayteachers.com for more grade-specific content if that is something of interest.
Classroom Application Description
A comprehension strategy that we focus on in reading has students using them before, during, and after reading (R1.3 – Comprehension Strategies) however, this same process can be established when examining a unit of study. First, when introducing a new unit, I would have students tell me what they know and write down any vocabulary or concepts they remember from previous years since math builds sequentially. As we work through the unit, we as a class can build up the word wall, making sure to add lots of examples and making connections between concepts, similarly like one would do through a concept map. Finally, I would expect students to use these words throughout the unit in their writing journals and in their math talks (R4.2 – Interconnected Skills). Ultimately, we are building a resource as a class, so that the students have it as a reference for when they are doing their work, and can use these same strategies that we went through when facing words they might not know. Instruction would be given as to how to approach unfamiliar words (R3.2 – Reading Unfamiliar Words), reading them and applying them to their writing and in conversation. I would get students to work in pairs and use some of the new terms in a conversation with their peers, and adapt them into their writing (W3.3 – Vocabulary).
Classroom Application Materials
The following website, has grade specific downloadable vocabulary cards and concepts that can be printed and displayed in the classroom. These would be a great starting point for those who might not know what to display in their classrooms. What I found valuable from these cards specifically is that they have both cards with the vocabulary, but then they also have images, graphs, figures that can be associated to the words to build greater meaning. What I would do in this scenario is also construct definitions and examples of each to create greater meaning and better understanding of concepts and terminology in mathematics.
https://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/
The following image is an example of a word wall that could be created for the purpose of mathematics
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Reflection
What have you learned about the strands or issue from your exploration of resources and the curriculum document?
My big takeaway from this project is that Language skills are very applicable in all domains. I think it is important to remember that we teach students to read, but at a certain point, students read to learn, which is why I decided to focus on the comprehensive aspect of learning. If we are lost as to what a question is asking us, how are we supposed to then go ahead and do the math? This is why I pulled resources that focused on language strategies for understanding and made a cross-curricular connection. I remember being given word problems as homework and getting nowhere with them because I did not understand what the questions were asking me, and I have seen the same problem in my placements and through tutoring as well. Therefore, teaching problem-solving strategies and ensuring comprehension is valuable to more than just language but any domain that involves reading. The reason I also decided to include writing as a focus strand is that I felt it went well with reading. Because we often read elements we do not understand, writing them down and keeping track of such information is valuable. Going through the process of re-evaluating our understanding and making connections can add greatly to our comprehension.
What new insights do you have about curriculum planning?
While I was writing out the resources, my activities, and making connections to curriculum expectations, I was continuously reassessing what I wanted the students to get out of such a lesson or task. I caught myself several times wanting to add more expectations to the project and stopped myself a few times to reconsider which were most applicable. I was thinking about it after and realized that even if several different expectations are relevant in the assessment, it does not mean all have to be applied. I realize that so many of these lessons or activities could be taken a different way if a different expectation were applied to them, so it is important to stick to whatever is the most important for your assessment needs.
How might you apply your understanding of curriculum planning to lesson planning and your future actions as an educator?
I have touched on lesson planning a big already, but the idea of curriculum planning brings in a big picture where you can assess your students and better plan lessons for them specifically based on their needs. I think for this project specifically, I hope to use many of these resources in my own teaching because of the relevance of language in everyday practicality. We are constantly doing some sort of language-based application that it is so important to teach strategies to effectively communicate and understand. Now that I have a better grasp of each strand and how they can be applied to the classroom context, I can go through planning experiences such as this and find applicable resources to better teach such important concepts. In the past we have looked at very broad resources for teaching but here are many very specific ones that we have exposed through this course to help facilitate language teaching for our own practices.
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Works Cited
28, T. B., & 25, T. T. (2020, June 21). 17 Prompts for Writing in Mathematics-and Why It Even Matters. Retrieved from https://howweteach.com/17-prompts-for-writing-in-mathematics-and-why-it-even-matters/
5 Ways Math Word Walls Have Changed My Teaching. (2017, September 11). Retrieved from https://www.scaffoldedmath.com/2017/09/math-word-walls.html
Education, V. D. (n.d.). Mathematics Vocabulary Word Wall Cards. Retrieved from https://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/
Math Reading Comprehension Worksheets. (n.d.). Retrieved from https://www.comprehension-worksheets.com/comprehension-worksheets/math-reading-comprehension-worksheets/
Ministry of Education. (2006). The Ontario Curriculum grades 1-8: Language Curriculum. http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
ReadWriteThink. (2004). Math Journal Prompts. Retrieved from https://ged.com/wp-content/uploads/MathPrompts.pdf
Submitted by Glenda Lawrence (not verified) on August 3. (2017, August 23). Integrating Writing and Mathematics. Retrieved from https://www.readingrockets.org/article/integrating-writing-and-mathematics
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