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FloridaInitiativeRigor
Relevance
ReadingforMathematics
FloridaandtheIslandsComprehensiveCenteratETS
InternationalCenterforLeadershipinEducation
FloridaCouncilofTeachersofMathematics
FloridaDepartmentofEducationAGENDANetworking/SharingBestPracticesQuadrantDLessonsCORRReadingComprehensionStrategiesRigorandRelevanceFrameworkInstructionalStrategiesAssessmentsFloridaMathSunshineStateStandardsIt’sAllAboutMath!WelcometotheMiddleSchoolMathematicsInitiative!InstituteTheme:StrategicReadingintheContentAreas–FocusontheMathematicsClassroomIt’sAllAboutMath!Sponsoredby:FloridaDepartmentofEducationFloridaandtheIslandsComprehensiveCenteratETS(FLICC)InPartnershipwith:TheInternationalCenterforLeadershipinEducationESCORTFloridaCouncilofTeachersofMathematicsNEFECIt’sAllAboutMath!Goals:IncreasetherigorandrelevanceofmiddleschoolmathematicsinstructionwithafocusonsixthgradeIncreasetheuseofresearch-basedliteracystrategiesforuseinmiddleschoolmathematicsclassroomsIncreasetheuseofdatatoinforminstructionBuildastatewidesupportnetworkfocusedontheimprovementofmiddleschoolmathematicscurriculumandinstructionIncreaseawarenessofnewFloridamathematicsstandardsandlegislationimpactingmiddleschoolmathematicsclassroomsIt’sAllAboutMath!Recap:Wherehavewebeen?LearnedhowtousetheRigor/RelevanceFrameworkfor PlanningandInstructionInvestigatedthefirstfewmodulesofCollaboratingOnlineforRigor andRelevance(CORR-M)It’sAllAboutMath!Recap:Whathaveweaccomplished?DevelopedtwoQuadrantDLessonplansbasedonthenewmathematics standards EmailedtoLindaLuceylinda@ImplementedoneQuadrantDLessonStartedworkingthroughCORR-MIt’sAllAboutMath!Recap:Whathaveweaccomplished?DevelopedanActionPlan–availableat/node/6
EmailedtoBobThomasbobthomas@CompletedMeetingLogs–availableat/node/7MayhavesubmittedonlineorEmailedtoBobThomas bobthomas@MetwithorscheduledameetingwithyourliaisonIt’sAllAboutMath!Next:Wherearewegoing?MayInstituteUnderstandinghowtoincorporatereadingstrategiesinthemathematicsclassroomReviewingCORR-MSummerInstitute-OrlandoAugust1stbeginningat11:00–August3rdendingat11:30ExploringthenewMathematicsStandardsDevelopingContentModulesaroundthenewMathematicsStandardsIt’sAllAboutMath!Activities:QuadrantDLessonPlanSharingActivityCORR-MReflectionActivityJimMiles
Jim@LeaderELindaLuceyLinda@LeaderEWhatareyoupreparingstudentsfor?Work?College?Life?SuccessfulCurriculumReform
WhyDoweneedtochangeschools?
What
How
ChallengesChangingWorkplaceGlobalizationDemographicsValues/BeliefsTechnologySuccessfulCurriculumReform
WhyDoweneedtochangeschools?
WhatNeedstobedone?
How
ICLEPhilosophyRigorRelevanceRelationshipsAllStudentsRigorRelevanceMyonlyskillistakingtestsAllStudentsR&RFramework...
AUsefulTooltoevaluateCurriculumInstructionAssessmentActivitiesRIGORRELEVANCEABDCRigor/RelevanceFrameworkTeacherWorksStudentThinksStudentThinksandWorksStudentWorksHighHighLowLowSuccessfulCurriculumReform
WhyDoweneedtochangeschools?
WhatNeedstobedone?
How
Dowe
doit?StrategiesforIncreasingReadingComprehensioninMathematics
Thiswilllookweird!
Believeitornot,youcanreadit!IcdnuoltblveieetahtIcluodaulacltyuesdnatnrdwahtIwasrdgnieg.ThephaonmnealpowerofthehmuanmnidAoccdrnigtoarscheearchatCmabrigdeUinervtisy,itdeosn’tmttaer.Inwahtoredrtheltteersinawordare,theolnyiprmoatnttihngisthatthefristandlsatltteerbeintherghitpclae.Thersetcanbeataotlmsesandyoucanstillraeditwouthitaporbelm.Thisisbcuseaethehuamnmniddeosnotraederveylteterbyistlef,butthewordasawlohe.Amzaninghuh?YeahandIawlyasthoughtslpelingwasipmorantt!
ReadingInstructionK12345678910...LearntoReadReadtoLearn
ReadingintheContentArea
Collegevs.WorkplaceEntry-levelvs.Management-levelHigh-stakesStateTestsNCLBLegislationAdequateYearlyProgress(AYP)AcademicRigorReadingComprehensionStrategiesStrategicReadingSkillsReadingResearch
TeachingReadingComprehension
Strategies
MatchingTexttoStudentsReadingLevelAssessingCriticalThinkingSkills(Rigor)UsingCollaborativeActivitiesUsingTechnologyWritingBeforeandAfterReadingREADINGCOMPREHENSIONCANBEINCREASEDBYProcessformanagingreadingcomprehensionandreaderprogressMeasurestextreadabilityandstudentreadingability;canmatchtextwithstudentreadinglevelDeterminesdifficultyofreadingbywordfrequencyandsentencelengthMostwidelyusedreadingmeasureLexileFrameworkforReadingLexileFrameworkforReadingLexilemeasurereportedinincrementsfrom200Lto2000LCanbeusedinanycurriculumcontentTensofthousandsofbooks,tensofmillionsofarticles,hundredsofpublishers,andallmajorstandardizedtestshaveLexilemeasuresU.S.DepartmentofEducation
16CareerClustersAgricultural…ArchitectureandConstruction…Arts*…Business…Education…Financial…HealthScience*…Hospitality…
HumanServices…InformationTechnology*
…LegalandProtectiveServices…Manufacturing*…PublicAdministration…Retail/Wholesale…Scientific…Transportation*
Agriculture/NaturalResources 1270-1510LArchitecture/Construction 1210-1340LBusiness&Administration 1210-1310LHealthScience 1260-1300LHospitality/Tourism 1230-1260LHumanServices 1050-1200LLaw&PublicSafety 1420-1740LRetail/WholesaleSales 1180-1270LTransportation,Distribution 1170-1350L Entry-LevelOccupationalReadingMaterials
BusinessandAdministration
HealthServices
ArchitectureandConstruction
Government&PublicAdministration
Retail/Wholesale
SalesandService
InformationTechnologyLexileLiterature1500-OnAncientMedicine1400-TheScarletLetter1300-Brownvs.BoardofEd.1200-WarandPeace1100-PrideandPrejudice1000-BlackBeauty900-TomSwiftintheLandofWonders800-TheAdventuresofPinocchioLexileTexts1500-TheMakingofMemory:
FromMoleculestoMind1400-PhilosophicalEssays;HackettPublishing1300-Psychology:AnIntroduction;PrenticeHall1200-Business;PrenticeHall1100-America:PathwaystoPresent;PrenticeHall1000-WritingandGrammarGoldLevel;PrenticeHall900-WorldCultures:AGlobalMosaic;PrenticeHall800-Word2000;Glencoe/McGraw-HillPersonalReadingAetnaHealthCareDiscountForm 1360LMedicalInsuranceBenefitPackage 1280LApplicationforStudentLoan 1270LFederalTaxFormW-4 1260LInstallingYourChildSafetySeat 1170LMicrosoftWindowsUserManual 1150LG.M.ProtectionPlan 1150LCDDVDPlayerInstructions 1080LNewspapersReuters 1440LNYTimes 1380LWashingtonPost 1350LWallStreetJournal 1320LChicagoTribune 1310LAssociatedPress 1310LUSAToday 1200LReadingComparisonReadingComparisonReadingStatistics
11th&12thGradeStudents 950L-1200LHighSchoolClassroomMaterials1100L–1300LEntry-levelcareerclusterjobs 1050L-1740LPersonalReadingMaterials/Newspapers 1080L-1440LReadingComprehensionStrategies
increasestudent’scomprehensionandretentionofinformationactivatestudent’spriorknowledge
toconnectwithnewinformationteach/reinforceskillsthatallgoodreadersnormallyuseTeachingkeyreadingcomprehensionstrategiesforonly15minutesaweekcansignificantlyincreasestudentachievement.IncreaseReadingComprehensionbyInstructioninandsupportforstrategiesEngagingdiscussionofreadingcontentSetrigorouslevelfortext,conversation,questions,andvocabularyUsepracticestoincreasemotivationandengagementwithreadingUsespecificinstructionalstrategiesforlearningandretentionofcontentReadingComprehensionStrategiesAffinityAnticipationGuideClozeConceptDefinitionMapCornellGraphicOrganizerDR/TAFishboneK-W-L-SLearningLogsMinutePaperPairs-ReadParaphrasingQARRAFTReciprocalTeachingRockAroundtheClockSQ3RStructuredNote-takingSummarizingVennDiagramVocabularyinContextEssentialELASkillsPreviewtexttoanticipatecontentIdentify,collect,selectpertinentinformationwhilereadingDiscriminateimportantideasfromunimportantideaswhilereadingApply,extend,andexpandoninformationwhilereadingTipsforReadingSpecificTextBrochuresClassifiedAdvertisementsEditorialsElectronicMailEmployeeHandbooksFormsandApplicationsGraphsandChartsInstructionsNewStoriesOperationalManualsIllustrationsandCaptionsPrimarySourcesReferenceBooksResearchReportsSecondarySourcesTablesTextbooksTimelinesWebSitesANTICIPATIONGUIDEReadingComprehensionStrategy__1.Edgesonthefrontofaboxlookliketwolinesthatmeetatapointcalledthevertex.__2.Verticesandedgesofaboxformcircles.__3.Aprotractorisusedtomeasurelengthoflines.__4.Anobtuseanglemeasuresbetween0°and90°.__5.Anglesinsidearegularpentagonarerightanges.__1.
20=2X2X5__2.39=3X13__3.36=3X12__4.14=3+11__5.154=2X7X11ProductofPrimeNumbers__1.
Thereareseveralkindsofaveragesforasetofdata.__2.Themodeisthemiddlenumberinasetofdata.__3.Rangetellshowfarapartnumbersareinasetofdata.__4.Outliersarealwaysignored.__5.Averagesarealwaysignored.MathText:StatisticsAffinityReadingComprehensionStrategyInstructionalStrategiesBrainstormingCooperativeLearningDemonstrationGuidedPracticeInquiryInstructionalTechnologyLectureNote-taking/GraphicOrganizersMemorizationPresentations/ExhibitionsResearchProblem-basedlearningProjectDesignSimulation/Role-playingSocraticSeminarTeacherQuestionsWork-basedLearningSelectingStrategiesonRigor/RelevanceGuidedPracticeLectureMemorizationBestStrategiesforQuadrantA-AcquisitionSelectingStrategiesonRigor/RelevanceCooperativeLearningDemonstrationInstructionalTechnologyProblem-basedLearningProjectDesignSimulation/RolePlayingWork-basedLearningBestStrategiesforQuadrantB-ApplicationSelectingStrategiesonRigor/RelevanceBrainstormingInquiryInstructionalTechnologyResearchSocraticSeminarTeacherQuestionsBestStrategiesforQuadrantC-AssimilationSelectingStrategiesonRigor/RelevanceBrainstormingCooperativeLearningInquiryInstructionalTechnologyPresentations/ExhibitionsProblem-basedLearningBestStrategiesforQuadrantD-AdaptationProjectDesignResearchSimulation/Role-playingSocraticSeminarTeacherQuestionsWork-basedLearningSelectionofStrategiesBasedonRigor/RelevanceFrameworkK-W-L-SReadingComprehensionStrategyK-W-LChartK-WhatWeAlreadyKnowW-WhatWeWanttoLearnL-WhatWeLearnedfromTextS-
StillWanttoKnowExtraCreditConceptDefinitionMapReadingComprehensionStrategyDIRECTREADING/THINKINGACTIVITYReadingComprehensionStrategyDIRECTEDREADING/THINKINGACTIVITY(DR/TA)WhatIknowIknow:FOCUSFACTSSUREABOUTWhatIthinkIknow:FACTSANDASSUMPTIONSITHINKIKNOWREVEALSMISINFORMATION
UNCLEARTHINKINGWhatIthinkI’lllearn:PREDICTFORECASTAROUSESINTERESTWhatIknowIlearned:FACTSLEARNEDFROM:READINGDISCUSSIONSQ3RSurvey-Question-Read-Recite-ReviewReadingComprehensionStrategySQ3RREADINGCOMPREHENSIONSTRATEGYSurvey(Pre-Reading)ChapterTitle_________________________________________________WhatdoIalreadyknowaboutthistopicorconcept?WhatdoIwanttoKnow?WhatcanIlearnfromtheillustrations,graphics,firstandlastparagraphs?QuestionLookateachheading,subheading,illustrations,andgraphicstoformulateyourquestions.Heading/Illustration/Subheading/Graphics Question: Response:SurveyUnfamiliarWordsWords Definitions_________________________________________________________________________________________________________________________CLOZEReadingComprehensionStrategyTheprimeisawholenumberwithexactlytwo_____(_____)._____istheonlyevenprimenumber.Everywholenumbercanbewrittenasa_____of_____.Afactorisawholenumberthat_____exactlyintoagiven_____number.MINUTEPAPERReadingComprehensionStrategyVENNDIAGRAMReadingComprehensionStrategySylviaconductedasurveyinherhomeroominordertoreportwhichof3typesofcandywerelikedbythe24students.Somestudentschosemorethanonetype.Shemadetallymarksonacharttoshowthecandieseachstudentliked.WhichoftheseVenn
diagramscouldrepresent
Sylvia’stallychart?SingaporeGrade6TestQuestion
LeeandChandrovefromTownPtoTownQ.Theystartedtheirjourneysatdifferenttimes.Leedroveatanaveragespeedof45km/handtook40minutes.Chandroveatanaveragespeedof72km/handreachedTownQatthesametimeasLee.HowfarwasTownPfromTownQ?HowmanyminuteslaterthanLeedidChanstarthisjourney?FloridaGrade8TestQuestionAcartravelingatacertainspeedwilltravel87feetpersecond.Howmanyyardswillthecartravelin90secondsifitmaintainsthatsamespeed?87yards c.2,610yards653yards d.7,830yardsReadingComprehensionStrategiesAffinityAnticipationGuideClozeConceptDefinitionMapCornellGraphicOrganizerDR/TAFishboneK-W-L-SLearningLogsMinutePaperPairs-ReadParaphrasingQARRAFTReciprocalTeachingRockAroundtheClockSQ3RStructuredNote-takingSummarizingVennDiagramVocabularyinContextEssentialELASkillsPreviewtexttoanticipatecontentIdentify,collect,selectpertinentinformationwhilereadingDiscriminateimportantideasfromunimportantideaswhilereadingApply,extend,andexpandoninformationwhilereadingDartBoardInquiryDartBoardInquirySumofodd#isalwayspositive6X9=54(toobig)
6X1=6(toosmall)Manywaystogetto28–howmany?MinutePaperOneminutewritingsummarizingkeypointslearnedfromaSpeakerDVD,Video,MovieFieldTripCurrentEventArticleSunshineCanoeCompanySunshineCanoeCompanyC1=Canoe#1
C2
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