Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are usable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
As I read the mathematical language document I got really excited as I read about the “three reads”. This is a routine utilized by my previous district that really helped some of my English Language Learners. It is rare to find any student that is able to read a word problem just once. I remember also using an anchor chart with the Language frames at the bottom of the document.
ReplyDeleteI watched so many of the Math Language Routine videos! They sure are entertaining. Doing the info gap routine in fourth grade will require very mature 9 year olds. It will just be a matter of practicing this routine. Co-creating questions sounds like a relatively quick way to have students analyze situations thoroughly.
"Advancing Mathematical Language and Access to English Learners" was my "pause and think" moment. The article was relevant to the majority of my English Language Learners. The linguistic demands of mathematics include reading, writing, speaking, and listening, all of which are required for success in math and classwork in general.
ReplyDeleteI agree that learning mathematics will also be of great help to English learners' English ability. The description logic of mathematical concepts is very clear, and the words are very rigorous. The process of solving mathematical problems is also a process of language improvement. The understanding of the problem , analysis and discussion to solutions, skills of listening, speaking, reading and writing are all included, every link is very important
ReplyDeleteThat playlist really helped bring these language routines to life for me. These routines are embedded into so many of the Illustrative Math lessons - I think it would be appropriate to show some of these short videos prior to teaching one of the routines to help support kids in what they look and sound like. So good!
ReplyDeleteThe playlists are really helpful. I for sure will be applying many of these warm up routines/ playlists into small ELL groups to encourage conversation and promote deeper understanding of the topics. These routines also give students the opportunity to bring their personal experiences and the knowledge to problems and discussions.
DeleteI love the idea of letting the kids watch the videos, they are so programmed into watching things on a screen instead of real life.
DeleteI have been wondering how this is all going to work. Watching the video with routine #1 really helped me. I am struggling with moving from I do, we do, you do. This is encouraging to me though that we can still teach how it is supposed to work first. I work with many students that struggle with math, getting started is a trigger for most of them. If I'm able to still show how we will be doing something that will help.
ReplyDeleteAs far as the ELL piece, I can use a lot of help in this area, I have many ELL kids in my MAP groups. This is the first year I have needed to use Google translate just to interact with students. Trying to teach math concepts and making sure they can explain why is a huge struggle. I am excited to try out these new tools for this.
The videos were all very helpful. I do think in resource room, we will have some struggles with collaborating with peers. I am always looking for ideas with story problems and love the 3 read method.
ReplyDeleteI have started to try and use the Three Reads method in my MAP groups, particularly with grades 2 and 3, who seem to be the most receptive to it. It was great to see the example given for 6th graders, and how to guide them quickly through the method.
ReplyDeleteI appreciate the intentional focus around language in a math curriculum. When I was in the classroom, this was a focus of mine with my kindergarten students. Getting them talking about math was always a powerful experience for them and for me to better understand their math thinking. It was something I had to supplement for the curriculum I was using at the time. The intentionality and regular cadence will be helpful as it will not have to be an in addition type of experience. The video playlist in particular helped me to understand the language routines by seeing them in action. I have tried a few as a participant in some math experiences and the structure for thinking and talking about math was helpful for me as an adult learner. The structure and predictability will allow all students to build their math language.
ReplyDeleteThe playlist has really opened my eyes and would be super helpful! I wish I would see this in our gen-ed classrooms as it could really benefit the students. I love that ELL and MAP are using this and it's loved. I do notice the struggle in small group work like resource room where the student collaboration is an issue and controlling the out of turn shout outs.
ReplyDeleteI really like the idea of "three reads" when students are solving word problems. This is a great way to break problems into steps, not just for ell learners, but all learners. The sentence stems are also an excellent way to get students who may feel stuck, started with verbiage to explain their ideas. These visuals that can displayed year round to support mathematical talk in our classroom.
ReplyDelete