Connecting Reading and Mathematical Strategies. Reading Teacher

I began educational activity during a time when in that location wasn't text messaging and parents didn't shove a cell phone or iPad in their child's paw to go along them entertained. Live streaming was a mystery and Netscape Navigator was the most pop Internet search engine.

After twenty years of teaching, textbooks have been replaced with Kindles and paperless mobile classrooms. I'g not a technology scrooge, merely I frequently wonder if the decline in reading and the ability to problem solve is connected to this modify.

When I get-go began teaching, there were less students who struggled with reading. There were even fewer students who struggled with comprehension. I think it was in my tenth twelvemonth of education when I recognized the turn down in merely basic comprehension skills. To be quite honest, it has gotten progressively worse every year. Math teachers across the nation are struggling to teach complex math concepts to students who are struggling with the most basic comprehension skills.

For the past ten years, I've been doing more action enquiry in my classroom around the relationship between students' who struggle with problem solving and reading comprehension skills. What I establish is that students who struggle with trouble solving need reading comprehension strategies to exist strategically taught throughout the problem-solving process.

Reading Comprehension Skills

I'yard certain if you're a secondary teacher you're reading this blog post thinking, "But I'm not a reading teacher." My friend you're right! Y'all can commencement breathing again. I didn't say teach reading I said strategically teach the comprehension skills needed to master the trouble-solving process.

Instead of pedagogy the problem solving steps, yous would just teach your students how to connect what they've learned in your math form to a word problem using reading comprehension strategies.

These comprehension skills include only aren't express to:

• Activating and Using Groundwork Knowledge. This strategy requires readers to activate their background noesis and to utilize that knowledge to aid them understand what they are reading.
• Generating and Asking Questions
• Making Inferences
• Predicting
• Summarizing
• Visualizing
• Comprehension Monitoring

I know that this may seem like a lot but information technology's really not; if yous don't assist your students make the connexion, you'll continue to brand minimum progress.

Making Connections to the Math

In my stance, the best thing that came from implementing the Common Core Standards was the Read, Depict, Write problem solving strategy. I had been using C.U.B.Due east.S. only information technology couldn't be used for every strand of math at the elementary level.

Read, Depict, Write in its original form is great for students who are working at or to a higher place grade level; non then much for students who struggle with reading and math.

When I introduced the Read, Depict, Write problem solving strategy to my students, I chop-chop realized that the students lacked the power to connect the read portion or what the problem was asking them to do to the draw part which is actually the math they had learned.

I knew this would be either a quick or easy fix. Based on what I thought about reading, I knew this was a reading comprehension consequence not math.

To address this upshot, I created a bridge called Predicting with Evidence for the students. I placed the bridge in between the Read and the Draw part of the problem-solving strategy. The bridge required students to create a t-chart labeled prediction and bear witness.

Adding this bridge solved so many problems considering it made students predict which operation they needed to utilize based on the text from the problem along with evidence to support their prediction. As a result, I was able to better support/guide their thinking when moving from the Read to the Draw portion.

See, Think, Connect, and Wonder

In 2016, I stumbled upon Thinking Routines. At the time my students were struggling with drawing logical conclusions, they were dependent learners who depended on me to requite them cues to the next pace in the problem.

In the book, Making Thinking Visible the Run into, Recall, Wonder Routines worked actually well with my first group of students. When I left that schoolhouse, I started didactics at a turnaround school where fourscore percent of the students were reading beneath form level.

At this schoolhouse, the See, Recall, Wonder Routine didn't piece of work that well, so I created Come across, Call back, Connect, and Wonder to assist support my students with problem solving. The reading comprehension skill portion was added so my students could connect the math. Based on their I wonder statements, they learned to wonder about patterns that they might have seen in a problem or their option of a math strategy.

Before I added the connect to the See, Call up, Wonder Routine, I'd ask my students what they wonder well-nigh the problem and their reply would always exist nothing.

Strategically placing the reading comprehension skills in the problem-solving process has helped many of my students to unlock the door to problem solving.

Calculation reading comprehension skills to your problem-solving strategies will increase your students' achievement in the classroom and on standardized examination. The problem-solving strategy is but the starting point but adding a reading comprehension skill will have yous to the stop line.

Now that you know why you need to connect problem solving to reading, are y'all gear up to learn how to use this in your classroom?

You are in luck! In my "Problem Solving with Read, Depict, Write"mini course I'yard going to testify you how to teach your students who read beneath course level how to solve word problems. Click here to learn more about Problem Solving with Read, Draw, Write.

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Source: https://fuelgreatminds.com/problem-solving-connecting-the-math-to-reading/