Maiko Hosokawa 1

Professional Development Plan

Professional Development Focus or Topic: PD Date:

Mathematical Literacy

Intended Audience:
Junior high and high school general and special education math teachers, ELA
teachers, and SLPs.
Outcomes: Teachers will be able to
Assess students literacy skills in mathematics
Provide various strategies before and during instructions to support students
literacy skills
Build relationships with ELA teachers, SLPs, and peer math teachers to support
students
Identify critical/meaningful words in math, especially that the students use in
daily life but dont pay attention to the meanings carefully
1. Warm-up/focuser 2. Introduce new content
Participants are given an algebra problem Guess what the topic will be based on
which includes words which I struggled as the warm-up.
an EL person in college.
What are problematic words in the
problem? (Team work is okay.)

Participants are given math word

problems with blacked out key math
terms and solve the problems.
3. Process the learning
Scholastic data, school data
Discussion: Problems without literacy skills to learn mathematic concept
Activity: Pre-instruction and during-instruction strategies
Activity: Levels of vocabulary (Tier 1, 2, and 3)
Activity: Rewriting simpler sentences
Visual aids to help students
Resources for students (journals, our classs original glossary)
 Maiko Hosokawa 2
4. Sharing and debriefing the content
Share the resources we can access in the school building.
Pick one lesson from a textbook, discuss what words students would struggle
with based on the students cognitive levels
Pick at least one strategy before or during the class to support students
literacy skills for a new lesson
Discuss the relationships between mathematical literacy and standardized test
results in ELA, and establish possible systems of tests and classes.
Discuss what visual aids are helpful for our student population
Discuss building-wide language use of mathematical terms based on the class
levels
Each group has a gene. Ed. teacher, a SPED teacher, an ELA teacher, and a SLP,
and share how we support students improve literacy skills across subjects and
in math department.
5. Reflection and closure 6. Follow-up
Each teacher has at least two strategies In monthly department meeting, discuss
supporting literacy skills for each class the effective/ineffective strategies,
based on students needs, the literacy struggling/confusing terms, and what
levels, and math content. supports we need from other
Participants summarize the impacts of professionals in the building.
literacy skills to learn math and needs of Share the documents of visual aids,
instruction in literacy along with math glossary, and other activities in a shared
content. file.