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This Booster Pack is a collection of next step resources you may find useful when providing
ongoing staff development in the S.O.S. reading series. As a facilitator, select items that you
feel would be most appropriate for the audience and length of time provided for each session.
Think about the teachers you will work with this year:
Perhaps they need a refresher on some of the key reading strategies you shared from
the first 5 modules with content-specific examples.
Are they interested in learning a few new strategies to use with their students to boost
reading comprehension?
Teachers who have worked with the S.O.S. strategies in their classrooms for a year
should be ready to discuss lesson design and how to incorporate key strategies into their
instruction.
Resources to help you meet these objectives are included in this packet in four sections:
Remember, the most effective staff development occurs when the strategies are
modeled, practiced and applied. So have fun with the ideas in this Booster
Pack as you help teachers support successful reading in the content areas!
Math Booster Pack
Table of Contents
Page
Vocabulary ...................................................................................................................... 12
- KAU
- Concept Definition Map
- Frayer Model
- Word Splash
- Multiple Meaning Words/Symbols & Prefix / Suffix
References........................................................................................................................... 53
Concept Definition Map
What is it like?
Comparisons
Math Literacy
Illustrations
What are some examples?
Things to Think About
3. What are the potential obstacles to math literacy in 6-12 education, and what
can be done to address them?
Students must read from left to right, but also from right to left (integer
number line), from top to bottom or vice versa (tables), and even
diagonally (some graphs).
Mathematics texts contain more concepts per word, per sentence, and
per paragraph than any other kind of text. The abstract concepts are often
difficult for readers to visualize.
Students must be proficient at decoding not only words but also numeric
and nonnumeric symbols. The math reader must shift from words like
plus or minus to instantly recognizing their symbolic counterparts,
+ and .
Adapted from: Barton, Mary Lee and Clare Heidema.Teaching Reading in Mathematics
A Supplement to Teaching Reading in the Content Areas, 2002
Mathematics Literacy
Understand vocabulary terms and phrases that have different meanings when
used in math
Make sense of text using text structure and page lay-out that may not be user
friendly
Activate Prior
Knowledge and
Set A Purpose
for Reading Make
Inference
Respond
To the Ideas in the Text
Ask Questions
Adapted from: Irvin,J.L. Reading Strategies in the Social Studies Classroom, Holt, Rinehart and Winston, 2001
S.O.S. Reading Strategies
Refresher
with
Content Specific Examples
Anticipation Guide (Pre-Reading Module p. 4)
Anticipation Guides can be used to activate and assess students' prior knowledge, to
focus reading, and to motivate reluctant readers by stimulating their interest in the topic.
Because the guide revolves around the text's most important concepts, students are
prepared to focus on and pay attention to read closely in order to search for evidence that
supports answers and predictions. Consequently, these guides promote active reading
and critical thinking. Anticipation Guides are especially useful in identifying any
misperceptions students have so that the teacher can correct these prior to reading.
How to use:
1. Identify the major concepts that you want students to learn from reading. Determine ways
these concepts might support or challenge the students' beliefs.
2. Create four to six statements that support or challenge the students' beliefs and
experiences about the topic under study. Do not write simple, literal statements that can be
easily answered.
3. Share the guide with students. Ask the students to react to each statement, formulate a
response to it, and be prepared to defend their opinions.
4. Discuss each statement with the class. Ask how many students agree or disagree with
each statement. Ask one student from each side of the issue to explain his/her response.
5. Have students read the selection with the purpose of finding evidence that supports or
disconfirms their responses on the guide.
6. After students finish reading the selection, have them confirm their original responses,
revise them, or decide what additional information is needed. Students may be
encouraged to rewrite any statement that is not true in a way that makes it true.
Anticipation Guide
Before After
_____ _____ 1. Multiples relate to multiplying and divisors relate
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998
Examples
Anticipation Guide
Statistics
Directions: In the column labeled Before, place a check next to any statement
with which you tend to agree. After reading the text, compare your opinions about
those statements with information contained in the text.
Before After
_______ _______ 1. There are several kinds of averages for a set of data.
_______ _______ 3. Range tells how far apart numbers are in a set of data.
Anticipation Guide
Integers
Directions: In the column labeled Before, place a check next to any statement
with which you tend to agree. After reading the text, compare your opinions about
those statements with information contained in the text.
Before After
_______ _______ 1. The sum of two integers is always greater than both
of the numbers being added.
_______ _______ 2. It is possible to add two integers and get a sum less
than zero.
_______ _______ 3. The sum of zero and any other integer is always the
other integer.
_______ _______ 4. The product of two integers is always greater than
both of the numbers being multiplied.
_______ _______ 5. The product of two positive integers is always positive.
Adapted from: Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics:
A Supplement to Teaching Reading in the Content Areas, 2002
Think Aloud
(Intro Module p. 6)
Consider using one or more of these questions as you model your own use of reading
strategies with students.
1. Before you begin a reading assignment for math, do you leaf through the passage and
read the headings to see what the passage is about?
2. Why might it be helpful to think about what you already know about a topic before reading
about it?
3. When you have to read something for math, do you make sure you understand the
purpose for reading it? What difference would this make?
4. If you thought a topic in your math text was going to be difficult to understand, what could
you do before you started reading to help you understand?
6. Should you stop and think about why you are reading? Why? When should you do this?
7. How do you know if you've really understood a reading assignment for math class?
8. What can you do if you are reading and don't understand what a sentence is about? How
would you decide what to do?
9. What do you do when you come to a big word in your math text that you don't know?
10. Are there times when it becomes difficult to understand what you're reading? What makes
you realize it is becoming more difficult? What strategies do you use to read difficult text?
Adapted from: M.T. Craig and L.D. Yore, "Middle School Students' Awareness of Strategies
for Resolving Comprehension Difficulties in Science Reading,", 1996
K-W-L (Pre-Reading Module p. 13)
The basic K-W-L uses three columns in which to write down information that we Know
(background knowledge), Want to know (establishing purpose and asking questions), and
have Learned (main idea). In addition to teaching students to connect to background
knowledge, this activity also can develop habits of summarizing, questioning, predicting,
inferring, and figuring out word meanings.
K W L
What I know What I want to What I learned
find out
K W L
What I know What I want to What I learned
find out
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998.
K-W-L Worksheet: Prime Numbers
K W L
What I know What I want to What I learned
find out
A prime number has Why are prime
exactly two divisors numbers so important?
(factors), 1 and itself.
What is the sieve of
2 is the only even Eratosthenes, and how
prime number. do you use it to get
primes?
Successive odd
numbers that are both Is there a connection
primes are twin between prime
primes: numbers and perfect
- 3 and 5 numbers?
- 5 and 7
- 11 and 13 What is an emirp?
K W L
What I know What I want to What I learned
find out
What a tessellation is What combination of
shapes can be used in
Squares, equilateral a tessellation?
triangles, regular
hexagons can be used What is meant by a
for a tessellation. code for a
tessellation?
You cannot use a
regular pentagon for a What are some
tessellation. irregular shapes that
tessellate?
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998.
K-W-L Worksheet: Estimation
K W L
What I know What I want to What I learned
find out
I know how to estimate What is front-end Front-end estimation
answers to math estimation? is a way of
problems in a rough way. approximating an
What is the mental answer to a math
math strategy of problem.
trading off?
Trading off is an
addition strategy that
involves rounding the
numbers in a problem
to the nearest 10 to
made addition easier.
K W L
What I know What I want to What I learned
find out
I know how to add, What is an An expression is a
subtract, multiply, and expression? collection of numbers,
divide. variables, and
What is a numerical symbols.
I know that these are all expression?
performed from left to A numerical
right. What is a variable expression has all
expression? numbers and symbols.
Adapted from: Content Area Guide: Math, Readers Handbook: A Student Guide for Reading and Learning
Great Source, 2002.
Eight Principles of Vocabulary Instruction
1. Be enthusiastic about content area language and the power it can offer to
students who understand how to use these words effectively.
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
K-A-U Vocabulary Strategy
K = Known ------- A = Acquainted -------U = Unknown
(Intro Module p. 1)
Before students read, the teacher presents a list of key words related to the topic of study. The
students analyze what they know about each word individually and the degree to which words
are known or unknown. It is easy to do this with the symbols of a +, , or . This activity
leads naturally to the preteaching of key vocabulary to be used later in the reading.
Examples:
K A U K A U
+ +
polygon exponent
rectangle intersection
pentagon domain
trapezoid intercept
prism slope
polyhedron parabola
cone origin
Adapted from: Vacca, R.T. and Vacca, J.L.. Content Area Reading, 1996
K A U K A U
+ +
base mean
power median
variable mode
terms weighted average
equivalent line of best fit
correlation
range
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Concept Definition Mapping
(Vocabulary Module p. 21)
What is it?
Concept Definition Mapping is a strategy for helping students learn the meaning of key
concepts, essential attributes, qualities, or characteristics of a word. Students must describe
what the concept is, as well as what it isnt, and cite examples of it. Looking up the concepts
definition in the dictionary is not nearly as effective as this process, which gives students a
more thorough understanding of what the concept means, includes, and implies. The mapping
process also aids recall.
What is it like?
Comparisons
Illustrations
What are some examples?
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
What is it? (category)
Properties
Classification of multiple of 2 skip
numbers count starting at 0
Comparisons
2 is only even
number that
Odd Even is a prime
benchmark percents
10% 25% 50%
interest rate test scores discounts
Examples
two sides of
Geometric property equal length
Shape classification (congruent)
Comparisons
pair of equal
Equilateral Isosceles angles
(congruent)
(regular)
Triangles Trapezoids
Illustrations
What are some examples?
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
What is it? (category)
Quadrilateral Properties
What is it like?
4 sides
2 scale divergent
Comparisons or convergent
Illustrations
What are some examples?
Adapted from: Vacca, R.T. and Vacca, J.L.. Content Area Reading, 1996
Quadrilateral Properties
What is it like?
Diagonals: congruent,
bisect each other,
Comparisons & perpendicular
Illustrations
What are some examples?
Adapted from: Carol Santa. Project CRISS: Creating Independence Through Student-Owned Strategies
Frayer Model
(Vocabulary Module p. 24)
What is it?
The Frayer Model is a word categorization activity. Frayer believes learners develop their
understanding of concepts by studying them in a relational manner. Using the Frayer model,
students analyze a words essential and nonessential attributes and also refine their
understanding by choosing examples and non-examples of the concept. In order to understand
completely what a concept is, one must also know what it isnt.
3. Using an easy word, complete the model with the class. (examples follow)
4. Have students work in pairs and complete their model diagram using the assigned
concept or word.
Example:
Essential Characteristics Nonessential Characteristics
Function
Examples Nonexamples
f(x)= 2x + 1 y<x
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Frayer Model
WORD
Examples Nonexamples
Example:
Definition (in own words) Facts/Characteristics
A simple, closed, plane figure Closed
made up of three or more line
segments Simple (curve does not
intersect itself)
Plane figure (2 dimensional)
Made up of three or more line
segments
No dangling parts
Polygon
Examples Nonexamples
Rectangle Circle
Triangle Cone
Pentagon Arrow (ray)
Hexagon Cube
Trapezoid Letter A
Adapted from: D.A. Frayer, W.C. Frederick, and H.G. Klausmeier, A Schema for Testing the Level of Concept Mastery,
University of Wisconsin
Frayer Model
Prime
Examples Nonexamples
Factor
Examples Nonexamples
Factors of 12 are 5 is not a factor of 12.
1, 2, 3, 4, 6, and 12 0 is not a factor of any whole
number.
(x + 1) and (x 1) are (x + 1) is not a factor of
factors of x_ 1 x_ + 1
Adapted from: D.A. Frayer, W.C. Frederick, and H.G. Klausmeier, A Schema for Testing the Level of Concept Mastery,
University of Wisconsin
Word Splash
(As described in the ASCD video:
Prereading Strategies for the Content Areas)
Word Splash is designed to help students access prior knowledge of words, personally construct
meaning for the words related to the concept, and allows for a repetition of key ideas important to the
new unit of study.
This strategy is used at the beginning of a unit to activate prior knowledge and introduce students to
new words related to the topic.
WORD SPLASH
Words from the text:
sum product
quotient order of operations
commutative property zero
integers data analysis
B)
2. A)
B)
3. A)
B)
Key Strategies to Determine Word Meaning
(Vocabulary Module p. 7)
Overview
Graphic organizers are made up of lines, arrows, boxes, and circles that show the
relationships among ideas. These graphic organizers have the potential of helping students
organize their thinking and their knowledge. While textbooks contain many types of text, the
largest portion is or informational. Informational text has five major structures: (1) cause and
effect, (2) compare and contrast, (3) description, (4) problem and solution, and (5) sequence
or chronological order.
Strategy in Action
Students should complete the following steps to practice the strategy:
Step 1: Preview the Text. What did you notice while previewing this section (such as any
signal words, text structure, or graphic signals)?
Step 2: Read the Text. Now have the students read the passage.
Step 3: Determine Which Graphic Organizer Would Best Display the Information. Have
students decide which of the graphic organizers might organize the ideas in the text best,
depending on their purpose for reading. Be sure to remind students that the organizers can
be modified to suit their purposes. They can complete this part either individually or in small
groups.
Step 4: Create a Graphic Organizer. Working in small groups, have students create a
graphic organizer that displays the ideas in the text.
Step 5: Present the Graphic Organizer. Small groups then present their graphic organizers
to the class using an overhead transparency or chart. Remember there is no one best
answer. Students may display their work differently depending on their purpose for reading
and what they chose to emphasize.
Discussion
Once students have finished the activity, you may want to have a brief discussion with them
about the assignment. Encourage students to probe why they chose the graphic organizer
they did and how graphic organizers can help them organize ideas.
Adapted from: Modified from Judith Irvin, Reading and The Middle School Student.
Needham Heights: Allyn & Bacon, 1998
Sample Graphic Organizers
Concept Definition Webs
Hexagons
Acute
Triangles
Scalene Isosceles
Polygons
Equilateral
Quadrilaterals
Trapezoid Parallelogram
Rectangle Rhombus
Square
Statistical
Measures
Measures of Measures of
Location Dispersion
Adapted from: Barton, Mary Lee and Clare Heidema.Teaching Reading in Mathematics
A Supplement to Teaching Reading in the Content Areas, 2002
Sample Graphic Organizers
Generalization/Principle Diagrams
Generalization or Principle
Every composite number can be written as
a product of prime numbers.
Example
20 = 2 x 2 x 5
Example
39 = 3 x 13
Example
126 = 2 x 3 x 3 x 7
Example
154 = 2 x 7 x 11
Generalization or Principle
Every square number can be written as
the sum of two triangular numbers.
Example
16 = 6 + 10
Example
36 = 15 + 21
Example
100 = 45 + 55
Example
144 = 66 + 78
Adapted from: Barton, Mary Lee and Clare Heidema.Teaching Reading in Mathematics
A Supplement to Teaching Reading in the Content Areas, 2002
Sample Graphic Organizers
Triangular Square
Numbers Numbers
21 1 4 9
3
28 36 25
6
10 1225 16
Alike
Different (Both triangular and square) Different
(Triangular but not square) (Square but not square)
Pyramids Prisms
3-dimensional
X X
solid
One base X
Pair of parallel
X
bases
Polyhedron X X
cube X
Adapted from: Barton, Mary Lee and Clare Heidema.Teaching Reading in Mathematics
A Supplement to Teaching Reading in the Content Areas, 2002
Differences
Differences
Similarities
Similarities
Compare/Contrast Organizer
1. Doesnt use pi ()
1. Distance around 1. Its only used for circles
2. Different formulas:
a shape
QuadrilateralP = s_+ s_+ s_+ s_ 2. Different formula: C = d or C = 2r
ParallelogramP =21 + 2w
2. Both have
RectangleP = 21 + 2w formulas 3. Uses radius and diameter
RhombusP = 4s
SquareP = 4s 3. Both use 4. Uses pi (), 3.14 or 22/7
decimals or
3. Use with all shapes but circles fractions
4. Uses length, width, and side 4. Both have to
measurements have labels
5. Doesnt use radius or diameter 5. Both are
measurements
Adapted from: Reading Strategies for the Content Areas: During-Reading Strategies, ASCD, 2003
Additional
Reading Strategies
and
Graphic Organizers
Word Sorts
What is it?
Word sorts help students recognize the semantic relationships among key concepts. Students
are asked to sort vocabulary terms into different categories. The strategy can be used in two
different ways. In a closed sort, the teacher provides the categories into which students are to
assign the words. In an open sort, students group words into categories and identify their
own labels for each category. Word sorts help students develop a deeper understanding of key
concepts, and also are an excellent method of teaching the complex reasoning skills of
classification and deduction.
1. Students copy vocabulary terms onto 3 x 5 cards, one word per card - or the teacher
has words printed on a handout that students can tear into cards.
2. Individually or in groups, students then sort the words into categories. With younger
students or complex concepts, the teacher should provide students with the categories
and have students complete a closed sort.
Word Sort
Words beginning Dimensional
with a P Figures
polyhedron polygon
polygon rectangle
perimeter parallelogram
pentagon trapezoid
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Word Sorts
Geometry Word Sort
width right
Shapes
angles congruent
bisector
similar
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Number Sorts
(a variation of Word Sorts)
Provide students with a set of number cards. Ask them to place them in the
correct spot on this graphic organizer.
Multiples of 5 Prime
50
53
105
5
3
0
41
35
1
4
72
36
Less than 50
51
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
K-N-W-S
(K-W-L for Word Problems)
What Is It?
In this pre-reading strategy students use a process similar to K-W-L to analyze and plan how
to approach solving a word problem. Students answer what facts they KNOW, what
information is NOT relevant, WHAT the problem asks them to find, and what STRATEGY they
can use to solve the problem.
1. Introduce students to the four-column K-N-W-S worksheet, or have them draw the
graphic organizer on their own paper.
2. Present students with a word problem, and model how to fill in information in each of the
columns. Explain how you knew what information should be included in each column.
3. Ask students to work in groups to complete a K-N-W-S for other word problems.
Students should discuss with their groups how they knew what to put in the columns.
4. Give students ongoing independent practice using this strategy to solve word problems.
K N W S
What facts do I Which information WHAT does the What STRATEGY/
KNOW from the do I NOT need? problem ask me to operation/tools will
information in the find? I use to solve the
problem? problem?
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998.
Example:
Problem:
The ends of a rope are tied to two trees, 500 feet apart. Every 10 feet an
8-foot post is set 2 feet into the ground to support the rope. How many
support posts are needed?
K N W S
What facts do I Which information WHAT does the What STRATEGY/
KNOW from the do I NOT need? problem ask me to operation/tools will
information in the find? I use to solve the
problem? problem?
Trees are 500 feet The posts are 8 How many Draw a model to
apart. feet tall. support posts are understand how to
needed? place posts.
Posts are placed The posts are set
at 10-foot intervals 2 feet into the Solve the problem
between the trees. ground. with the trees
closer and find a
pattern.
There are 50
(500 10) 10-foot
intervals between
the trees.
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998.
Five-Step Problem Solving
What is it?
Students comprehension of word problems can be enhanced by teaching them to read word
problems as meaningful passages as short stories from which students can construct
meaning based on their prior knowledge and experience. Teachers use this strategy by
presenting students with a graphic organizer that leads them through a five-step problem-
solving process.
This strategy gives students a graphic organizer to use in the problem-solving process. It can
help students understand the steps and explain their reasoning throughout the process.
2. Present students with a word problem, reading it aloud and asking students about their
prior knowledge of the situation and elements included in the story.
3. Model for students how to complete the first step of the organizer, restating the question
in a number of ways. Ask students to identify which version is the clearest and to explain
the reasoning behind their choice. Once students know how to approach the problem,
they will feel more confident about solving it.
5. When students understand the steps in the graphic organizer, offer them opportunities
for guided practice. Select another word problem, and lead them through each step of
the process. Ask students to discuss their thinking as they read the problem and to
articulate the reasons for the responses they give.
6. Let students work in small groups to discuss and complete several more problems using
the five-step graphic organizer.
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Graphic Organizer for Five-Step Problem Solving
1. Restate the
problem/question:
Answer:
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Verbal and Visual Word Association (VVWA)
What is it?
The VVWA strategy puts together a vocabulary word and its definition with both a visual and a
personal association or characteristic of the term. This strategy helps students learn
vocabulary on their own and helps them retain the new vocabulary through visual
characteristic associations. This strategy has been shown to be especially effective for low-
achieving students and for second language learners in content-area classes.
Much of the vocabulary of mathematics can be represented visually. This strategy may be
used by students as they are introduced to new vocabulary to make immediate visual
associations. As students discover the critical characteristics of a concept or make personal
associations, they put these together with the definitions and visuals to deepen their
understanding of the concept.
2. Direct students to draw a rectangle divided into four sections for each term.
3. Instruct students to write the vocabulary word in the upper-left box of the rectangle.
Instruct them to write the text definition of the term or give them a definition to write in
the lower-left box.
4. Direct students to draw a visual representation of the vocabulary word (perhaps found in
a graphic in the text) in the upper-right box of the rectangle. Then suggest that they
make their own personal association, an example of characteristic, to put in the fourth
box at the lower right.
Vocabulary Visual
Term Representation
Personal
Association
Definition
or
Characteristic
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Verbal and Visual Word Association (VVWA)
Examples:
Right
Triangle
ramp or slide
Normal
Distribution
Bell shaped
Distribution of Think of Liberty Bell
statistical measures
(data) that has a Measures are close
symmetrical graph to middle like
peoples heights
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Three-Level Guides
What is it?
The Three-Level Guide helps students analyze and solve word problems. Using a teacher-
constructed graphic organizer, students must evaluate facts, concepts, rules, mathematics,
ideas, and approaches to solving particular word problems.
2. The second level (Part II) of your guide should contain mathematics ideas, rules, or
concepts that students can examine to discover which might apply to the problem-
solving task.
3. The third level (Part III) should include a list of possible ways to get the answer.
Students will analyze these to see which ones might help them solve the problem.
4. Introduce students to the strategy by showing them the problem and the completed
three-level guide. Explain what kind of information is included at each level.
5. Model for students how you would use the guide in solving the problem.
6. Present students with another problem and guide. Have them analyze the information
you have included to determine its validity and usefulness in solving the problem.
7. With advanced students, ask them to select a word problem from the text and complete
a three-level guide to be shared with the class.
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Example: Three-Level Guides
Read the problem and then answer each set of questions, following the directions given
for the set questions.
Problem: Sams Sporting Goods has a markup rate of 40% on Pro tennis
rackets. Sam, the store owner, bought 12 Pro tennis rackets for $75 each.
Calculate the selling price of a Pro tennis racket at Sams Sporting Goods.
Part I
Directions: Read the statements. Check Column A if the statement is true according to the
problem. Check Column B if the information will help you solve the problem.
A (true?) B (help?)
Sams markup rate is 40%.
Sam bought 12 Pro Tennis rackets.
Pro tennis rackets are a good buy.
Sam paid $75 for a Pro tennis racket.
The selling price of a Pro tennis racket is
more than 75%
Part II
Directions: Read the statements. Check the ones that contain math ideas useful for this
problem. Look at Part I, Column B to check your answer.
Markup equals cost times rate.
Selling price is greater than cost.
Selling price equals cost plus markup rate.
Markup divided by cost equals markup rate.
A percent of a number is less than the
number when the percent is less than
100%.
Part II
Directions: Check the calculations that will help or work in this problem. Look at Parts I
and II to check your answers.
0.4 x $75 12 x $75
$75 x 40 40% x $75
1.4 x $75 $75 + ( _ x $75)
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Semantic Mapping
What is it?
A semantic map is a visual tool that helps readers activate and draw on prior knowledge,
recognize important components of different concepts, and see the relationships among
these components.
Category Category
Term Term
Term Term
Major Term
Concept Term
Category Category
Term Term
Term Term
Term
Term
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
Examples:
Formulas Unknowns/Variables
A = lw numerical
C = 2r degree
P = 2(l + w) dependent
Equations
Operations Parts
addition
ones place
subtraction
tens place place value
multiplication
tenths place
division
etc.
square root
numerator
absolute value
denominator
Numbers
Uses Types
Adapted from: Barton, Mary Lee and Clare Heidema, Teaching Reading in Mathematics:
A Supplement to Teaching Reading in the Content Areas, 2002
Example:
Units Tools
ruler, tape measure
scale
cup
clock
Metric Customary Nonstandard
thermometer
meter foot pencil
protractor
cm inch paper clip
km mile glass
liter quart
gram ounce
kg pound
Celsius Fahrenheit
Measurement
Types Formulas
rectangle: A = Iw
P = 2(I + w)
circle: A = r_
Length Cover Volume Other C = 2r
(1-dim) (2-dim) (3-dim) capacity sphere: V = 4/3r_
width area volume weight cylinder: V =r_h
height surface mass
perimeter area time
circumference temperature
angle measure
Adapted from: Barton, Mary Lee and Clare Heidema, Teaching Reading in Mathematics:
A Supplement to Teaching Reading in the Content Areas, 2002
NOTES (Reading for Info Module p. 11)
~ Lesson Planning ~
The Strategic Teacher Shares Reading Strategies
Belief in
Ability to
A Strategic Affect
Learner Learning
Repertoire of
Effective
Teaching
Methods
Personal
Characteristics
Content
Knowledge
Knowledge and
Understanding of
Students
The
Strategic
Teacher
Strategic
Knowledge and
Expertise of Reading
Strategy
Explicit
Instruction Practice and
Feedback
Modeling
How and
When to
Use a
Strategy
Benefits of a
Strategy Thinking
Aloud
Adapted from: McEwan, E.K. Raising Reading Achievement in Middle and High School: 5 Simple-to-Follow
Strategies for Principals. 2001 by Corwin Press, Inc. International Reading Association
S.O.S. Reading Strategies
Session Pre-Reading During Reading After Reading
Introduction Session
K.A.U. X X X
Think Aloud X X X
Think-Pair-Share X X X
Pre-Reading Session
Give One, Get One X X
Anticipation Guide X X X
K.W.L. X X X
D.R.T.A. X X X
Word Splash X X X
Predicting Nonfiction X
THIEVES X
P.A.C.A. X
Vocabulary Session
Modified K.A.U. X X X
Vocab Alert! X X X
Context Clues X X
Prefix Suffix X X
Concept Definition Map X X X
Frayer Model X X X
3+3 X X X
Questioning Session
Visualizing Information X X X
Question Answer Relationship X X
Question Around X X
Thick and Thin Questions X X
Reciprocal Teaching X X X
Re Quest X
Cubing X X
The Lesson
Research Suggests a New Format
Prereading activities
Discussion
Predictions
Questioning
Brainstorming
Setting purpose
Independent
Activities
reading
to clarify,
reinforce,
extend
know-
ledge
Discussion to see if
students learned main
concepts, what they
"should have" learned
Adapted from: Billmeyer, Rachel and Mary Lee Barton, Teaching in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998.
Putting it all Together
Lesson Planning
1. Determine your objectives for the lesson. What do you want students to know or to be
able to do at the end of the lesson?
2. Select a strategy for accessing students prior knowledge of the general topic.
Examples: KWL, Anticipation Guide, etc.
b. To provide students with strong guidance in organizing the text information, devise
prereading questions that
1. Align with or emphasize the organizational pattern
2. Will aid comprehension by focusing students attention to their purpose for
reading (Quiz? Performance task? Discussion?)
3. Will help students meet your original objectives for the lesson.
6. Select post-reading questions and activities that help students meet your objectives,
reflect on and apply what they have learned, and revise existing schema (e.g., writing-to-
learn; performance activity; discussion).
Adapted from: Billmeyer, Rachel and Mary Lee Barton, Teaching in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 2000.
Teacher's Checklist
YES NO
Have I identified my objectives for this lesson what I want
students to know and be able to do?
Pre-Reading
Reading Purpose: To give the student the opportunity to become familiar with the
artist/mathematician M.C. Escher and to gain an awareness of how he uses concepts in
geometry, such as tesselations, polygons and tilings, to create imaginative works of art which
include surprising puzzles and paradoxes.
KWL: To provide students with background information and to prepare them to participate in a
discussion about what they already know, they first view a film on the life of M.C. Escher
and look at examples of works of art that he created.
After seeing the video students discuss what they know about Escher and record this
information either visually, in a list, or by using sentences in the column K-Know.
Students continue to reflect on what they want to know and record their ideas and
questions in the W-Want to Know column.
After-Reading
Students reconvene and share what they have learned. They record new information on the
L-Learned section of the KWL organizer.
Pre-Reading
1. Each student will record 5 terms that they associate with circles.
2. Each student will compare their list with a partner and add new ideas to their list.
During Reading
In small groups, students read the assigned article. Each group has a different article on
circles.
After Reading
1. Students who read the same article will meet to create a presentation for the class.
2. One student will be selected to present the material to the class and other students will
be available to field questions from the audience.
Reading Selections
Circle Formulas
http:forum.swarthmore.edu/dr.math/faq/formulas/faq.circle.html
References
Classroom Strategies for Interactive Learning (1995), by Doug Buehl
Guiding Reading and Writing in the Content Areas (1998), by M. Carrol Tama and
Anita Bell McClain
Raising Reading Achievement in Middle and High School (2001), by Elaine McEwan
Real Reading, Real Writing: Content-Area Strategies (2002), by Donna Topping and
Roberta McManus
Teaching Reading in the Content Areas: If Not Me, Then Who? (1998), by Rachel Billmeyer
and Mary Lee Barton
Tools for Thought: Graphic Organizers for Your Classroom (2002), by Jim Burke
Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12 (2000),
by Janet Allen
Math