Beruflich Dokumente
Kultur Dokumente
Douglas D. Harrington
MATC Program
College of Education
Spring 2017
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Virtually all struggling readers are victims of their schools. What causes reading
254). Expert teachers enacting highly-effective literacy strategies are the most direct remedy for
issues of literacy. In fact, research demonstrates that providing students with differentiated
instruction targeting specific identified needs provides consistent advantages for student growth
(Reutzel, Clark, & Flory, 2015, p. 384). Since teacher instruction is clearly integral to aiding
struggling readers, every content area instructor must consider the ways to foster effective
reading habits within students. In this section, I will detail the advantages of differentiated
literacy instruction and specific methods for utilizing mathematics to further students
Differentiated literacy instruction effectively targets the base causes present in struggling
readers rather than simply treating the symptoms exhibited. Comprehension is distinctly
multimodal, requiring students to read, write, speak, listen, and view in the classroom (Fisher &
Frey, 2015, p.150). Therefore, it is problematic to persist in believing a single skill or process
adequately prepares students to decipher all forms of texts. Instead, secondary instructors must
consider the abstract nature of many discipline-specific texts (p. 151). In turn, it is clear students
must possess assorted skills to comprehend the variety of texts confronted in different content
areas. Initial primary literacy practices focused on syllable and phonemic awareness (Gambrell,
Malloy, Marinak, and Mazzoni, 2015; Griffo, Madda, Pearson, & Raphael, 2015); however,
readers struggling with comprehension often do so despite adequate word recognition skills
(Almasi & Hart, 2015, p. 224). The new standard must be differentiation with the knowledge that
processes involved in comprehending various genres are not isomorphic (Duke & Martin, 2015,
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p. 250). As a result, differentiation is the only practice that can accommodate and prepare
In turn, differentiation prepares students to apply reading strategies that transcend content
areas. Differentiated instruction provides students with the opportunity to learn strategies and the
conditions under which the strategies are effective (essential to reading comprehension) (Almasi
& Hart, 2015, p. 229). Instruction highlighting both the action and purpose of given strategies
provides students with an algorithm for identifying the needs of given texts and the preparation
for applying proper technique. Duke and Martin (2015) highlight three characteristics of text
develops over time (p. 251). Therefore, recognizing that different content-specific texts require
different reading strategies necessitates students developing strategic thinking. In this way,
In order for differentiated literacy instruction to foster student growth, the instruction
must, at first, be highly explicit in nature. In Kucan and Palincsars (2011) study, explicit
instruction, direct teacher introduction of reading strategies, provided greater growth for below
grade-level readers (p. 347). The teacher plays a crucial role in identifying and explaining the
need for specific strategies when students are engaging in a text. This does not mean whole-class
(Duke, Pearson, Strachan, & Billman, 2011, p. 81). Interestingly, Duke et al (2011) recommend
a model which begins with highly structured, explicit teacher modeling of a particular strategy
that transitions slowly toward independent use of the strategy (p. 64). This model serves as the
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foundation for the planning behind my instructional sessions: highlighting, demonstrating, and
developing the skill until the student can employ the technique without supports.
Although mathematics and literacy instruction share foundational goals for student
development, care must be taken to ensure practices congeal. Kohler and Alibegovic (2015)
establish that the adoption of the Common Core State Standards represents a fundamental shift in
construct a concept and identify relationships (p. 424). The authors prescribed closer attention to
concerns of comprehension and communication in light of vast assessment changes (p. 432). In
the paragraphs prior, I specifically highlight how these two factors are also at the heart of
effective literacy instruction. In fact, The reform movement may offer opportunities for literacy
educators to help math teachers combine literacy instruction with the regular teaching of
mathematics while accomplishing the goals set forth [by both] (Draper, 2002, p. 520). In this
negotiated space of literacy and mathematics, it is possible to increase students ability to predict,
monitor, and respond (p. 524). As I develop strategies to foster literacy in my mathematics
Mathematics textbooks provide significant obstacles for student comprehension. First and
tendency to minimize the importance of its text (Weinberg & Wiesner 2011; Muth, 1993). The
abstract language of mathematics provides a multitude of complexities that are specific to the
content area (Alvermann, Gillis, & Phelps, 2013, p. 17). Specifically, students have trouble
accessing information due to the depth of technical language, assumptions about student prior
understanding, and the text being multisemiotic (Weinberg & Wiesner, 2011). Due to these
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concerns, Weinberg and Wiesner (2011) recommend a familiar remedy, demonstrating reader-
centered strategies through teacher modeling. Even with the variations mathematics imposes on
literacy issues, the most effective response is still a gradual release of responsibility to the
student. Part of this teacher modeling must focus on preparing students to effectively read these
dense texts. Massey and Riley (2013) highlight the need for mathematics teachers to help
students identify patterns of thinking inherent in mathematics textbooks (p. 578). By focusing on
how students can comprehend mathematical texts, I can empower an underutilized support
Specifically, two deeper reading strategies are particularly valuable for aiding student
compute, question) helps students decipher meaning within the unique structures of
mathematical texts (Barton, Heidma, & Jordan, 2002). This method seems to find its roots in the
SQ-3R (survey, question, read, recite, review) as illustrated by Jacobowitz (1988) and other
similar generic content reading strategies (SOAR, SQ-4R, etc.). In implementing SQRQCQ,
students are tasked with continually monitoring their thinking which reinforces comprehension.
A second method worth further exploration is Read-Think-Do(x2) which cycles students through
questioning their reading and connecting concepts to prior knowledge or experiences while, at
the same time, providing students with a study tool (Meaney & Flett, 2006). The connections
between these methods and previously presented theory are clear; however, in-depth summaries
of each method and many more are organized in Friedland, McMillen, and Hill (2011). As I
explain the background of my students literary history, these choices for reading strategies will
Accommodating Differences in Literacy Learners (TE 846) and preparation of this product. My
initial ignorance does not decrease the enormity of the importance of literacy in mathematics as
developing a vast depth of differentiated instructional routines is key to modeling the strategies
effectiveness to my colleagues.
Specifically, this project can help illuminate the importance of combining mathematics
and literacy instruction. Research shows mathematics teachers are generally unwilling to focus
on literacy issues due to concerns about responsibility, instructional time, and lack of training
(Draper & Siebert, 2004). By broadening the definition of literacy, increased importance is
placed on connections between literacy issues and establishing effective ways for students to
understand, represent, and communicate mathematical ideas (p. 955). By constructing a shared
perspective facilitating increased communication between math and reading instructors, teachers
can identify spaces in the mathematics curriculum where literacy resides. Leading by example
through the completion of this project, I aim to encourage mathematics teachers to increase
literacys value in instructional space. Increasing communication between subject areas validates
literacy strategies in ways that generic reading instruction cannot; therefore, this project should
Finally, personal stories provide powerful motivation for teachers to change pedagogical
beliefs. In fact, Spitler (2011) presents a single mathematics teachers transition from resistance
to advocacy based on the following interpretation of Moje (2010): Content area research will
only be significant, and bring about change, if literacy researchers include the main actors (i.e.,
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teachers and students) and their beliefs in that process (p. 314). During the course of this
project, I am an actor in the exact play highlighted by Spitler (2011). By presenting my own
beliefs and documenting how those beliefs evolve through specific literacy instruction in the
mathematics classroom impacting interactions with a single student, I hope to bring significant
change into mathematics instructional discourse. Research clearly highlights the need for
effective differentiated literacy instruction by expert teachers and I aim to illustrate how that
The subject of this exploration of literacy learning is a 16 year old, white male, high
school sophomore, whom I will henceforth refer to as Anthony. The school district in which he
attends is known to be high achieving and boasts above-average standardized test scores;
however, Anthony scores significantly lower than his peers. In previous years, math teachers
identified him as in danger of failing and so he receives extra support and interventions in my
Geometry Lab course this year. The course runs in addition to the targeted students regular
Geometry course to ensure accelerated growth of mathematical skills so that students avoid
failure and ultimately graduate beyond support. Anthonys struggles are not limited to
mathematics particularly of interest, he passed English with a 64 percent while failing the
midterm exam.
struggling reader. In the past, Anthony received assessment supports of extended time and
alternate testing locations as mandated by his Individualized Education Plan (IEP), but, as of
high school, he no longer qualifies for services. During his pre-interview (Appendix A), Anthony
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believed past teachers would describe his reading ability as very good despite being
uninterested; furthermore, he reflected that he often has difficulty stopping once beginning to
read. In his own estimation, writing caused the greatest difficulty and it was these struggles
which led to his previous IEP (despite no accommodations provided specifically for writing
support). Although he has propensity for nonfiction sports stories, he acknowledged little time at
In conflict with achievement, I observe Anthony reading almost daily. For the past
semester, I have opened my classroom during lunch so that students can have a quiet space for
solitude or an opportunity to seek advice. Every day, Anthony grabs his lunch, sits in his
assigned seat for the next hour, and pulls out his phone or a book. In retrospect, the time spent
between phone and book is probably equally split. Knowing his grade in English, I was surprised
to see him seemingly engrossed in reading. Over the course of a couple months, I questioned him
out of curiosity and it helped form my understanding of his perceived motivations and interests.
nontraditional, I am referring to the prevalence of social media outlets (i.e., Twitter, Snapchat,
etc.) in which reading is foundational. At home, Anthony reflected that he spends close to two
hours browsing various stories and feeds with his parents following a similar pattern. Rather than
reading physical books, the vast majority of reading takes place on screens computers, phones,
and tablets. When asked about what his parents read, Anthony seemed unsure despite
commenting that he almost daily observes his parents reading for significant amounts of time.
This leads me to believe that few interactions surround issues of literacy at home. In this way,
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some parental modeling occurs, but I wonder to what degree as it appears no significant
assistance occurs.
observations of Anthony reading books in class, his responses to Rhodys (1980) Secondary
Reading Attitude Assessment simply do not add up; each day, Anthony spends a significant
amount of time reading books that are not assigned for classes, but he strongly agrees that
reading is both a waste of time and boring (Appendix B). In response to my questioning,
Anthony revealed that his interest in reading is almost entirely dependent upon his interest in the
topic. Since he favors nonfiction sports writing, the novels explored in English class simply do
not hold his attention. Part of the issue here is that necessary and valuable reading material does
Anthony highlights the practicality and context of nonfictional texts as his main motivator, but
remains noncommittal about using reading to broaden his interests. Furthermore, Anthony is a
fiercely independent worker and tries to solve problems on his own, but strongly agrees he
would rather have someone tell him the information so that he would not need to read for it
(Appendix B). Despite strong independent tendencies, his low-risk attitude may be a product of
past failures. Anthony mentioned feeling lost interpreting fictional writing because he failed to
see its connection to his life. Part of the reward for reading may be Anthonys perceived
application of the text to his everyday life. When he struggles to construct meaning, motivation
research regarding mathematics textbooks and issues of literacy. While discussing what reading
is like in mathematics, Anthony pointed out that he had always struggled with word problems in
phrases into symbols and equations. In response, I simply asked, How often do you read the
textbook when youre stuck on a problem? Anthony responded quickly, Never. I know that
mathematics textbooks are not inherently interesting to most people, but, for a student struggling
to understand mathematical topics, the textbook should be a hope for clarity; however, Anthony
In all, Anthony seems to demonstrate a hesitancy to engage fully with texts. Since his
motivation and drive are greatly affected by his ability to connect text to life experiences, an
comprehension strategies can help Anthony construct meaning from different genres of text.
When met with a challenging portion of text, specifically a word or phrase that he did not
understand, Anthony said he simply continues through the text. This method appears to severely
impact his valuation of texts and negatively impacts his desire to read. Since mathematics
textbooks are highly expository, it is no surprise that Anthony avoids using his textbook. By
utilizing the Textbook Reading/Study Strategies Inventory (Appendix C) as Anthonys first pre-
assessment, I can identify how to construct my instruction around SQRQCQ and Read-Think-
Do(x2) to increase his willingness to engage with and ability to comprehend mathematics
textbooks.
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Anthonys literacy history is a complex story, as the previous sections have highlighted;
however, some major themes are apparent throughout his story. Since Anthony is completely
new to me and relatively new to the high school community, prior connections have been hard to
identify. As a result, I relied heavily on his ability to reflect productively on his learning
Unsurprisingly, Anthony had a hard time identifying any specific skills, especially by name, so
my explanation and analysis of the pre-assessment in Section 5 can help illuminate his history
further. Through informed deduction, I can offer some guiding generalizations about his
exposure to certain routines and strategies. The schools educational climate offers clues as to the
The current academic climate of Anthonys high school is sensitive to issues of literacy.
For the last three years, the continuous improvement goals, set by the school board,
humanities have identified specific reading strategies to be explored and have focused much of
their instructional attention on closer reading of texts. In this way, the departments have helped
students interact meaningfully with primary sources. In the sciences, instruction focused on
developing student abilities to generalize observations and support conclusions with well-
Mathematics, we aim to develop students ability to argue with mathematics and critique the
reasoning of others. In bridging the content areas, multiple departments have worked together to
Below, I explore some of the strategies which Anthony has been exposed to repeatedly.
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Although the CoT routines are not literacy-specific, many of the routines embed strong
literacy practices in their actions (which the presented research argues is more powerful
anyways). The goal of these instructional strategies or routines is to prepare students to self-
monitor their learning through expanded metacognition this process is referred to as making
thinking visible (Ritchhart, 2011). Since Anthony has experienced CoT continuously from
primary school to middle school, he is familiar with many of the routines (i.e. chalk talks, think-
pair-share, four corners, etc.), but Anthony did not reveal any connections between this content
summarize his prior reading instruction. First, classroom instruction emphasizes the use of
questioning the author to identify central concepts and construct connections. Second, focused
skill retention. Finally, Anthony has endured major changes in formative and summative
assessments directly resulting from instructional shifts inherent in CoT. Anthonys pre-
assessment highlights the pervasiveness of these routines and will be discussed further in the
next section.
mobilize the mathematics textbook as a support structure for Anthony. As stated previously, the
TRSSI provides a deeper look at the knowledge of various reading strategies centered on
textbook use specifically, perceived value, motivation, purpose, and frequency of use. The
inventory provided broad perspective to identify multiple skills while still focusing enough to
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highlight individual strengths and weaknesses. The obvious shortcoming of the assessment is its
reliance on Anthonys own perceptions of strategy use; however, since the purpose of this
instructional study is to increase the perceived value of reading comprehension strategies and
The results of the post-assessment will be used to demonstrate that targeted reading
instruction can increase the value of literacy in the mathematics classroom while also fostering
positive mathematics growth. By reutilizing the TRSSI as a post-assessment, I can track whether
Anthonys perceived value of reading instruction shifted as a result of the reading interventions.
Including a personal reflection allows Anthony to add nuance to the results of the TRSSI and
comment specifically on the perceived value of the two reading strategies explored during
instruction. However, both of these assessments fail to provide space for Anthony to demonstrate
task focusing on application of the content and context explored through our reading
comprehension sessions. In this way, I can identify to what extent Anthonys reading
comprehension translated to computational ability the heart of both strategies, SQRQCQ and
Read-Think-Do(x2). Although a mathematical task cannot reveal how Anthony utilized his
reading comprehension strategies, enacting this post-assessment in concert with TRSSI and
On a general level, the TRSSI reveals that Anthony possesses some knowledge about
various strategies, but his knowledge does not equate to actual use. This reaffirmed the results
from earlier discussions with Anthony regarding his avoidance of the mathematics textbook
which directed my planning in that area. Anthony marked 18 of the 39 mentioned reading
strategies as somewhat familiar or very familiar, but only uses 7 of those 18 regularly (Appendix
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D). The inventory does not provide Anthony with space to demonstrate or explain why 11
familiar strategies are not used regularly. Specifically, it is of interest whether this is a result of
low perceived value or inability to apply the strategy effectively. As a result, I chose not to use
this information while designing my instruction. Instead, I chose to focus on strategies with low
familiarity and low use. As an example, Anthony highlighted conduct a chapter preview before
you read and read chapter introduction and summary before reading the whole chapter as
skills of low familiarity and low use (Appendix D). In this way, I am not working against the
possibility that Anthonys low use of a familiar strategy is a result of low perceived value;
instead, I am focusing on establishing the value of new strategies while also ensuring Anthony
knows how to use each effectively for comprehension. Below, I discuss which responses
strategies utilizing the textbook as a tool before close reading, Anthony does not select a
response above neutral: conduct a chapter preview before you read, read chapter introduction
and summary before reading the whole chapter, underline key concepts in the textbook, and
use study questions presented in the textbook to guide your reading or review of a chapter all
received responses of three or less (Appendix D). Furthermore, Anthony responded that he was
unfamiliar with multistep reading strategies as well (Appendix D). Based on this information, I
chose to highlight strategies which employ survey techniques and other skills which are valuable
prior to close reading of a text. As mentioned previously, close reading is a strategy which has
been a focus in the English and History departments. By stressing pre-reading, I aimed to help
unsurprised that Anthonys familiarity with and use of these strategies is much higher than the
rest. The most familiar strategies focus on rereading, connecting to prior knowledge, predicting,
and summarizing; despite high variance, his average response for actual use is 3.67 for these
strategies higher than most responses (Appendix D). In selecting, SQRQCQ and Read-Think-
with rereading and predicting to emphasize the value of new techniques. With the model of
independence with rereading and predicting allowing him to develop ownership quickly and
Although Anthony is more aware of using the textbook to practice, he avoids linking
strategies to computation. The following strategies were marked with a three for familiarity:
adjust your reading rate to your purpose for reading and the level of difficulty of material,
practice for tests using rehearsal, and use performance on first test in a class to adjust study
strategies (Appendix D). Unique to mathematics, computation and notation is an intricate part
of reading the text; this is important context for varying the reading rate to adjust to the material.
Furthermore, content from previous tests is often meant as prior knowledge for upcoming
chapters. In this way, tests can inform a student about whether that student is ready for the
material or not. I chose SQRQCQ because it specifically includes computation as part of its
process allowing the reader to gauge their proficiency while working through the text.
Finally, Anthonys own goals provided the foundation for my instructional plans. At the
conclusion of the TRSSI, the participant is asked to create three goals for improving their reading
and writing strategies. Anthony wrote, Highlighting and annotating textbook as his final goal
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(Appendix D). By the power of that statement, I decided that these two strategies can help him
In Appendix E, full lesson plans can be found with all handouts given. Student artifacts will be
*Important Note: Although lesson plans are written as whole class plans, the implementation
occurred in one-on-one settings with the focus student designed to meet his specific needs.
CCSS.ELA-
LITERACY.RST.9-10.2
Determine the central
ideas or conclusions of a
text; trace the text's
explanation or depiction of
a complex process,
phenomenon, or concept;
provide an accurate
summary of the text.
CCSS.ELA-
LITERACY.RST.9-10.4
Determine the meaning of
symbols, key terms, and
other domain-specific
words and phrases as
they are used in a specific
scientific or technical
context relevant to grades
9-10 texts and topics.
CCSS.ELA-
LITERACY.RST.9-10.5
Analyze the structure of
the relationships among
concepts in a text,
including relationships
among key terms (e.g.,
force, friction, reaction
force, energy).
CCSS.ELA-
LITERACY.RST.9-10.7
Translate quantitative or
technical information
expressed in words in a
text into visual form (e.g.,
a table or chart) and
translate information
expressed visually or
mathematically (e.g., in an
equation) into words.
Focus: Read-Think- The student will Chapter 10 from Big Ideas R-T-D(x2) Worksheet on
Do(x2) strategy and decompose complex Geometry Section 3 (Guided)
using radii to find shapes into simpler ones
perimeter with arc to solve a problem. Read-Think-Do(x2) R-T-D(x2) Worksheet on
length Worksheet Section 4 (Student Led)
The student will establish
Date: Week of 3/20 the meaning of arc length Running Around a Track I R-T-D(x2) Survey
and apply the definition to Task (Re-Do) R-T-D(x2) Reflection
solve through the use of
relevant problems. Running Around a Track II Completed Running
Task Around a Track I Task
CCSS.ELA-
LITERACY.RST.9-10.4 Completed Running
Determine the meaning of Around a Track II Task
symbols, key terms, and
other domain-specific
words and phrases as
they are used in a specific
scientific or technical
context relevant to grades
9-10 texts and topics.
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CCSS.ELA-
LITERACY.RST.9-10.5
Analyze the structure of
the relationships among
concepts in a text,
including relationships
among key terms (e.g.,
force, friction, reaction
force, energy).
my content; however, I never anticipated or expected that literacy mastery could improve student
growth in my own classroom. The storyline proceeded as follows: task, reading strategies, and
re-task without any formal mathematics instruction. Instead, all instruction focused two reading
mathematics text. Guided instruction of the reading strategies occurred in this progression:
demonstration, student application (with immediate verbal feedback), and independent student
application. By examining evidence in this section, I highlight the ways in which the two reading
strategies impacted reading comprehension and promoted mathematics understanding while also
Anthonys perceived value of specific reading strategies increased due to the literacy
instruction. In the Post-Instruction Reflection Survey (Appendix I), the familiarity and use gains
for both reading comprehension strategies are tempered. Anthony is neutral about his
understanding of the SQRQCQ routine and its effects on comprehension and is less positive
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understanding of RTDx2, he is still reserved about its application to future situations as well.
These conclusions are supported by low scores for use of the strategies on his own as well as
applicability (Appendix I). The TRSSI challenges these conclusions substantially. An overall
positive tone in the TRSSI appears to conflict with the neutral position Anthony takes in his
reflection; however, the inconsistency speaks more towards issues of motivation than serving to
invalidate results. (I will touch on this tension in later paragraphs.) On the pre-assessment,
Anthony highlighted seven strategies as worthy of repeated, actual use, but, by the end of
instruction, he identified 20 strategies in that same range (Appendix J). Specifically, Using
multistep reading strategies such as SQ3R is noted as a four for Familiarity and three for
Actual Use with original scores of one in both categories. Strategies identifying preview and
review skills, at the heart of SQRQCQ and RTDx2, also experienced major gains in both scores.
As an example, Conduct a chapter preview before you read and Read chapter introduction
and summary before reading the whole chapter also featured multi-point gains in familiarity and
actual use (Appendix J). Since these skills are interwoven into the reading comprehension
The literacy plans did not increase Anthonys motivation to engage with technical texts.
Despite an initial interview which revealed that Anthonys reading is greatly influenced by
personal interest, I opted to go in a different direction. Mathematics textbooks are often viewed
as a classroom resource but, as previously explored, feature very technical language. Therefore, I
decided to build instruction around mathematics textbooks rather than personal interest given the
prominence these texts are given in mathematics classrooms. Initially, I hoped that deeper
understanding provided by these strategies would serve as motivation, but it clearly did not. In
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explaining possible improvements for each strategy, Anthony focused on the effort-level each
method required rather than the application. Specifically, he cited making the process easier for
SQRQCQ and reducing the number of steps in RTDx2 (Appendix I). Although his artifacts from
the lesson demonstrate effort based on the completeness and depth (Appendix G; Appendix H), it
is interesting to consider how disinterest could affect future learning. In fact, this disengagement
complicates whether his reading struggles stem from a lack of perseverance or substantial
Appendix G and Appendix H, I believe the former is more accurate. Furthermore, Anthonys
Clearly, the literacy practices furthered mathematics understanding and vice versa.
Without explicit mathematics instruction occurring at any level during the process, Anthonys
growth in applying mathematical concepts serves as a lens for understanding his literacy growth.
During his initial attempt at Running Around a Track I, Anthony did not make use of
when calculating the perimeter of the track (Appendix D). While enacting RTDx2, however, he
correctly records this relationship, = 2, during the first Think phase before applying it
later in the problem (Appendix I). The RTDx2 strategy provided Anthony with the structure to
recall previous knowledge and the opportunity to revise his previous solution without a
concepts, he extended this thinking to attempt solutions in a new area, Running Around a Track
II (Appendix I). Although his answer to Part C is limited, RTDx2 would provide him the context
to revise his thinking again, continuing the process. Since the reading comprehension strategies
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reframed the problem and furthered Anthonys mathematical thinking, he clearly progressed in
his ability to apply those strategies. In fact, literacy provided a framework for mastering
reading strategies in action felt awkward, like taking too much opportunity out of his hands.
Each lesson began with teacher modeling before transitioning to guided exploration culminating
in independent application. Based on his artifacts, his work was strongest during teacher-led
modeling, weakest during the transition of responsibility, and rebounded during application
(Appendix G; Appendix H). Unsurprisingly, this highlights the progression of ownership and
constant and immediate verbal feedback was required. Written feedback at the culmination of
each phase could have reinforced each strategy notice the absence of written comments in the
student artifacts (Appendix G; Appendix H). Since the release of responsibility is a timely
process, I sacrificed feedback to make sure the instruction fit the given timeframe. This process
With only two sets of data derived from the TRSSI, asking a student to reflect on the before and
after can be skewed by present experience. Based on the post-assessment, Anthony experienced
increased familiarity and actual use with strategies not specifically addressed by my instruction.
Specifically, Anthony noted Use mnemonic or memory systems to remember information for
tests, and Set goals and schedule for study sessions all increased in familiarity as well as
actual use (Appendix J). Although this could be the result of instruction in other courses, the
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three-week timeframe does not provide much opportunity for such wide-ranging differences.
This is not a condemnation of drawing conclusions from the data, but it does raise questions
about specifics and accuracy. By increasing the number of reflections as well as the window for
understood that when dealing with student perceptions more variance can occur based on myriad
circumstances. In the future, more data collection can help alleviate uncertainties in conclusions.
In line with developing more rigorous assessment, increasing the timeframe for study
would be beneficial. Teaching new reading comprehension strategies through the use of the
gradual release of responsibility model is time intensive. Although I planned approximately six
sessions to meet, the lessons extended over 10 sessions in length. Rather than choosing to rush
through modeling or guided exploration, I extended those phases to aid Anthonys development.
In doing so, I confined his opportunity to independently explore the comprehension strategies
and limited my chances to provide feedback on his individual efforts. I mentioned previously
that mathematics teachers often cite limited time as the major deterrent for exploring issues of
literacy in the classroom and my results seem to support this claim; however, it is imperative to
remember that intertwining mathematics content with the literacy instruction allowed Anthony to
greater familiarity with teaching these reading strategies can help me limit the time required and
Another area for continued development and growth centers on providing continuous
feedback during the gradual release model. In an effort to maximize the time spent together,
Anthony completed the independent attempts on his own. As a result, feedback was present only
at the beginning of the process and trailed off towards the end. In fact, this is the opposite
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direction feedback should have gone. As I model the strategy, feedback is not necessary as I am
checking for his comprehension rather than providing guidance. Instead, as the responsibility of
action shifted towards Anthony, I should have increased my feedback as I also stepped further
away from the action. This speaks to the value of increasing the time spent exploring new topics.
With a lack of continuous feedback, I failed to reinforce the mathematical content and Anthony
could have missed important concepts necessary for Running Around a Track. Instead, the
reading comprehension strategy reintroduced the concept; however, this is more of an exception
than a rule and could have resulted in continued misconceptions for another student.
Motivation did not noticeably increase as a result of the instruction. Technical reading
cannot simply be discarded every time a student is disinterested because technical texts are
explanations and a focus on trivial aspects of each strategy (Appendix I). So, if the texts cannot
be changed, how can interest be increased? By changing the context of the problem being
explored, I can necessitate the use of technical texts. Rather than employing the Running Around
a Track tasks, I can develop a context based on Anthonys own wonderings about a circle or its
interesting question without an immediate answer is an effective way to motivate the need for the
text. In application, this process is not complex, but the time required to develop these driving
remove technical texts is to rob students of a skill necessary for continued life success. Instead,
identifying a way to redefine, repurpose, or rebrand the textbook might make a world of
Over the last month, Anthony has identified, practiced, and applied two reading comprehension
strategies, Survey-Question-Read-Question-Compute-Question and Read-Think-Do(x2), to
unpack mathematical texts. Due to the technical nature of the texts, these strategies help students
organize their thinking into distinct phases. Despite the focus on mathematical content, the
routines can be applied to any technical text and provide the opportunity to connect past
knowledge to new knowledge to reach new conclusions.
In the future, focusing on the inherent connections between content and areas of natural interest
will overcome Anthonys weakness of perseverance. In particularly, creating a routine for
developing independent connections will help Anthony succeed even when texts do not clearly
link to practical needs. Continued emphasis on preview and review strategies can help reinforce
the mastery of mathematical concepts while also developing skills applicable across content
areas.
Since many positive habits and routines are enhanced by Anthonys reading of texts with
personal interest, it is imperative that his desire to read is nurtured and encouraged; in fact,
primary technical sources may provide increased motivation in ways that textbooks do not.
Specifically, many primary mathematical documents provide greater context and intrigue
surrounding concepts which can work in concert with Anthonys practical nature. For example,
exploring Euclids Elements sheds light on the necessity for mathematical structure while also
providing instructional examples.
Warm regards,
Douglas Harrington
Mathematics Instructor
Athens High School
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Section 9: Appendices
Appendix C: Pre-Assessment
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TRSSI Pre-Assessment
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Objectives:
Students will use SQRQCQ to identify central facts about the definition of a circle in the textbook
chapter and organize a sample solution in a given problem.
Students will identify the relationship between radii of an inscribed and circumscribed circles of right
triangles. (The student will make connections between concepts/definitions through the use of
SQRQCQ.)
Students will construct diagrams and sample problems, during the compute phase, to highlight the
application of key ideas.
Students will decompose complex shapes into simpler ones to solve a problem.
Standards:
Math
CCSS.MATH.CONTENT.HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles;
the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
CCSS.MATH.CONTENT.HSG.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
Literacy
CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among key
terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into
words.
Rationale:
This content unifies two disciplines: mathematics and literacy. Students will establish a strong
foundation of terminology and basic skills regarding circles to be able to use in novel ways to reach
unique solutions. The next lesson will focus on weaving together perimeter and radius to solve for
intriguing answers to a problem involving track and field sports.
SQRQCQ provides a perfect vehicle to explore a chapter and apply to a challenging mathematics task
requiring terminology obtained from reading. The student will be pushed to apply the same reading
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strategy to various texts and reflect upon its usefulness in multiple contexts.
Although the mathematics is not being explicitly linked to the students lives in this lesson, the concepts
are being explored intentionally to meet CCSS mathematics standards involving inscribing
circles/triangles and set up the next exercise involving track and field. The next lesson should cement
the important application of todays concepts while also highlighting new relationships.
Necessary Materials:
SQRQCQ Handout
Big Ideas Geometry textbook
Inscribing and Circumscribing Right Triangles Lesson Plans from Mathematics Assessment Project)
Inscribing and Circumscribing Right Triangles Task
Circle Theorems Handout
Circles in Triangles Task
Running Around a Track I Task
By the end of todays lesson, Id like us to be familiar with the The flood should be recorded on
purpose and action of the SQRQCQ strategy and have employed the projector and distributed to
the strategy while solving a challenging problem. students at its conclusion.
Before we start, lets create a Word Flood for circles with everything Explanation about the intent and
we know. purpose behind a word flood
may be necessary if the student
struggles at first. Highlighting the
similarities to brainstorming for a
paper may prove useful.
Students will complete a first attempt at the Circles Task at this At this time, no supports will be
time. The skills may not be mastered, but an initial attempt provides given as this is meant to provide
valuable feedback to both the teacher and students. The teacher a baseline for which to measure
can identify what prior knowledge is strong/weak in comparison to growth during the lesson
the word flood and the students can identify the areas in need of against.
improvement.
After the task, the basic outline of the SQRQCQ will be highlighted. To help students grapple with
Students will read the steps to the strategy out loud and the concept of SQRQCQ, the
handout will be distributed at this
time.
EXPLORATION: 75 minutes
Event 1: Textbook Exploration (25 minutes)
In order to improve our solutions to the Circles Task, we should This action is necessary to
make sure our understanding of circle vocabulary is strong. highlight why SQRQCQ is as
Looking at the word flood tells us ______________ (make sure to central to the lesson as the
highlight areas of strength and weakness). mathematical content to be
explored. It is nice to begin with
A focused reading of the chapter can help us review the important prior knowledge as students
terminology and fill in any holes in our understanding. Ill developing new knowledge while
demonstrate the SQRQCQ process for the chapter, to help you also learning a new reading
along the way. strategy may be complicated.
The task that youre looking at should look familiar. What was the
objective of the task?
We will be working together, as a class, to improve our solutions. As I transition to this new event,
We will be trying the SQRQCQ strategy to help us organize our I will pass back their previous
thinking, apply our content knowledge, and reach a sensible attempt as a reference point. I
solution. will also pass out another blank
copy of SQRQCQ handout for
them to use.
As you look over the problem, what key aspects did you notice the The Common Issues/Suggested
first time? What phase were you working in (SQRQCQ)? How did Questions and Prompts section
you know? of the lesson plans provide a
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SUMMARY: 10 minutes
How did SQRQCQ help us understand the topics presented in the
chapter?
How did SQRQCQ help us complete the task?
How did SQRQCQ change when we used it for the task rather
than the textbook? For which scenario was the strategy more
effective?
Students will work through the Circles in Triangles Task at the end
of the lesson. I will know that students have met the objectives if
terminology is used correctly throughout their attempted solution.
Objectives:
Students will decompose complex shapes into simpler ones to solve a problem.
Students will model a real-life scenario with mathematics through the use of circles and rectangles.
The student will employ R-T-D(x2) to connect perimeter, arc length, radii, and angle measure to reach
deeper conclusions about radians and length.
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Standards:
Math
CCSS.MATH.CONTENT.HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles;
the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
CCSS.MATH.CONTENT.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the
radius, and define the radian measure of the angle as the constant of proportionality; derive the formula
for the area of a sector.
CCSS.MATH.CONTENT.HSG.MG.A.1
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree
trunk or a human torso as a cylinder).*
Literacy
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among key
terms (e.g., force, friction, reaction force, energy).
Rationale:
The central task in this lesson requires students to analyze, quantify, and justify the relationship between
arc length and increasing the radius of a circle. In order to do so, students must access knowledge from
the previous as well as incorporate new knowledge obtained from the next section in the textbook. By
utilizing a new reading comprehension strategy, I hope to improve students mathematical understanding
while also reinforcing the value of a new strategy. As students decompose the oval track into simple
shapes, T-R-D(x2) provides a nice vehicle to model why partitioning the track makes the problem less
complicated.
Since students are adding depth to their circle vocabulary with arc length, sectors, tangents, and angular
velocity, this comprehension strategy is appropriate. Close reading of the chapter and task should build
greater understanding and provide the knowledge necessary to extend learning into the new areas
required by the task.
Necessary Materials:
Big Ideas Textbook
Read-Think-Do Handout
Running Around a Track I Task
Running Around a Track II Task
Today, we are going to look at a new method for making As we review SQRQCQ, I will bring up
sense of text called Read-Think-Do(x2). Like our work with the handout on the Smartboard. This
SQRQCQ, I want us to apply it in a couple different contexts time, none of the areas will be filled in
so that we can decide when and where the strategy is and instead, the students will inform me
valuable. Any thoughts as to what R-T-D(x2) might entail? on how to summarize each step.
How do you think it will be similar to SQRQCQ?
This discussion will take place before I
pass out the DTR(x2) handout so that I
can hear student hypotheses first. After a
short discussion, I will pass out the
handout and gauge how their thoughts
have changed and why.
EXPLORATION: 60 minutes
Event 1: Textbook Exploration (20 minutes)
What specific information do we want to be paying attention
to as we read the chapter? The goal is to link the launch
problem to the chapter to help orient our thinking before
beginning.
During this time, I will be modeling the RTD(x2) strategy Students will have an empty DTR(x2)
through the second section of the chapter. I will make sure to worksheet to complete as they follow
think out loud and record my answers on the document along.
camera so students can follow my thinking. Since students
are familiar with the SQRQCQ process now, I will be asking Students will be asked to explain why I
students to compare what I am demonstrating with the chose certain key facts/ideas/concepts to
method. I am looking for specific knowledge about the record. They will re-voice my thinking
SQRQCQ strategy and the ways in which students try to and their own.
justify the similarities.
Lead a discussion about each action in the strategy before To aid this exploration, slides should be
encouraging students to take part. Read - Highlight specific prepared to summarize student thinking
answers and make sure to touch on what information the and encourage engagement.
section is supposed to give. Think Highlight the previous
information that is needed as well as how the topics are Blank copies of R-T-D(x2) handout
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ASSESSMENT:
Students will complete a survey and personal reflection on
their engagement with the R-T-D(x2) strategy, making sure to
comment on how the strategy affected the outcome of the
task in their eyes.
Appendix F: Handouts
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Teacher-Led Attempt
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Student-Led/Teacher-Instructed Attempt
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Student Solution
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