Scaling Everest
Tools for Climbing the Reading Mountain
Common Core &
Essential Standards Institute
July 31-August 2, 2012
Come Together…
• Join Me
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Can’t see the projector?
Don’t have a projector?
Just don’t like the projector?
Have kids that want to share with the class or across small
groups?
• Go to www.join.me/____ (enter the code here)
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A tool if you do not have a projector
Great for 1:1 classrooms
Can switch control
Could be a student presenter as well
• Share your thoughts and resources at
– www.todaysmeet.com/mathreading
K-5 Math Vocabulary
Remembering
• What do you remember?
– After you read, what do you remember?
– Why do you remember what you remember?
• How do we translate this to kids?
• What do you forget?
– After your read, what do you tend to forget?
• Is this good, bad, or does it depend?
– Why do you forget what you forget?
• How do we translate this to kids?
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Characteristics
(adapted from Minton, 2007 in Sammons, 2011)
Good Readers
• Call upon prior knowledge
to make meaning
• Fluent
• Create mental images of
what they read
• Use multiple strategies to
understand/interpret text
• Monitor understanding as
they read
• Can clearly explain their
interpretation to others
Good Mathematicians
• Call upon prior knowledge to
understand concepts and solve
problems
• Procedurally fluent
• Create multiple
representations of concepts
and problems
• Use multiple strategies to
understand concepts and
problems
• Monitor understanding
• Can clearly explain their
mathematical thinking to
others
Remember to share at
www.todaysmeet.com/mathreading
Remember to share at
www.todaysmeet.com/mathreading
Finding Text Resources
Books by Strand
Math Book Presentation
Literature Connections for Math by Title
TITLE
AUTHOR
CONTENT
10 for Dinner
Bogart, Jo Ellen
counting, sorting, addition, subtractuion
12 Ways to Get to 11
Merriam, Eve
number sense, math facts
17 Kings and 42 Elephants
Mahy, Margaret
number sense, estimation, spatial reason, add/sub
3 Days on a River in a Red Canoe
Williams, Vera
measurement, time
8000 Stories
Wolkstein, Diane
measurement
A Bag Full of Pups
Gackenback, D.
computation, addition, subtraction
A Bargain for Frances
Hoban, Russell
money
A Birthday for Frances
Hoban, Russell
measurement, money, time
A Chair for My Mother
Williams, Vera
estimation
A Cloak for a Dreamer
Friedman, Aileen
geometry
A Day with No Math
Kaye, Marilyn
number concepts
A Drop of Blood
Showers, Paul
number sense, problem-solving, patterns
A Fishy Shape Story
Wylie, Joanne and David
shapes
A Grain of Rice
Pittman, Helena
number sense, large numbers
A House is a House for Me
Hoberman, Mary Ann
attributes
A Lost Button
Lobel, Arnold
counting, sorting
A Million Fish..More or Less
McKissak, Patricia
estimation, addition, subtraction, round numbers
A More or Less Fish Story
Wylie, Joanne and David
number sense
A Nice Walk in the Jungle
Bodsworth, Nan
attributes, classification, comparison
A Penny a Look
Zemach, Harve
measurement
A Piece of String
Hindley, Judy
logic, problem solving
A Remainder of One
Pinczes, Elinor
division
Across the Stream
Ginsburg, Mirra
logic, patterns, classification
Alexander Who Use to Be Rich
Viorst, Judity
money, subtraction
Alligator Cookies
Young, James
measurement
Amanda Bean's Amazing Dream
Neschwander, C & Burns, M
multiplication
An Invitation to the Butterfly Ball
Yolen, Jane
estimation, add & writing, prob solving, symmetry
And So T hey Build
Kitchen, Bert
shapes
Anno's Counting Book
Anno, Mitsumasa
number sense, calendar, time counting
Anno's Counting House
Mistumasa, Anno
counting, sorting
Anno's Magic Seeds
Mitsumasa, Anno
multiplication
Anno's Math Games
Anno, Mitsumasa
logic, problem solving, number sense
Anno's Mysterious Multiplying Jar
Anno, Mitsumasa
multiplication, division, number sense
Anthony Ant
Philpot
number sense
Apt. 3
Keat, Ezra Jack
number sense, numbers, numeration
Arthur's Funny Money
Hoban, Lillian
measurement, money
Arthur's Honey Bear
Hoban, Lillian
money
Bartholomew and the Oobleck
Seuss, Dr.
states of matter, colloids
Benny's Pennies
Brisson, Pat
logic, problem solving, money
Berenstain Bears:T rouble with
Berenstain, Stan & Jan
money
Big T ime Bears
Krensky, Stephen
measurement, time, classification, time comparison
Billions of Bugs
Petie, Haris
number concepts
Bunches and Bunches of Bunnies
Mathews, Louise
number sense, multiplication/division, patterns
Button Box
T ank, B.
attributes
Can You Count in the Dark?
Ingle, Annie
number sense
Caps for Sale
Siobodkina, Esphyr
statistics, probability, fractions, patterns
Case of the Missing Canary
Supraner, Robyn
patterns, fingerprints
Case of the Missing Cat
Palazzo-Craig, Janet
pattersn, fingerprints
Changes, Changes
Hutchins, Pat
patterns, fingerprints
Cherries and Cherry Pits
Williams, Vera
patterns, number sense
Chicken Soup with Rice
Sendak, Maurice
measurement, time
Christmas on Exeter Street
Hendry, Diana
number sense, numbers, numeration
Chrysanthemum
Henkes, Kevin
graphing, comparing
Circles
Ross, Catherine Sheldon
geometry
Circles, T riangles and Squares
Hoban, T ana
shapes
Color Zoo
Ehlert, Lois
geometry, spatial reasoning
Cookie's Week
Ward, Cindy
measurement, time
Corduroy
Freeman, Don
number sense
Cornrows
Yarbrough, Camille
patterns, measurement
Count-a-Saurus
Blumenthal, Nancy
number sense
Counting on Calico
T ilders, Phyllis Limbach
number sense
Counting on Frank
Clement, Rod
measurement, addition, place value, counting, division
County Rhymes
McKellar, Shona
number sense
Counting Wildflowers
McMillan Bruce
counting, sorting
Cream of Creature from School
T haler, Mike
states of matter, colloids
Curious George Rides a Bike
Rey, H.A.
problem solving, patterns
Dad's Diet
Comber, Barbara
fractions
Deep Down Underground
Dunrea, Olivier
number sense
Different and Alike
McConnell, Nancy
attirbutes
Dirty Dozen Dogs
Hooks, William
number sense
MATH
+
READING
A GREAT CONNECTION
NCCTM 38th Annual State Conference
Greensboro, NC, October 30, 2008
Caroline Brown
carolinebrown@wcps.org
Remember to share at
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Do Students Need to Read Math?
• Sample Lesson: Patterns of Change
– Core-Plus Mathematics (9th-10th Grade)
• What do we notice
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Vocabulary
• Let’s Play a Bit (medical terms activity)
• How do we learn vocabulary?
– Brainstrom
• Developing Vocabulary Maps
• http://www.sanchezclass.com/reading-graphicorganizers.htm (which of these apply to math activity)
• http://www.scholastic.com/teachers/lesson-plan/graphicorganizers-reading-comprehension
• http://www.bigthought.org/Portals/BT/2011TM_SummerCu
rriculum/1st/excellent-book-of-graphic-organizers.pdf (PDF)
• Vocabulary in Math Classroom Voice Thread
– http://voicethread.com/?#q.b3191567
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Building a Concept
• Building a Semantic Map
– Frayer
– Semantic Map
– Others
• What do I have to know to understand a term
like “Square number,” “Square,” “ThreeDimensional,” etc.
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Frayer Model
Frayer Model Example
Rating Vocabulary
Definition Map
One Sentence Summary
(Literacy---how could it be math?)
Three Word Response
Word Wall
Student Work
Idea Web
http://printables.scholastic.com/printables/f.jsp?id=35517
Sequencing and Flow Charts
if yuo can raed tihs, you hvae a sgtrane mnid, too.
Can you raed tihs? Olny 55 plepoe out of 100 can.
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I
was rdanieg. The phaonmneal pweor of the hmuan mnid,
aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it
dseno't mtaetr in waht oerdr the ltteres in a wrod are, the
olny iproamtnt tihng is taht the frsit and lsat ltteer be in
the rghit pclae. The rset can be a taotl mses and you can
sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn
mnid deos not raed ervey lteter by istlef, but the wrod as
a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling
was ipmorantt! if you can raed tihs forwrad it.
Instructional Strategies
Instructional Strategies for Reading
How do these apply to mathematics?
• http://olc.spsd.sk.ca/de/pd/instr/alpha.html
(alphabetized)
• http://www.literacy.uconn.edu/compre.htm
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Power of Exposure Over Time
Will U B in Mr. Ss Class?
AFAIK
PCM
K BZ TTYL
K
H2CUS
J4F RU Going OVR 2 SCH 2DA?

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Reading in a Variety of Mediums
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NCTM
• www.nctm.org
• Resources
http://www.nctm.org/resources/default.aspx?
id=230
Remember to share at
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Remember to share at
www.todaysmeet.com/mathreading
Remember to share at
www.todaysmeet.com/mathreading
Summiting Everest
• Math Proficiency and Reading Proficiency
• True Reading Disability Issues
• Where are they completely co-mingled?
– Can a student be mathematically proficient and
struggle with reading?
Remember to share at
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Remember to share at
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Contact Information
Michael Elder, Coordinator Academic Innovation
• Michael.elder@onslow.k12.nc.us
– (910) 455-2211 ext. 20264
– www.mathunpacking.weebly.com
– Symbaloo username: Mulligan130
• Shelly Alford
– Michelle.alford@onslow.k12.nc.us
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