Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are usable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
We are currently implementing the 3 reads strategy in our classroom. We are also using a graphic organizer for word problems that incorporate the "main idea", the numbers and their meanings, the question and the solution. By using incorporating group discussion and a visual, students have been able to break down the word problems and make sense of them.
ReplyDeleteKathryn, I like the use of graphic organizer for word problems.
DeleteOur PLC+ was actually just having a conversation about some of these routines last week, relating specifically to our SGG centered around making sense of and solving word problems. One of our big "ah-hahs" was the lack of shared "student" understanding of the math vocabulary and language used in our complex word problems and performance tasks (and math curriculum generally speaking), as well as the inconsistencies and inequities in background knowledge, experiences, and schema students possess. We talked about using visual representations, scaffolding tasks (graphic organizers/three reads), amplifying language through word banks or word walls, and keeping those visible for students, using sentence stems (frames),etc. The Information Gap video was helpful in understanding how I might use this in third grade. I can see using this with our multi-step word problems to help students understand what they know, what they need to know, why they need this information, and how that information will help them solve the problem accurately. Modeling this for students is going to be important, but I'm excited to use this with my current class/unit.
ReplyDeleteI too really liked the way the teacher read the problem and got students engaged to tell what information is needed instead of just numbers. I think it really engages students on all levels.
DeleteI like starting my class with warm up routines like Estimation Exploration,How many do you see?What do you know about? this helps my students to get involved with some math talk . I would like to incorporate lesson activity routine as well to my group.I know we are using the 3 read strategies for word problem .Students take time to understand their mathematical story problems also by representing pictures for more understanding. I also enjoy watching the example videos.I am excited to use more strategies.
ReplyDeleteI want to try the MLR6 Three. I do something similar in class. The RDW. Read: read the problem aloud. We as class read this or I choose a student to come to the board and use my pointer to read the problem. Then we box the question and underline what they are asking for. Draw: we draw out the problem, for example, draw 100’s with a box, tens’ with sticks and circles for one’s. Write: write the equation. I would like to expand this with the MLR6 Three, by having my students describe the situation or context. #2 What can be counted, this is where we circle the numbers of the problem. Then expanding this with what do these number mean, with asking my students. I like to see if they are listening when I ask “are we counting 239 pickles” when pickles were not in the story. I like #3 of “What are the different ways or strategies we can solve this problem”.
ReplyDeleteI am currently in resource room. A few years back My supporting resource room teacher taught me about the three-read strategy. At first, I was very skeptical. I watched her teach it and teach it. I got more comfortable with it and I started teaching it. I feel it takes kids anxiety away when they know it is just about reading not just math. It builds confidence and the students believe they can do math. I created this year a graphic organizer that goes with the 3 read strategy. This has been helping a lot because it helps organize their thoughts and numbers so they can complete the problem. In my PLC+ we looked at a strategy called CUBES. i am working on an organizer for that too so my resource students can be successful in many ways.
ReplyDeleteKudos, Jennifer! We also love how this strategy ties in so nicely with our PLC+/SGG work. Having our shared students receiving consistent, high quality instruction and collaborating around these routines is making a difference in student success. I like your idea of creating an organizer. I wonder if a "tub" with files would be helpful?
DeleteWould you be willing to share your graphic organizer? I would be interested in adopting that for my resource room groups.
DeleteThese are very helpful. I really like the sound of the Information Gap activity. I am always asking my students "what do we need to know before we can solve?" They struggle with it because they want to just look at the word problem, find a number and plug it in. This will help them to think about the problem before they can even attempt to think about the operation, which is typically all they want to know.
ReplyDeleteAfter reading about each language routine, it was really nice to see these routines in action by viewing the videos. I watched both the 3 Reads and the Info Gap routines. I was curious about the 3 Reads routine because I feel that understanding the problem is usually the biggest hurdle for students. the second read- around the values and what they represent was so important. Often times students pick out the numbers in the problem, but aren't sure what each number represents. I was curious what the Info Gap routine, which was why I selected that video. I found so much math thinking, processing and justifying in that routine- especially for the partner. who is asking for the information and explaining why that information is important. I see students using a lot of math vocabulary in this discussion.
ReplyDeleteIn my particular situation, my PLC+ time has a focus of math word/story problems. I have gone back a few times to re watch the video focused on Math language routines co-crafting questions. I learned a lot from watching the video and plan to explore ways I can implement this activity for my students to engage in. It resonated with me how the students really became invested themselves in to exploring the possible math question(s) that could evolve out of the sentence presented to the class. Moving forward from that activity, I can roll this into an information Gap Activity with math word problems.
ReplyDeleteThat playlist really helped bring these language routines to life for me. These routines are embedded into so many of the Illustrative Math lessons - I think it would be appropriate to show some of these short videos prior to teaching one of the routines to help support kids in what they look and sound like. So good!
ReplyDeleteI was reading MLR6 and noticed that I do a similar strategy with my students. We read each problem 4 times. The first read we identify the question the problem is asking, the second read we find the numbers and discuss why they are important to the problem, the third read we draw a model, and the fourth read we write an equation and solve. I am interested in trying MLR2 Collect and Display routine. I think it would be powerful for my students to refer back to their own words and thinking when solving new problems. This would help with generalizing the skills they are working on in group.
ReplyDeleteI would like to try out a couple of the Math Language Routines with our 3rd grade resource group. I’ve been talking a lot with my students about the math language and strategies I hear them using, so the MLR2 Collect and Display routine would be a good next step to actually write down and display what they are coming up with. I think this would also be a big confidence-builder for some of them to see their ideas and words amplified for the whole class to see.
ReplyDeleteThree Reads would be the perfect Math Language Routine for our 3rd graders right now. They’ve been doing a lot of story problems and are just beginning to be more independent in their work.
I think a couple of the routines would be really helpful for our 4th and 5th Resource Room students, mainly the Three Reads and Co-Craft Questions. I can see these two routines deepening their understanding of why we are doing each math problem and what the answers mean.
ReplyDeleteThe videos in the Routine Playlist are a great resource. I've been using the strategy of "What do you Notice" and What do you Wonder" with my Resource students. They were tentative at first but now are excited to share their comments and ideas. I also really like and have been using the three reads strategy. So often my students want to dive right into the numbers without clearly understanding what they are trying to solve. Now they know the routine is to read it three times before we discuss the problem, draw the model, then solve.
ReplyDeleteI have many thoughts regarding incorporating math language routines into my math time. I believe it has the potential to extend so much learning, even beyond math. When the instructor modeled two different routines for us during training, I really saw how great they were. As the student in the situation, it really made me pause and think. Honestly, they were FUN. Even as an adult. I think it will get students excited about the work ahead and make connections between lessons and content areas. Not only will they boost student engagement in my class, but also benefit many Future Ready skills. I think it will take time to practice and get more comfortable with the different routines, but the benefits will be worth it.
ReplyDelete