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OMSD Common Core Summer Series

OMSD Common Core Summer Series. Close Reading in Mathematics Roberto Garcia, TOA Curriculum Support. Reading 1

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OMSD Common Core Summer Series

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  1. OMSD Common Core Summer Series • Close Reading in Mathematics • Roberto Garcia, TOA Curriculum Support

  2. Reading1 • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • SMP 1 • Make sense of problems and persevere in solving them • S and L1 • Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. • SMP 6 Attend to precision: Mathematically proficient students try to communicate precisely to others. • Writing 1 • Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • SMP 3 • Construct viable arguments and critique the reasoning of others.

  3. Outcomes for MathematicsApplied Level of Understanding in: • Close and Critical Reading (Anchor Reading 1) • Making Sense of Problems (SMP 1) • Collaborative Conversations (Anchor S/L 1, SMP 6) • Construct Viable Arguments (SMP 3, Anchor Writing 1)

  4. Close Reading is…. “Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” Tim Shanahan

  5. Close Reading is…. “Focused, sustainedreading and rereading of a text for the purpose of understanding key points, gathering evidence, and building knowledge. Pearson, page 48

  6. Close Reading is…. …really about ________________.

  7. How To Do A Close Read

  8. Making Sense of Problems What does __________ mean? How would you describe the problem in your own words? What is this problem about? What does ___________ want to know? What do you think about what __________ said? Do you agree? Why or why not? How would you explain the same answer but in a different way? What are we supposed to do? What is the question(s) asked? What helped you determine that is the question to answer? What DOK level is this problem?

  9. How To Do A Close Read

  10. Annotation is a note of any form made while reading text. • “Reading with a pencil.”

  11. Collaborative Conversations Accountable Talk • By providing students with a frame, they have a scaffold to fully explain their thinking and propel the conversation to deepen their understanding. Accountable talk can/should take place in all content areas—explain proofs in math, analyze data from scientific experiments, engage in arguments in history, explore textual references in literature, etc. This discourse sharpens students’ thinking by reinforcing their ability to use and create knowledge.

  12. Collaborative Conversations Turn to your “elbow partner” and answer the following question(s): 1. What’s the word problem about? 2. What’s the important information in the word problem?

  13. Making Sense of Problems • What is the important information? • What data will help answer the question? • What pieces of information did you find? • How did you know that was important? • What questions were you asking yourself, ________? • What do you know that is not stated in the problem? • What is given? • What is NOT given? • What tools will I use? • What formulas will I need? • What math operation would you use? • What does ____________ represent? • What DOK level is this problem? Explain why.

  14. How To Do A Close Read

  15. Constructing Viable Arguments What does each part of the equation represent? How did you reach that conclusion? Does that make sense? Can you make a model to show that? Why is that true?

  16. Attending to Precision How did you get your answer? Does your answer seem reasonable? Why or why not? Can you describe your method to us all? Can you explain why it works? What if you had started with _________ rather than ________? What if you could only use _________? What have you learned or found out today? Did you use or learn new words today? What do they mean? What are the key points or big ideas in this lesson/problem?

  17. Webb’s Depth of Knowledge

  18. Webb’s Depth of Knowledge

  19. Close Reading Math EXAMPLE 1

  20. Close Reading Math EXAMPLE 2

  21. Close Reading Math EXAMPLE 3

  22. Kindergarten-1st Grade Example

  23. Kindergarten-1st Grade Example

  24. Kindergarten-1st Grade Example

  25. 2nd-3rd Grade Example

  26. 2nd-3rd Grade Example

  27. 2nd-3rd Grade Example

  28. 4th - 6th Grade Example

  29. 4th - 6th Grade Example

  30. 4th - 6th Grade Example

  31. 6th-8th Middle School Example

  32. 6th-8th Middle School Example

  33. 6th-8th Middle School Example

  34. Close Reading is…. …really about ________________.

  35. Resources The Right to Literacy in Secondary Schools: Creating a Culture of Thinking Standards for Mathematical Practiceposters Illustrative Mathematics Inside Mathematics MARS Tasks Email Roberto.garcia@omsd.net Twitter @4robertgarcia

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