UNRA(A)VEL Reading and Math

1. UNRA(A)VELReading and Math Hinds County Curriculum Specialist Shelita Brown Ashley Kazery Stacy Sanchez

2. Reading • Common Core requires the progressive development of reading comprehension

3. Reading UNRA(A)VEL • Helps learners break down long reading passages in a manner that makes them much easier to understand.

4. The steps of UNRA(A)VEL • Underline the title. • Now predict the passage. • Run through & number the paragraphs. • Are you reading the questions? • Are the important words circled? • Venture through the passage. • Eliminate incorrect answers. • Let the questions be answered.

5. Underline the Title • Most readers skip over the title. • Helps students prepare for what they are about to read. • Allows students to begin making connections.

6. Now Predict the Passage • Helps students to begin connecting the passage with what you already know. • Helps guide students reading and keeps them focused as they test their prediction.

7. Run through & number paragraphs • When students locate answers, they can write the paragraph next to the question quickly. • It helps students organize the text on the paper and in their heads.

8. Are you reading the questions? • Helps students focus on the important information. • Saves students time so they don’t have to hunt for answers. • Use the numbered paragraphs to help locate answers quickly.

9. Are the important words circled? • Circling important words helps students locate the important information quickly. • Circling important words also helps students stay focused on the reading.

10. Venture through the passage • This is the fun part of reading. Enjoy the passage. • It might help if students write connections in the margins to keep them focused on the text.

11. Eliminate incorrect answers • Eliminating incorrect answers makes it easier to locate the correct answer. • Eliminating incorrect answers allows students to have less choices in case they are unsure of the correct answer.

12. Let the questions be answered • Using all of the previous steps, answering the questions should be a piece of cake. • Students should always double check that they answered each question.

13. How did you do? • 1. D • 2. C • 3. C • 4. A

14. UNRAAVEL IT! • Although this seems like it will take valuable test time away from students, it will do the complete opposite. • The more students practice it, the quicker it will become and the better their test results will be.

15. UNRAAVEL a Math Problem Bolton-Edwards Math Geniuses! and their Genius Teachers!

16. Montague (1997) found few students enjoy problem solving for reasons ranging from academic and social behaviors, motivational levels and self-perception.

17. Larry Bell’s Math UNRA(A)VEL For more than 13 years, this logical, concrete and sequential method has helped thousands of struggling learners successfully solve math word problems. MP1 Make sense of problems and persevere in solving them

18. The aim is to get students to KNOW math and not just DO math. – Marilyn Burns (2013) We can not use UNRA(A)VEL as an algorithm for success. UNRAAVEL must be explicitly taught, practiced and even assessed with a conceptual understanding of each of the steps. UNRA(A)VEL helps students make their thinking visible. -Dr. Cathy Cavanaugh

21. UNRAAVEL Math • U- underline the question • N- now predict what you need to solve it • R- read the word problem • A- are the important words circled • A- apply the steps you chose to solve it • V- verify your answer (does it make sense) • E- eliminate wrong answers • L- let the answer stay or rework it

22. U = Underlinethe question • Find the question and Underline it! The question is the PROBLEM. Sid has $50.00. He bought two video games that cost $14.00 each. He also bought a poster for $5.69. How much money did he have left after his purchases? Tip: Have students to rephrase the question in their own words. So what?

23. Albert Einstein wrote that he was asked if he had one hour to save the world what would he do? “I would spend 55 minutes finding the problem and 5 finding a solution.” -Amazing Secrets to Problem Solving

24. N = Now PredictWhat information do you thinkyou need to solve the question/problem(numbers, pictures, bar modeling)? What operations/methodsdo you think you will you need to solve the problem?

25. R = Readeach line of the Word Problem Locate the important information in the text. (consider the predictions) UNRA(A)VEL (These two steps generally work together)

26. A = Are the Important Words/Numbersand their meanings Circled? (especially the operational words?) • Sid has $50.00. He bought two video games that cost $14.00 each. He also bought a poster for $5.69. How much money did he have left after his purchases?

27. CAUTION!!! Mitchell (2013) and NCTM agree that using key operational words should not take priority over making sense of a problem, but instead treated as potential clues to solving the problem (i.e. brought, each).

28. A = Apply the Steps You Chose to Solve the Problem • $14.00 • X 2 Video Games $28.00 $28.00+ 5.69 Video Games Plus Poster $33.69 Total Amount Spent

29. V = Verify Your Answer. (Is it reasonable? Does it make sense? Revisit the question. What information is being used to support the response?) $16.31 is reasonable because it is smaller than $50.00. It would make sense to have this amount left after buying games and a poster.

30. E = Eliminate Wrong Answers. • a. $66.31 • b. $15.00 • c. $55.76 • d. $16.31 Too big. Conceptual Procedural Too big. Conceptual Caution students against eliminating answer choices hastily. Sometimes they eliminate the right answer. Remind them at times they may have to revise their thinking based on the text.

31. L = Let the Answer Stay or Rework the Problem • Check the calculations • Reread the question and revise the steps I got that one correct, but I may have to rework the next one!

32. How far are YOU willing to go to see your student soar?▶ UNRAAVEL - YouTube [720p].mp4▶ Rainbow Unraavel - YouTube [720p].mp4

33. Inspire someone today, change the world… -Shelita Teach with purpose.