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October 23, 2021 at 12:36 pm in reply to: Session 6 Developing Analysis Skills in Close Reading #2395Edison BurgosParticipant
Close reading takes time to master in a mathematics classroom due to the class’s composition. Many students lack knowledge and skills to read informational texts and how to make contextual or structural analysis. Although some scholars have questioned the merits of practicing it, close reading is worth doing at the early grade level and beyond.
Normally, my students engage in close reading when they solve real-world problems. The three-read strategy is commonly used in my classroom. They must know the problem story. They must read about the problem individually and silently. Then, they describe the problem using their own words with a partner to make sense. If time allows one or two of them to share their description with their peers while I take notes and record it on a chart where the class can read it easily.
Next, the class identifies the mathematics involved in the problem. They usually use a two-column chart (T-chart). The column titles are noticed and wonder. I model my way of solving the problem by writing the question under the column of wonders. Then, I encourage them to use their own approach, but they must justify the steps behind their reasoning.
Finally, my students design a plan and solve the problem. They must present their answers to their peers and answer their questions. While solving the problem, I facilitate the process by clarifying concepts and skills related to the concepts.The practices proposed by Boyle, Fisher and Frey are present in my practice. My students understand the problem individually and as a group. I model how to solve the problem by guiding the practice, and they deal with the problem in collaborative and independent practice.
Edison BurgosParticipantEnerhardt’s and Schleppegrel’s articles are illustrative of how to teach syntax and vocabulary in reading comprehension. By studying syntax, students learn the structure of sentences, the meaning of the speech part, the role of each part and the order of words. Vocabulary is basic because children cannot understand texts without knowing the meaning of the words in the texts. In short, awareness of syntax and vocabulary helps students understand complex texts.
Mary J. Schleppergrell’s article, “Exploring Language and Meaning in Complex Texts,” attributes success to understand complex texts and helping students to learn more about language to using three strategies: identifying action and actors, conjunctions, and tracking the language through characters and concepts. These strategies are effective and worth incorporating them into my classroom in mathematics. Scheleppergrell also cites systemic functional linguistics (SFL), a language theory that uses language in different contexts, level of teaching and academic content that helps teachers and students differently. I can deal with complex texts orally, morphologically, and syntactically. As we all know mathematics and other sciences incorporate Latin, Greek, and Anglo-Saxon terms in its content and understanding the structure of each part of the words and phrases used in the real-world help students to apply the concepts and skills related to the concept in solving math real-word problems. Moreover, SFL helps my students, especially Els, develop language awareness through explicit instruction.
In Nancy C. Eberhardt’s article, “Syntax: Somewhere between Words and Text,” present factors that affect impact reading comprehension. Eberhardt’s views seem to agree with Schleppegrell in some ways. Likewise, Schleppegrell, Eberharsdt focuses on syntax and function. Explicit Grammar teaching plays a key role. I share that view. Children should be able to understand sentences. Understanding sentences in mathematics is crucial to solving the problems of words mathematics, especially those associated with real-world situations. We recognize that the lexicon has several meanings and functions at the sentence level. Clarifying the meaning and function helps my students to make sense of math word problems. Combining both authors’ strategies help my current and future students to grow in understanding complex texts exponentially.October 9, 2021 at 4:01 pm in reply to: Reflecting on vocabulary instruction in model lesson and chapter #2379Edison BurgosParticipantIn reflecting about “Vocabulary Instruction Among English Learners,” I share the approach presented in the article. A reflective teacher inspires and has a positive impact and accelerates the acquisition of his student’s language. The math curriculum is currently used in middle school where I teach mathematics, and others, identify words throughout the unit and vocabulary lessons to use. My approach is like the practice presented in the chapter. I ensure that my students understand the subcomponents of oral language development. They learn not only the words and phrases related to the content but also tier 2 vocabularies, so my students are better prepared to discuss and express their ideas in the mathematics classroom but also to bridge the new vocabulary with their life experiences. The pronunciation showed explicitly, and the use of Google tools of pronunciation is visible when I am teaching unfamiliar words. Syntax, morphology, and semantic variations are explained using Google. My students learn to write simple, complex, and complex-compound sentences. Visual aids and cognates are available for them to use when they are presenting the solution to their word problems and answering questions from their peers about how they have obtained the solution to their problems. The use of modern technology in developing their vocabulary helps improve word formation exponentially. Moreover, my students are exposed to wider and specific knowledge and culture around the world. They can learn more about word etymology. Overall, reflecting on selecting words, intentional instruction and effective use of strategy enhance my students’ phonology, morphology, and pragmatism in and out of the classroom.
Edison BurgosParticipantPhonological and morphological awareness help to read, understand, and improve the knowledge and vocabulary of the background. Currently, I teach math in a Middle school in the Bronx. Latinex students comprise 70 % of the population, and some of them lack the academic vocabulary to excel academically at the grade level. As a result, they struggle to comprehend at their grade level math. Morphological awareness provides a powerful mean for building background knowledge and vocabulary to bridge the gap between lacks of vocabulary and increase reading understanding.
To adapt my future units of instruction and implement phonological awareness, I will implement the following: administer an assessment in reading comprehension. This assessment will help me identify the most effective vocabulary and background knowledge strategies. According to the readings assigned to session three: “Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom,” suggests that breaking down words into smaller parts goes a long way. As discussed in the mini lecture, “Developing Oral language,” to know a word means: be able to implement the five parts of the word. That is, pragmatic and world knowledge, vocabulary (lexicon), syntax, morphology, and phonology help to know a word.
Breaking words to its simple parts are effective but targeting limited vocabulary within the unit enhances background knowledge in the upper elementary schools. Tier three vocabulary helps to understand content areas. One important aspect of teaching Tier three words is to know the etymology of the word. That is, The English language has been nourished by words with different origins such as Greek, French, German, Italian, and Britain. These languages contain their prefixes, suffixes and bases that help understand the meaning of a word and understand reading. Checking the meaning of the targeting vocabulary against the context (the use of the word in math) often helps to understand texts. Explicit or direct teaching of targeted words is an effective way to help my current students understand complex texts.
In the mathematics classroom and in other content areas, cognates play a significant role in learning to read in a language different from the students’ native language. Cognates allow language learners to use their new words immediately because of the similarities in their mother tongue. English language learners build their vocabulary, schema and gain confidence to add more words in their new language when they use cognates.
Briefly, reading to make sense of a math problem is crucial to understand it and find its solution. See- think – wonder activity helps to make sense and comprehend what is being asked about the problem and its solution. These adaptations of my unit will increase reading comprehension and understanding of mathematics of my students.Edison BurgosParticipantIn the Mini-Lecture 2 “The language & Literacy Demands of a Unit,” Dr. Heidrick discusses the history of the Common Core and the significance for English Language Learner (emergent students) and analyzes how to write “concrete” language and literacy objectives. The discussion begins with the origins of the standards, and the United States ranking, on the list of PISA 2018 Worldwide ranking, the 25th position.
What are the Common Core Learning Standards?
The mini lecture highlights the deficiency of learning standards. The limits are lack of enough research, rolls out without a pilot program, emerging bilingual students ignored, teachers were not trained properly, and a fantastic opportunity for publishing companies to profit from it.
Regular practice with complex text, analyze and defend claims, informational texts are primary sources, and all teachers are teachers of reading and writing are the shifts of the Common Core Learning Standards. These shifts are major problems for emergent bilingual students and students living in poverty. Standards and shifts do not give enough time to develop bilingual and low-income students’ basic knowledge of language acquisition. Therefore, inadequate language development guarantees academic failures.
The Common Core Learning Standards are the set of knowledge, concepts and the skills related to concepts that students are expected to learn in reading, writing, math and other subjects in each grade. Learning standards such as the Common Core, which do not have basic research-based principles, cannot guarantee academic success. When I return to teach for SY 2021-2022, the correct implementation of the content, language and literacy objectives are my focus of attention for emergent bilingual students. And I will avoid the faults found in the standards. To achieve this, it is necessary to identify students with reading, writing and oral language deficiency. Additionally, an achievable action plan must be designed in each unit and lesson plan. Decoding, phonics and knowledge of building content is skillfully delivered.
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