Technical Reading

Presented by

Beatrice Moore LuchinNUMBERS Mathematics Professional Development abluchin@sbcglobal.netNUMBERSmpd.com

What is Technical Reading and Why is it Important

Read/ReflectSummarize

Lunch

AnalyzeSynthesize 

Break Role PlayClose and Evaluation

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Technical Reading is more difficult than general reading because of

specialized vocabulary, the way information is organized, and the

diagrams and charts included with the reading.

At your table groups, outline the steps for problem solving that you have taught your students

MAPMake A Plan

UP Understand the Problem

EREvaluate the answer for Reasonableness

COPCarry Out the Plan

ReadR

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Read

Summarize

Summarize

Analyze

Analyze

Synthesize

Synthesize

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2000 BC consonants

2000 AD technical reading

MentalExperience

WrittenWords

SpokenWords

A, B, C, …1, 2, 3, ...

ReadR

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Read

Summarize

Summarize

Analyze

Analyze

Synthesize

Synthesize

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A key to student success in approaching problem solving situations is the ability to read for understanding, make vivid visual associations, and make connections to prior knowledge.

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Reading and reflecting improves both reading and listening

comprehension. This process provides sufficient sensory

stimulation to enhance semantic memories that live in the world of

words and are activated by associations, similarities, or

contrasts.

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Read

•Set pace•Listen•Clarify•Question•Instant replay

Role of the teacher:

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Read

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Read

Michelle’s grandmother wanted to bake cupcakes for the third grade. The table shows how many cupcakes there are in pans 1, 2, and 3.

Which number sentence could be used to find the number of cupcakes in 6 pans?

Number of Pans1236

Number of Cupcakes122436

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Read

Potential ProblemSome words have very different meanings in mathematics and everyday English

Table: A piece of furniture vs. An orderly arrangement of data

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Potential ProblemAn English word with two different meanings may translate into another language as two different words.

Table: Mesa (furniture) vs.Tabla (list)

•Some Potential Problem categories have been identified.

•A number has been placed at your table that identifies the potential problem you will address.

•As a group, brainstorm 5 or more examples for the problem you have been assigned.

Teach students to internalize what they're learning. Have them create a mental image of important vocabulary on a word map or diagram

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InterventionWord Map

When students summarize the question, their attention is focused on the nature of the answer which gives direction to the formulation of a plan of action.

Summarize

Summarize

Summarizing the question helps the student to “chunk” information into small units to facilitate memory and recall.

Summarize

Summarize

•Focus on the question•Listen•Instant replay•Focus on nature of answer •Clarify

Role of the teacher:

Summarize

Summarize

Summarize

Summarize

Summarize the question in 7 or fewer words.

Which number sentence could be used to find the number of cupcakes in 6 pans?

InterventionThink-Pair-Share•Individual think time•Partner to talk about the summaries•Pairs share their summaries with the class

Summarize

Summarize

Sample Summary

Number sentence for cupcakes in 6 pans

Summarize

Summarize

Students can generate an

appropriate solution strategy

when a problem solving situation

is analyzed for the concepts

involved, the relationships that

exist, the patterns recognized,

and the operations required.

Analyze

Analyze

•Focus on needed details•Listen •Focus on organization of details•Instant replay•Error analysis

Role of the teacher:

Analyze

Analyze

TAKS/TEKS Connection

I need to write a number sentence for the number of

cupcakes in 6 pans. What

information will I need?

Application

Comprehension

Analysis

Synthesis

Evaluation

Knowledge

Bloom’s Taxonomy

Knowledge

The book store has the following books in a shelf.

If Maria picks up 1 book without looking what kind will it more likely be?

312

4

2

Mystery

Cars

Sports

Fashion

Comprehension

The book store has the following books in a shelf.

Which fraction represents the number of books on cars on the shelf?

312

4

2

Mystery

Cars

Sports

Fashion

Application

What is the ratio of mystery books to sports books?

312

4

2

Mystery

Cars

Sports

Fashion

The book store has the following books in a shelf.

AnalysisCathy said “7 out of 21 books are mystery or car books.

Dean said “1 out of 3 books are mystery

or car books.

Kay said “2 out of 3 books are sports or fashion books.

Mia said “1 out of 2 books are mystery

or sports books.Which student or students do not agree with the others? Why?

Synthesis

The book store has the following books on a shelf.

If the store orders 35 books, how many of the books will be mystery books?

312

4

2

Mystery

Cars

Sports

Fashion

Evaluation

Which combination of books is NOT equivalent to the ratio 1:3? How do you know?

The book store has the following books on a shelf.

312

4

2

Mystery

Cars

Sports

Fashion

Students can generate an

appropriate solution strategy

when a problem solving situation

is analyzed for the concepts

involved, the relationships that

exist, the patterns recognized,

and the operations required.

Analyze

Analyze

Breaking a situation into its component parts while maintaining associations and relationships will enhance analytical thinking skills.

Analyze

Analyze

Writing down each step as they work will strengthen student’s procedural memory of important algorithms.

Analyze

Analyze

Language elements needed f or eff ective communication and comprehension in the area of mathematics:

–Academic Language–Symbolic Language–Content Language (Vocabulary)

Academic Language

– I s used to communicate what students should know and be able to do in state standards.

Determine, simplify, predict, interpret, etc…

Symbolic Language

– I s used to demonstrate understanding and interpretation of mathematical notations.

Figures and Organizers

Content Language(Vocabulary)– I s technical language associated with the sometimes abstract concepts and skills of mathematics.

Quotient, translation, capacity, etc…

•Focus on needed details•Listen •Focus on organization of details•Instant replay•Error analysis

Role of the teacher:

Analyze

Analyze

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Read

Michelle’s grandmother wanted to bake cupcakes for the third grade. The table shows how many cupcakes there are in pans 1, 2, and 3.

Which number sentence could be used to find the number of cupcakes in 6 pans?

Number of Pans1236

Number of Cupcakes122436

Analyze

Analyze

Number sentence for cupcakes in 6 pans

6 12 = 72

Analyze

Analyze

Number sentence for cupcakes in 6 pans

Number of Pans

1

2

3

6

Number of Cupcakes

12

24

36

72

Process

1 12

2 12

3 12

6 12

Analyze

Analyze

Intervention

Graphic OrganizerDraw a PictureMultiple RepresentationsFoldable Study Organizers

The use of more effective and efficient solution methods enhances students’ mathematical ability.

Synthesize

Synthesize

Creating of a plan that shows the combining of elements in information or the connections will develop students’ ability to synthesize.

Synthesize

Synthesize

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Michelle’s grandmother wanted to bake cupcakes for the third grade. The table shows how many cupcakes there are in pans 1, 2, and 3.

Which number sentence could be used to find the number of cupcakes in 6 pans?

Number of Pans1236

Number of Cupcakes122436

Synthesize

Synthesize

6 12 = N

6 12 = 72

N = 6 12

12 6 = N

12 6 = 72

N = 12 6

72 = 12 6

72 = 6 12

Synthesize

Synthesize

InterventionMathematical SyntaxSentence Structure & RulesConservation of OperationsHorizontal vs. Vertical FormatGrouping Symbols

Make connections•Vertical to horizontal format•Conservation of operations•Sequence of operations

Role of the teacher:

Synthesize

Synthesize

$1.00Min.

Form groups of 5.Roles will be randomly assigned (1 teacher, 3 students, 1 observer).

Role play each of the four steps of technical reading.

What questions do you have about the process?What are the pros and cons of the process?What will you do immediately as a result of today’s meeting?

Remember, a good teacher makes you think Remember, a good teacher makes you think even when you don’t want to…even when you don’t want to…

Thank You!Thank You!