Determining What is Important in Text Components needed in order to determine importance: Students must delete information, substitute information and keep some information. Students must analyze the information at a deep level. Students must be aware of the structure of the text. Reading Math Writing Readers identify key ideas or themes as they read. Readers distinguish important from unimportant information in relation to keys or themes in text. They can distinguish important information at the word, sentence and text levels. Readers utilize text structures and text features (such as bold or italicized figures and photographs) to help them distinguish important from unimportant information. Readers use knowledge of important and relevant parts of text to prioritize in long-term memory and synthesize text for others. Mathematicians look for patterns and relationships. Mathematicians identify and use key words to build an understanding of the problem. Mathematicians gather text information from graphs, charts and tables. Mathematicians decide what information is relevant to a problem and what is irrelevant. Writers observe world and record what they believe is significant. Writers make decisions about the most important ideas to include in the pieces they write. They make decisions about the best genre and structure to communicate their ideas. Writers reveal their biases by emphasizing some elements over others. Writers provide only essential details to reveal the meaning and produce the effect desired. Writers delete information irrelevant to their larger purpose.
Decoding value of each digit based on its position in relation to the rest of the number. Comprehension Word Context Awareness – knowing how each word fits into the sentence or surrounding text Number Context Awareness – understanding how numbers and operational signs are arranged in a problem. Word Recognition – developing a bank of words recognized automatically (sight vocabulary) Number Recognition – developing a bank of number recognized automatically or retrieved systematically. Retention Word Analysis – identifying parts of words (roots, prefixes, suffixes). Number Analysis – using knowledge of numbers to find solutions to problems instead of being directed by operational signs. Re-reading and Reading Ahead – noticing the flow of language and understanding the ideas of the text. Rereading and Reading Ahead – using key words and context to decide on strategies for solving word problems. Sentence and Text Structure – understanding the way words are put together. Operational Awareness – understanding relationships between numbers in a problem and how equations are put together. Literacy Strategies Numeracy Strategies Making Text-to-Self, Text-to-Text, and Text-to-World Connections – bringing personal knowledge and life experiences to text. Making Number-to-Self, Number-to-Text, and Connections – bringing personal knowledge and life experiences to numbers. Creating Mental Images – visually assimilating text through the mind’s eye. Creating Mental Images – visually assimilating problems through the mind’s eye. Expanding Vocabulary – understanding (receptive) and using (expressive) new words. Expanding Vocabulary – understanding (receptive) and using (expressive) mathematical terms.
Asking Questions – actively thinking about what is read by asking questions and seeking answers in the text (metacognition). Asking Questions – making of what one is doing by asking questions and seeking answers, and using this thinking to make decisions and solve problems (metacognition). Determining Importance – giving conscious attention to deciding what is important in the text. Determining Importance – giving conscious attention to deciding what is important in a problem. Inferring – creating new meaning on the basis of life experiences and clues from that text. Inferring – creating new meaning on the basis of life experiences and clues from the context of problems. Synthesizing – delving deeper into the message of the text by considering how each part contributes to the whole. Synthesizing – combining ideas or models or strategies in a new way. Properties of Reading and Math Reading Is Thinking. The mind processes information from many sources at the same time in order to read words and make meaning. Mathematics Is Thinking. The mind information processes patterns and relationships in order to explain phenomena or draw logical conclusions. Reading Is Metacognitive. Readers are aware of their own of their own thinking while reading. They as questions, make predictions, check for understanding, etc. They self-monitor and adjust. Mathematics Is Metacognitive. Mathematicians are aware of their own thinking. They consider whether a solution makes sense, or whether they have a strategy that will be useful in solving a problem. They and adjust. Reading Is Complex. The process moves from identification of letter sounds to interpretation of printed text. Mathematics Is Complex. Mathematics is a combination of quantitative, logical, and spatial knowledge united by patterns and relationships. Reading Understanding and Ideas. Surface and deep structure systems combine to allow for understanding of words and content as readers move through text. Mathematics Is Language. Symbols and specific vocabulary describe mathematical relationships. Correlation Between the Structures of Numeracy and Reading Surface Structure Systems Deep Structure Systems Reading Math Reading Math
Effective readers within the text. Example: Students pick up basic information to understand what the text is about. Effective mathematicians think within the numbers/problem. Example: Students determine the basic relationship within a problem to understand what is being asked. Effective readers think beyond the text. Example: Students draw on their own knowledge and experience to make sense of what they are reading. Effective mathematicians think beyond the numbers/problem. Example: Students draw on their own knowledge and experience to make sense of the numbers and problems they are presented with. Effective readers think about the text. Example: Students step back from the text to notice how it is written, understand the language, admire the writing, or critique the writing. Effective mathematicians think about the numbers/problems. Example: Students step back from the problem to notice how it is written, understand the language, notice the relationships, or form conjectures. Compiled by Staci Hartman