8. There is the use of a code students can use while reading the word problem or reading the text. X is placed next to a key point of information. ! means new information and ? indicates confusion about the information. These are then used as a basis for discussion.
9. Another strategy they teach readers is for them to either visualize or draw the picture they see in their mind. The same can be said for word problems. Students can either visualize or draw a picture of the information contained in a word problem. They might draw an engine and 8 cars with the distance between the cars because that makes it easier to figure out the problem.
10. After reading the word problem, or the text, students can ask themselves some questions about the material. They can make connections using Text to Self by asking what math experience was similar to the one they read about, Text to Text by asking how it connects to previous work, and Text to world asking how is this used by people?
11. Students can also reflect after reading by asking themselves what strategy went well, ask what they can do differently next time, and what did they learn from other students.
12. Students are commonly taught to restate or summarize what they read in their own words but in math that takes a slightly different form. It comes through by asking a student to explain what they did, and what they learned. Then they need to generalize what they learned by thinking about how what they learned can be applied to other problems.
13. There are also strategies students can be taught to apply to vocabulary. For instance, teach students to see that word chunks have meaning, and include the origins of words, and their histories. Add clues to help students understand the definition within the context of the math situation or problem. Always provide examples to help students.
14. Use analogies to help students make connections and clarify relationships. Have students write them, use them, practice them. An example would be " Numerator is to top as denominator is to ________" or "Circle is to cylinder as _________ is to cube."
15. For students who like to move around, try to find definitions that are active and allow them to move around. Don't be afraid to look at creating songs, raps, cheers or finding them online because students often remember songs, raps, and cheers.
Another day, I'll share more strategies for writing. Let me know what you think, I'd love to hear. Have a great day.
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