Reference the Instructional Routines summary from Part 4 and think specifically about the Math Language Routines. Then read the Advancing Mathematical Language summary which discusses the Math Language Routines in more detail. Finally, choose a couple short videos to watch from the Math Language Routine Playlist. Although she is using middle school content, the routines are usable (and powerful!) at the elementary level. Plus she's entertaining!
Consider
- What are your thoughts about incorporating math language routines into your math time?
- What caused you to pause and think?
- What math experiences from your own classroom came to mind as you were watching and reading?
Respond and Interact
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
After reading and watching, please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
I am excited to incorporate math language routines into my classroom. I have an EL cluster group this year and can attest to the difficulty these students face with comprehension, especially with story problems. In the article, "Advancing Mathematical Language and Access for English Learners" I learned that each IM lesson includes suggested math language routines thus enabling teachers to increase student comprehension without also increasing math complexity. The article states IM will "foster language development alongside mathematics learning, fostering language-rich environment where there is space for all students to participate."
ReplyDeleteI watched both "Collect and Display" and "3 Reads" because they were some of the suggested math language strategies for first grade. The teacher in the videos purposefully engaged her students in meaning making and used language to enable students to increase their understanding through conversation with both her and their peers without increasing the mathematical load. These two math language strategies are powerful because I will be able to use them both right after break. I can see these strategies as being immediately valuable in our current learning with comparison problems. I have found that is unit, in particular, is most difficult for all students. I am excited to implement both math language strategies after Spring Break.
Math language is so important for no only our ELL learners but all learners. Teaching Kindergarten, you have to scaffold language in all areas. When I watched the IM math lesson, I saw the teacher introduce the new vocabulary and use it throughout the lesson. I could tell this was something that happened regularly in lessons because when they were working with their partners you could see them either using the new vocabulary correctly or dabbling with using it. At that point the teacher came around and would clarify the meaning by showin. In this lesson the word was "estimation". It was so fun to see the students excitment!
ReplyDeleteWhat are your thoughts about incorporating math language routines into your math time?
ReplyDeleteIncorporating math language routines can be a beneficial practice in math education as it helps students develop a deeper understanding of mathematical concepts and vocabulary. By using math language routines, teachers can encourage students to use precise language to describe mathematical concepts, which can help them communicate their understanding more effectively.
These routines can be used to promote active engagement with mathematical concepts, encourage critical thinking, and improve mathematical communication skills.
Incorporating math language routines into math time can also help to create a more inclusive and equitable learning environment by supporting students who may be learning English as a second language or who may have limited exposure to mathematical vocabulary. By providing opportunities for all students to practice and use mathematical language, teachers can help ensure that all students have access to high-quality math education.
Hello. One of the videos I chose to watch was about the 3 Reads routine. It was really helpful to see and hear the routine in action. After a brief conversation with a colleague that has been piloting IM this year, she mentioned 3 Reads as a way to help my students develop a clearer understanding of what they need to do to solve word problems. I have been encouraged by what I have seen in the classroom. It looks different in a 2nd grade classroom than what is shown in the video, but I really like the discussions that arise from the 3 Read protocol.
ReplyDeleteWhile I have concerns about time management in implementing this new curriculum, I am really excited about the depth of understanding that these routines allow for students. Thinking back to the beginning of the year, my IM colleague expressed some concerns about how different everything about IM is compared to our current program. Now, she is just thrilled with the level of understanding her students have, as well as the language they are so comfortable to use.
I feel like 2nd graders will enjoy the math language routines and I can see a lot of buy in with them brainstorming all the questions. I think it will feel odd to students at first because this is not typically how we would run our math lessons this year. I am also excited about how Math will enrich my student's ability to phrase questions and learn new vocabulary.
ReplyDeleteI paused and thought about what the typical amount of time is spent on this in a 2nd grade classroom. If we are doing a warmup, some of those can take a bit of time so then another discussion with the language routine seems like it would finish off the allotted lesson time. I also would want an example of how we are expected to assess student learning at this time. I believe it will be motivating for all kids and am excited to try it. So often we ask our kids to write word problems. Having these language routines become automatic will help them successfully write and solve word problems. I think the 2 step word problems will be easier for my students as well.
I think the math language routines will help cultivate a lot of discussion for daily concepts. These discussions will help students access the mathematical language and lesson vocabulary. I especially liked the examples of sentence frames to support student language production. The table of language functions with sample sentence frames and question starters will be very helpful when leading the daily math language routines. I printed them and plan to make a bookmark, so I’ll have them handy when leading the discussions. This reminds me of a bookmark I used to use when leading math talk discussions when introducing problem solvers.
ReplyDeleteI think math language will easily fit into kindergarten daily routine. Specifically looking at MLR2 Collect and Display. We do this often in reading, writing, and science. I do it sometimes in math but after reading through the routines, it made me pause and think, "why don't i do it more often?" Just like we use in reading and writing students can use the charts to refer to, build on, or make connections with during future discussion or writing.
ReplyDeleteI like that there are structures for each of the language math routines. I also appreciate the sentence stems that are provided. I foresee myself relying on these while my students and I work to become more fluent in these language routines. I watched a couple of the videos from the math language routine playlist and then I went to the IM website and looked around the 1st grade section. I found the math terms organized by unit and they have already wrote definitions for each term! I think that will be really helpful in building common language with these routines.
ReplyDeleteThat playlist really helped bring these language routines to life for me. These routines are embedded into so many of the Illustrative Math lessons - I think it would be appropriate to show some of these short videos prior to teaching one of the routines to help support kids in what they look and sound like. So good!
ReplyDeleteI think math language routines are important to make sense of math language as well as helping them acquire math concepts and vocabulary. In Kindergarten, having a routines and charts students can utilize is an important to make connections with as they solve problems. I think a lot of deliberate modeling will be necessary for kids to feel successful and confident as they ask questions and use math terms.
ReplyDeleteMath language routines are extremely beneficial and help students "dive in" in a completely different way. I am excited to try these routines with my students. I have heard about the "Info Gap" routine being used by our math lead this year. When she told us about this, I was instantly intrigued by the idea of this. So often, my students want to pull the numbers out of the story problem and jump to the solution. This activity makes students think about the information that is needed to solve the problem and think about it in a more critical and intentional way in order to get all of the necessary information they will need to solve it. Instead of pulling numbers and jumping to the solution, they are forced to slow down and think about the problem and the situation that is being presented to them. I also loved the activity called "Co-Craft Questions". Just as it is encouraged in the math warm-ups, this is a safe entry point for all students to think about what they could ask before getting to the problem solving side of the activity. I can't wait to try these new activities with my students!
ReplyDeleteYes! I also was intrigued by the info gap one as well, I see the same things with my kiddos as well! I think that this will be a very powerful activity to do with my students! I love that it is intertwined within this curriculum so that we can really do this consistently.
DeleteLearning vocabulary through math language routines is such an important instructional practice. As I was reading this section, I couldn't help but think of my LETRs training and the vocabulary component of the science of reading. Not only does building mathematical vocabulary help deepen conceptual understanding, it also helps develop word recognition and comprehension in reading and writing. Vocabulary and comprehension are highly correlated- like 50-60%. Vocabulary is the most important factor in successful reading comprehension, That is why it is important in all subject areas to build this knowledge. This is especially important for our ELL students that need more deliberate and intensive instruction. That's what is nice about the familiarity students will feel from learning the routines. They will soon begin to be familiar with the process of each type of routine, which allows them even further to focus on the new learning. I'm excited that these routines are automatically built into the program, also.
ReplyDeleteI made the same connection with LETRS and the importance of vocabulary/oral language and support for our ELL students. I think the sentence stems will help all students with sharing their understanding and strategies. Story problems can be tricky for my students. I'm excited that the MLRs will help me learn the framework to provide more opportunities to define vocabulary and clarify meaning of problems.
DeleteI love how IM focuses on developing math language as it gives the students the ability to talk about what they are doing and develop a deeper understanding using mathematical terms. The were multiple language routines that I liked, but one that really stood out to me was collect and display. I liked this routine because it allows me to pick out language that students use when solving problems and the steps they did to use the problems. I also liked when students got a chance to look at the language, they were able to pull out key ideas of what was actually happening in the problem. The math language playlist of the different routines was extremely helpful to see just how the routine worked.
ReplyDeleteI think having the focus on vocabulary will also help students when they are asked to justify or explain their thinking. IT will give them the vocabulary tools to write a good response.
DeleteThrough the LETRS training this year, I have become much more aware of the vocabulary and language I use and how I use and teach it. I am excited to connect this to math, as well. I appreciate the sentence frames, I use these with reading and other discussions and appreciate the motivation to extend them there as well as using them in math. I enjoyed watching several videos and I like the idea behind the Info Gap and Modified Info Gap strategies. I like how they move the challenge of mathematical thinking from the teacher to the students, while still providing scaffolding!
ReplyDeleteMath language routines are something that I think most teachers do naturally already but having them laid out intentionally and woven into the curriculum is exciting. As I was reading there were quite a few thoughts that gave me pause and made me stop to ponder. Having spent many years in buildings with high EL numbers, those students were the first to come to mind. How does I.L. support those English Learners? It was nice to see the optional MLRs gave access to the language routines to the EL students you may have in your classroom. The next thought I had was how it seems to me that many of these language routines will naturally lend itself to great peer-to-peer math conversations. Great math conversation almost always leads to the ability to conquer higher level math tasks. Since beginning this class I've loved the idea of less scaffolding. After watching the video in lesson 1, I've tried to adopt this mindset more often in my instruction. Again, it's exciting to see that this is core value in I.L. Lastly, I'm a big fan of "Clarify, Critique, Correct". I've always seen a ton of growth and success when students can critically analyze peer work.
ReplyDeleteI am excited to incorporate the math language routines into my math lesson. I watched many of the videos because as I watched each one I could see how it would help my students dig deeper, and improve their understanding. I loved the info gap. The back and forth of the questions and explaining could really help students justify their answers. So often my students will know how to solve a problem in their head but not have the language to describe or justify how they solved the problem. When I watched the video on co craft questions I could see how it would give students the scaffolding to deeper conversations about math and improve their output. Finally the 3 Reads video will really help my students to slow down and think, not just rush to an answer. So often when they incorrectly answer a problem it is because they quickly read through the question and thought they knew what to do. I like how with the three reads strategy students will analyze and think about the questions and what is needed to solve the problem. I teach the highly capable students at Lake wilderness and these students have always finished their work quickly. They have started to think that if I finish first or quickly that shows that I am smart. But as they are given more challenging problems they do not have the grit or stamina to keep working and will often want to stop. I think these language strategies will help us to slow down, think, analyze, and dig deeper. They will help us be better mathematicians.
ReplyDeleteI really enjoyed watching the videos to see the routines come alive. I was struck by how powerful they can be as far as helping students feel more invested in their learning. I was also amazed to see general education thinkers, and as always wonder how this will play out for our resource room students. I appreciated the sentence stems as a way to help my students with language disabilities access the routines. I will be pushing in to a 3rd grade class with my resource students in the fall and I can't wait to see how it all works, and where our learners might need more support.
ReplyDeleteWatching the routines in action was really neat! I enjoyed seeing students at a higher level because it shows the value in starting this language early and incorporating these routines at the primary level so that they have these strategies and routines down.The three reads routine is great for slowing students down and helping them really take problems apart before just diving in. It's really exciting to think about how student language is going to develop using this new curriculum and more engaging approach. I think many students are going to now only show more ownership over their math, I think they will also start to enjoy it more and grow in their confidence.
ReplyDeleteI am excited to implement math language routines into my classroom. In first grade, students are still building that vocabulary understanding and use, and this will help provide opportunities to learn and practice their oral language skills. I really liked the three reads routine as it reinforces the importance of reading with purpose and target specific things - what the problem is about, what the values are and what they represent, and how they can use the values to write an equation to solve for a question they have. The collect and display routine will take some balancing for me. It sounds pretty fast paced trying to interview and collect student thinking, charting and displaying before the synthesis piece. It will definitely give me an informal assessment of understanding as well as help students deepen their thinking, engage in conversations with peers, build confidence, and clarify understanding.
ReplyDeletei am so happy that IM puts such an emphasis on Math Language Routines! In teaching the first unit of our curriculum to our 5th graders, I was able to try some of that out and I was so pleased with the conversations that my students had. It particular, we did a "Information Gap" on Volume. My students had to ask questions to find a specific volume. The vocabulary that they needed to use was so helpful in setting them up for success in lessons to come. Students that may not have high level academic words in their vocabulary were able to add to their tool box during this routine. it was really cool to see the kids help one another out and communicate in a way that was productive and meaningful to them. I also think that the language routines are so important to help aid students in communicating their needs when misconceptions or confusions arise. They are better able to ask their peers and myself what questions they have and to articulate what they are curious about!
ReplyDeleteI am looking forward to math routines in the math curriculum. I have used several now – not consistently but when I do it is an enriching activity. It is highly engaging ad the students love number routines including notice and wonder, estimation station, using whiteboards to show answers with number talk and which one doesn’t belong. It is always fascinating to watch how answers to problems are solved and how students enjoy finding elaborate ways to think out the answers to problems. I am curious of course about time (as usual) because these take time. I love the idea of standing in the middle of the room and watching small groups evolve and solve equations. I watched the video on math language routine and was interested in how that would work in 3rd grade. How do we build students up to the point they are comfortable with asking those info gap questions with one another. Challenging each other like this will be so interesting as a teacher to monitor and observe.
ReplyDeleteThe math language routines are so helpful for kids by breaking down the barrier of the words/reading comprehension and lead them toward the actual math. I really noticed a connection between LETRS and the importance of building vocabulary. Without understanding the question or situation, how can a student possibly answer it accurately?
ReplyDeleteI love the idea of having math language routines. I watched three-reads and co-crafting questions. It was really nice seeing/hearing these in action with a real teacher and real students. As a math lead, I have had the chance to try these out this year. I do remember walking through three reads with my class. They definitely dug a bit deeper each time we read through the question. They noticed more and were able to make sense of the problem in a way that made it clear in their minds. I feel like we also did some co-crafting of questions, but I don’t remember the curriculum specifically pointing it out as a language routine like I do with three reads. Anyways, the students almost always asked questions that were very similar to the actual question that ended up being presented. Thinking about the situation really gave them the opportunity to buy into the problem and think about their own wonders. This one was powerful and set the tone for learning and engagement.
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ReplyDeleteI really liked reading the advancing mathematical languages becuase it made me really think about the purpose behind each of the strategies that I have tried when I taught a few of the lessons. I think going back to this after the first few months to recap the reasons why the lesson or activity is set up would be powerful! The collect and display stood out to me because I haven't gotten good at that one and I feel as though that could be a really powerful one.The problem data one is also one that seems like it would be powerful but I am nervous to try it. With some of these I feel like I just have to dive in and give it a try before I can reflect on what to change. I also liked the three reads- I have heard of a lot of strategies and I think I have seen this one before but I do not remember where. The initial thing I loved watching one of these videos was the sentence stems right next to her. I feel like next year I want a location in the front of the room where there can be sentence stems to help build that vocabulary!I also really enjoyed listening to what her questions were, they were really on point and allowed for the students to answer the questions by using language and knowledge.