Introduction In Yorba Buena high school, English Language Learning (ELL) student face obstacles connecting with the textbooks and comprehending the academic content. Section 10.1 of the Algebra 1 textbook (Larson, Boswell, Kanold & Stiff, 2007) is analyzed for comprehensibility and strategies to support students to connect with the text at intellectual level (Vacca, Vacca & Mraz, 2011). The chapter ten of the textbook will be thought at a tenth grade class during the week of March 11, 2012. Most of the learners in this Algebra 1 class are classified as level three and level four ELL students (California department of Education, 1999) and most of the students speak fluent conversational English. A page from section 10.1 of the Algebra 1 textbook is included (Appendix A, Figure x), page consist of about 250 words and defines five new content specific low frequency vocabulary. Text book Analysis Section 10.1 of the Algebra 1 textbook analysis is performed in the context of a specific classroom, students, reading proficiency, and learning goals. In essence textbook is evaluated from reader’s perspective and the learning of complex and abstract mathematical models. Chapter 10 objective is to develop foundation to graph and solve quadratic equations (Larson, Boswell, Kanold & Stiff, 2007). Applicable California Common Core Content Standards for Mathematics are moderately vigor and requires students to: 1. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. (Common Core Standard A-SSE-3b) 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales (limit to linear and quadratic). (Co... ... middle of paper ... ...(Exhibit C, Figure 3) of Concept Definition (CD), (Vacca, Vacca & Mraz, 2011, p.256). Graphic organizers are effective tool in conjunction with sheltered instructional pedagogy to scaffold ELL students to access grade level content. Works Cited California department of Education. (1999). Retrieved on March 10, 2012 from http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf California department of Education, K-12 California’s Common Core Content Standards for Mathematics (2010). Retrieved March 10, 2012 from http://www.scoe.net/castandards/agenda/2010/math_ccs_recommendations.pdf Larson, R., Boswell, L., Kanold, T. D., & Stiff, L. (2006). Algebra 1. McDougal Littell/Houghton Mifflin. Vacca, Richard T., Vacca, Jo Anna L., and Mraz, Maryann (2011). Content Area Reading: Literacy and Learning Across the Curriculum(10th Edition). Boston: Pearson.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
After completing the matching portion, the students will then answer four questions. The first question will ask the students to write down any similarities they notice in the graphs. Next, they will answer what differences they notice in the graphs. Thirdly, they will describe how they labeled the independent and dependent quantities in each graph. Lastly, they will analyze each graph from left to right and describe any graphical characteristics they notice.
When explaining the topic, I was completely lost and had trouble catching up but as soon as there was a demonstration, I soon caught on and was able to complete each equation with confidence.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Analysts will input the following information into a simple linear regression model provided in Excel QM using a simple linear regression formula Yi =b_0+ b_1 X_1. In FIGURE 1-3 the highlighted Coefficients are provided. The b_0 is -18.3975 and the b_1 is 26.3479, these coefficients are added to the formula that is represented in figure 1-4.
Smith, J. J. (2002). The use of graphic organizers in vocabulary instruction. M.A ResearchProject:KearnUniversity http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED463556&ERICExtSearch_SearchType_0=no&accno=ED463556
Sixth grade students in middle school have difficulty comprehending expository text. This results in students not understanding the assignments they read from the science textbook. Students lac...
My first impression after reading the title of the article “Three Views of Content-Area Literacy: Making Inroads, Making it Inclusive, and Making up for Lost Time,” was that this was going to be an article entirely about the importance about using literature within a given content area. I believed that the three sections could be translated into the uses of content area literacy in the future of education, making content literacy included into base curriculum, and how to do all of this in a limited amount of time. After reading the entire article, it came to my attention that because of my assumptions I was just like the teachers burying their faces in the newspaper and disregarding the importance of the information placed in front of them (Hoffman, Topping, Wenrich, 2006, p. 159). Upperclassman from my area of content had discussed with me the lack of value that a class about content area literacy would provide for someone who would go on to teach ensembles in secondary institutions or higher. I now know that these views are equal to those of the ignorant teachers from the first story in the article. We believe that as content specialists that the concepts of reading and writing have no place to be taught in our classrooms, however the article has helped me realize that as future educators we need to put down the paper and listen to what is really being said about content area literacy.
In our schools today, literacy should not just be a task for the English or Reading teacher. Instead, literacy should be a shared venture by all teachers within all content areas. Teaching literacy in all content areas is important because a teacher with a solid understanding of teaching literacy in his/her content area will tremendously help all students achieve greater success on class assignments and standardized assessments. There are three main points that surround the idea of teaching literacy in all content areas. Teachers need the necessary skills and knowledge to teach literacy, once the necessary skills and knowledge are gained then there is justification for teaching literacy across content areas, and
A subcomponent of written communication is visualizations. Visualizations as discussed earlier can be as simple as a picture or graph and most commonly used in aviation as maps and charts. Most newer aircraft display a moving map to increase situational awareness and geographical location of the aircraft. This visualization tool quickly and precisely indicates where the aircraft is located so
In class, we have been focusing on the explanation of what Literacy III: Research and Pedagogy in Content Area Literacy actually means. Content Area Literacy is defined by as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna and Robinson 1990). Because of the explanation of the class, I feel as if I am learning about the background and deepening my knowledge and understanding of the class as a whole. Content Area Literacy gives each subject areas a reason to include reading strategies in those lessons. These subject areas include mathematics, science, history, and English (Hodges 2015). When you can include reading strategies in these lessons, you are expanding student’s horizons and giving them multiple exposures. I think that this is extremely beneficial in the all classrooms. As for the negatives on Content Area Literacy, it should be noted that teachers should not only focus on reading during the other subject areas. Teachers need to have a medial balance between the content area and the literacy strategies
...atics in six countries, Mathematics Teaching in the 21st Century, Center for Research in Mathematics and Science Education, Michigan State University.
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26. Retreived from: http://math.coe.uga.edu/olive/EMAT3500f08/instrumental-relational.pdf
Council of Chief State School Officers and National Governors Association. (2010). Common Core States Standards. Retrieved from http://www.corestandards.org/
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...