March 3, 2007 at 5:45 pm | Posted in uncategorized | 15 Comments

What are some ways you can incorporate ELA standards into your content area?

What makes literary response and expression (Standard 2) so difficult for MST teachers to incorporate in their lessons?

Which aspect of literacy (reading, writing, listening, speaking) do you think will be the most difficult to incorporate in your MST lessons?  Why?

Post written by Kerry, Cathy, Andrea, & Shawna



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  1. This is how I understand the ELA standards
    Students will read, write, listen, and speak for
    1) Information and Understanding
    2) Literary Response and Expression
    3) Critical Analysis and Evaluation
    4) Social Interaction

    In general you can have the students read the textbook and other related literacy promoting items. They can do homework and take tests to demonstrate understanding and critical analysis. They can work in groups/teams for lab work and give presentations to demonstrate social interaction.

    We have to be more creative for ELA(2). We could have the students write a story fiction or nonfiction about some aspect of the content area. In our text the authors mention;
    E=mc2: A Biography of the World’s Most Famous Equation
    It is difficult for MST teachers to incorporate ELA standards into the classroom because in the past they have really never been expected to do so. I think it adds an exciting twist to MST education.

    I think that public speaking would be the most problem for high school students to overcome. As you can see some colleges have courses that focus on this issue.
    click here At RIT we also had a mandatory course in Technical Writing and Communication where we had to learn public speaking. In order to overcome this fear the students should probably give 2-3 class presentation a year.

  2. Before I start, I am going to try and hyperlink to the http://www.nysed.gov, http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm and http://hickstro.org/2007/03/10/doug-fishers-improving-adolescent-literacy-strategies-at-work/ websites but in case it does not work again I have written the sites for you.

    The New York State English Language Arts (ELA) learning standards are available on the
    http://www.nysed.gov Hyperlink website. I could incorporate the ELA standards into my grades 7-12 science classes by having the students meet standard 1 by reading, writing, and speaking for science information and understanding. Standard 2 and 3 would be addressed as the students read, write and listen for literary response, expression, critical analysis and evaluation. Standard 4 will be addressed as the students read, write, and listen for social interaction through personal journals, group discussions, emails and blogs to other people.
    I would have my students read newspapers, periodicals, magazines, journals, speeches, interviews, short stories, films, poems, essays, plays, websites, blogs and fictional and non-fictional trade books that are related to the particular science lessons throughout the year. The students would be assigned to use school and library resources to obtain this written material. The students would be assigned to define unfamiliar words in a journal notebook, identify the purpose of the reading, discuss the readings in groups, take notes on important facts, cite sources of information in bibliography and footnotes, use charts and graphs to describe the information, give reading presentations to the other students and write reports on the readings. The students would form opinions on the subject by evaluating reading material. During the presentations and group discussions, the students will be expected to listen respectfully and responsively. They will use visual and technology to enhance their presentations. The students would be required to use correct grammar, spelling and punctuation in their journals and written reports.
    It will be difficult for MST teachers to incorporate standard 2 with science classrooms because this standard deals with literary response and expression by reading and viewing short stories, poems, novels, films, plays and essays. It could be hard to relate science content with these literary genres. It is much easier to find trade books, magazines and newspaper articles dealing with science subjects. It could be difficult for these other genres but not impossible if careful thought is put into it. For example, there are songs and poems a teacher could find that are about pollution and not taking proper care of the Earth. The themes behind these poems and songs could be related to science standards.
    I believe it would be easy to incorporate all four aspects of ELA (reading, writing, listening, speaking) as I mentioned the examples above. If I had to pick one difficult aspect for all my students it would be reading. That is the foundation for obtaining scientific information but unfortunately I think some children if not many junior high to high school children do not have an interest in reading. Doug Fisher has a website at Literacy strategies Hyperlink.

    Mr. Fisher said literary strategies such as KWL, anticipation guides, quick write assignments, and demonstrations can be given to build a background on the subject. These pre-reading activities can get the students thinking about the content to be read. KWL activities are a good way to find out what the students know, what they want to know and finally what they learned.
    Literacy strategies Hyperlink.

    The students can construct meaning from what they read and learned. Read aloud or shared readings can be done to get the students interested in reading as it is a social activity.

    . My goal would be to make reading interesting by showing the students different sources (electronic, newspaper, magazines, novels) that they could relate science lessons to real world connections.
    I would rank public speaking as second for most difficult to use ELA in the classroom.

    As Christian said I think that public speaking would be the biggest “problem for high school students to overcome”.

    I know I was shy in high school especially getting up in front of the class to speak about an assignment. Public speaking takes practice before most people are comfortable at it. I definitely think teachers should use public speaking in their classrooms to help students get over the fear.

  3. Shocked and horrified, Diana looked down at her first AP lab report grade. Needless to say it was far below what she had expected. Where had she gone wrong? There was an introduction, hypothesis, results, discussion and conclusion all neatly wrapped up in three short pages. Writing was never her strong suit, but short concise scientific writing generally fit her well.
    When her teacher explained that her lab report needed to be longer, with more detail and deeper thought, Diana was skeptical.

    “Science is not about writing, when have I ever been graded on writing in a science class?” she reflected to herself.

    This story is my first experience with real writing in a science class. At first it was a shock and a struggle, but after working with my teacher I began writing thirteen page reports worthy of an “A.” When it came time to write a lab report in college it was a breeze.

    If my earlier science teachers had incorporated more ELA into their classes my A.P. biology class may not have been such a shock. However, even in A.P. biology our ELA was focused on technical lab writing and textbook reading.

    Having looked closer at the ELA core curriculum standards: http://www.emsc.nysed.gov/ciai/ela/elacore.htm#912 they have four basic parts: reading, writing, listening, and speaking. Each part contains gathering information, response/expression, critical thinking and social interaction. Because these skills are used by real scientists in “real life,” they are a necessary part of any science curriculum.

    Reading is often incorporated in to a science class through textbooks. However there is a much broader range of reading material out there that is more engaging than a textbook.

    As Paul said: I would have my students read newspapers, periodicals, magazines, journals, speeches, interviews, short stories, films, poems, essays, plays, websites, blogs and fictional and non-fictional trade books that are related to the particular science lessons throughout the year.

    Reading standard 1 states: Students will read, write, listen, and speak to gather
    information and understanding. This is particularly important in science and could be incorporated into many research projects. Knowing where to get information and how to use it is invaluable. Every science teacher should consider having students read papers from peer reviewed journals. Although these are often tough, dry and boring, they are the basis for many college classes and projects. Teaching students strategies for breaking these papers down and understanding them will make the transistion to college science much easier.

    Writing can be incorporated into a science class through research reports to lab reports, and daily journal writing. Scientists record everything they do and you can emphasize this with your students. Having students read other peoples’ experiments and write critically about them is a good way to incorporate standard three. (Students will read, write, listen, and speak for critical analysis and evaluation). Ask your students if the experiment follows proper scientific method, has all the proper components, if the conclusions seem valid and how it can be improved. Question 56 on the august 2006 Regents exam has a question that addresses this: http://www.nysedregents.org/testing/scire/livenv806.pdf

    Speaking and listening can be incorporated through project presentations or a poster symposium. Having student use rubrics to grade each other is a good way to ensure everyone is listening and evaluating each other. This will also address social interactions.

    Standard 2: Students will read, write, listen, and speak for literary
    response and expression. This is difficult for science teachers.

    as Paul noted: it will be difficult for MST teachers to incorporate standard 2 with science classrooms because this standard deals with literary response and expression by reading and viewing short stories, poems, novels, films, plays and essays. It could be hard to relate science content with these literary genres

    However there are some movies that have some content, or you can have student look as Hollywood’s portrayal of science. They could learn to distinguish pseudo-science (aliens, witch craft etc) from real science.

  4. I responded to this question and I don’t see my comment. This is just to see if my computer will post any comment.

  5. While my lack of experience as a teacher means I have not had to comply with ELA Standards in a math classroom yet, I don’t accept the premise that this should be an arduous undertaking. The standards are basic with details open to wide applicability. Students will read, write, listen, and speak for 1) information and understanding, 2) literary response and expression, 3) critical analysis and evaluation, and 4) social interaction. Guidelines for accomplishing these are set forth in the ELA resource guide, but the actual mechanics of how these are achieved is totally up to the teacher and can be a great opportunity for some creativity.

    Through my field experience observations I have watched classrooms where reading, writing, listening, and speaking are successfully utilized to convey knowledge and demonstrate mastery of concepts. In various math subjects across all high school grade levels I have witnessed many particulars of the ELA standards employed effectively. No one actually drew attention to the connection between assigned activities and ELA standards, but they were clearly there, nonetheless. Math teachers do teach reading, writing, listening, and speaking. You need look no farther than the famous word problem to latch onto a worthy example. Students have to to set up equations from what they read, solve problems through critical analysis, and express answers to these problems in proper written and verbal form.

    The site edla615 Hyperlink addresses the value of content literacy in math:

    Often when students encounter a difficult math question, the problem does not lie with the math skills involved in obtaining the solution but the interpretation of the information presented in the question. Nowadays, literacy in math has become essential given that exams such as the SAT and regents are becoming more verbal.

    Mastering mathematical skills alone no longer symbolizes a true understanding of mathematics. As in all other subjects, students need to be encouraged to use their writing skills in math. Students need to be able to explain their rationale for their work. Once students are able to verbally express themselves in conjunction to knowing when and how to apply mathematical skills, they then understand math.

    Incorporation of ELA Standards can be accomplished through a wide range of options. However, if forced to pick an aspect which would be most difficult to incorporate I would have to say writing likely would be, but only because of the misconception that teachers would not have time to use the approach. I can’t imagine the response “I just don’t have time to incorporate reading strategies in the subject material,” having any real credibility.
    With all the reading material available it should follow that the partnering activity of writing would take a larger role naturally. Poetry and short stories are two easily adaptable venues for written expression of mathematical concepts. If students have a concept mastered sufficiently to construct a story or poem it would be evident they truly grasp the material. This would open a creative alternative for assessment. Some students are better at expressing what they know through creative expression, and this option would help them show understanding without getting bogged down by the commonly dry format of math tests.

    Diana’s reflection of how one teacher’s insistence on properly writing lab reports helped her in college underscores the value of these strategies and how much of an impact teachers can have on students. She aptly notes how these skills are tested on Regents exams and how they will help sift fiction from science in the quest for answers about our world.

    Of note in Paul’s comments and links to Mr. Fisher’s page is

    writing to learn is not process writing like in ELA.

    and the amount of writing has been altered to suit student needs. It appears the voice of experience has weighed in with the pre-reading strategies necessary to optimize student learning, and leads me to think some topics go better after being introduced and practiced in class first.

    Opportunities for reading abound, and there are many different books available to meet the need in each content area. I have found several while hunting for titles for the bibliography and book talk projects. You name a genre, and you can find appropriate books. In fact, chapter four of our own text book, Subjects Matter, lists loads of sample books across all subjects specifically for this use. Even those that are somewhat elementary can easily be used at any grade level, and they may actually offer new creative opportunities. With all of the resources literally at our fingertips, it would seem shameful to ignore full utilization of this aspect of teaching.

    The reading and writing requirements have always been present; they may just be getting more attention now through formalized programs and mandated standards. Maybe we just don’t need to get all caught up on the formality of the standards and simply do what it takes to fully immerse students in learning. Maybe it’s not actually all that hard to do. Maybe it really is being done every day in classrooms all over the country in both some sort of planned and unplanned ways. Perhaps the unintended way leaves room for process improvement, but if used effectively, who should worry that it’s not called by the proper name? Then again, if it walks like a duck and quacks like a duck, it must be a duck!

  6. At first the thought of more standards to learn and the implication of those standards was a little overwhelming. I have learned the math standards for the state and the National Council of Teachers of Mathematics. I took one look at the ELA Standards book and thought about how much I hated the state standards. How ever after reading over the standards I feel that they are reasonable.
    Standard 1~ information and understanding
    The easiest to address in standard one is listening for information and understanding. My students hear lectures from me and each other in class. I use power point and internet diagrams to enhance my instructions. The students are required to include written instructions for the processes they use and describe their own thought process in words. I think speaking and reading in standard one is the hardest to incorporate.
    Standard 2 ~ Literary response and expressions
    Here I will have to disagree with Christian and Paul.

    I think that public speaking would be the most problem for high school students to overcome. ~Christian

    The key to my success with student presenting is the warm inviting atmosphere. There are no wrong answers in my class because the student was thinking and that is all that counts. Of course the students know that the mathematical answer might be wrong but I always, always, always spin it to look like they were on the right track. Even more important, I tell them how proud I am of them for trying. Because of the way my class works most of my students love to come to the board and present their knowledge to the rest of the class.
    From the above you can see that the speaking aspect of standard two is not hard for me to accomplish. On the other hand the other three aspects are much harder for me to incorporate into my curriculum. Having the students read and write short stories, poems, and other forms of texts will be very difficult to incorporate into the classroom. My students have trouble with word problems and complain that reading and writing have nothing to do with math. I know that this is the main reason why I need to integrate reading/writing literary response and expression into my curriculum. But I am unsure how or were to start.
    Standard 3 ~ Critical analysis and evaluation
    The students in my class will critically analyze each others work. This plays into the speaking and listening aspect of standard three. The students are also expected to writing out explanation for what they have done wrong on tests and homework. I find it is important for the students to understand their own mistakes so that they don’t make that same mistake again. Again I have a hard time introducing the reading aspect of this standard.
    Standard 4 ~ social interaction.
    The reading and writing aspect of this standard are incorporated in the journals that the students must write. Each day the students log what they have done and how they are feeling about the material. What do they understand or not understand and why. Even though my students are writing to learn in their journals it also fits into the processing writing because I expect proper language usage and sentence structure. I also write back to the students allowing them to ear my thoughts on how they are doing and what I think they should be working on. The students are already good at listening and speaking.
    The reading aspect of all four standard I find to be the most difficult to use only because the students don’t want to read and don’t believe it has anything to do with mathematics.

    below are a few sites I found to help planning an math literacy lesson

  7. This is again just a check to see if I can post my comment.

    I’m having a hard time for some reason.

  8. Honestly before this class I’ve never looked at the ELA standards and I certainly didn’t consciously think about including them in my lesson plans. Now that I’ve looked at the ELA standards I realize that I’ve already unconsciously incorporated the standards in my lesson plans. I truly believe that most teachers who want to teach for understanding and really want to spark their students’ interest incorporate ELA standards in their lessons and like me they may not even realize it. Like Diana Wrote above,

    they have four basic parts: reading, writing, listening, and speaking. Each part contains gathering information, response/expression, critical thinking and social interaction. Because these skills are used by real scientists in “real life,” they are a necessary part of any science curriculum.

    Any successful science teacher wants their students to master skills used by real scientists in “real life”, and to have students master these skills teachers must incorporate ELA standards into their curriculum.
    Looking at my lesson plans I incorporated reading by having students read textbooks and lab reports both of which they would be reading for information and understanding (standard 1). I even had a poem about molecules in one of my lessons. I addressed writing by having students write formal lab reports, write a research paper, and create a brochure. Listening and speaking were incorporated in my lessons by conducting class discussions and having students work in groups.
    I agree with what Paul wrote.

    It will be difficult for MST teachers to incorporate standard 2 with science classrooms because this standard deals with literary response and expression by reading and viewing short stories, poems, novels, films, plays, and essays. It could be hard to relate science content with these literary genres. It is much easier to find trade books, magazines and newspaper articles dealing with science subjects.

    When most people think of chemistry they don’t think of novels, short stories, or poems. As Paul wrote it can be “difficult but not impossible” to incorporate these literary genres into a science class. I will go as to say that it can be quite easy and fun to incorporate other literary genres into a science class. Imagine how surprised students might be if instead of introducing a new topic by having them read a chapter in their textbook their teacher read a poem or short story to them. I think trying something new with the students could bring a much-needed breath of fresh air to the classroom.
    I think the most difficult literacy standard to incorporate in my chemistry will be reading. I don’t think it will necessarily be hard to find interesting things for my students to read, but I do think it will be difficult to teach my students how to successfully read scientific literature such as their textbook. As written in an editorial titled The value of teaching reading in the context of science and mathematics from a journal School Science and Mathematics

    Instruction directly addressing reading skill development is typically taught within English or language arts classes that use novels or short stories as the teaching tool. But science and mathematics texts are different in format, structure, and purpose and require different skills. Effective learners do not read science and mathematics textbooks like novels.

    If I tell my future chemistry class to read chapter 6 and do the problems in the back for homework I’m helping students become successful chemistry readers. In fact I’m setting them up to read the textbook as a novel. As the teacher it’s my job to show students how to successfully utilize their textbook and how to use the pre, during, and post reading strategies, we are learning in this class, to read for understanding.
    If you aren’t motivated from our work thus far in GMST 525 to incorporate ELA standards in your class check out this article in the Democrat and Chronicle addressing declining student performance in reading and writing after fifth grade.

  9. Here are my two hyperlinks. I don’t know why they didn’t work. I’m obviously having a lot of technical difficulties.
    This is for the School Science and Mathematics journal.
    This if for the actual editorial in the School Science and Mathematics journal.

  10. Many of the comments I have are comparable to those that have already been posted. You will be able to see the similarities (great minds think alike!)

    I found a great website (http://accelerateu.org/standards/ela_stan.htm) that gives intermediate examples of what students at this level can do at each standard. To relate back to my content area, the following activities can be prepared:

    Listening – note taking; listening to directions about a project, lab or class issue; have students do a weekly oral report on current science news (listening to other students) and doing peer evaluations.

    Reading – give students current news and magazine articles on current science news that does or doesn’t relate to the current topic in class; read lab directions; use the criteria of scientific investigation to evaluate the significance of a known lab experiment; have students read text out loud; assign reading for homework (that supplement the lesson) to give the students the opportunity for them to read at their own pace; and read two conflicting reviews of an experiment and discuss.

    Writing- write summaries from that day’s notes; write an essay that contains information from interviews, data bases, magazines, and science texts; write a poem on the current unit; write a short position paper on a current scientific event, clearly indicating their position and the criteria on which it is based; as a criteria for a paper, have the students send e-mail messages on a computer network to scientists, etc.; do brainstorming and outlining techniques before writing a paper; teachers and students will grade their papers on punctuation, capitalization, spelling, sentence structure; journal writing; writing a lab.

    Speaking- read poem or short story to class; participate in a class debate on a social issue following the rules far formal debate (cloning, animal testing, etc); participate in small group discussions in class; give students the opportunity to give morning announcements in the class; use references to literature they have read to support their position in class discussion.

    I have done some research on what students at the higher level (website above) should be doing in the ELA standard 2. Examples that I have read are reading and reciting poems, doing short plays, writing a story, etc. Just as Diana and Paul have said, it can be difficult to incorporate these types of things into a science class, and have it be engaging and on topic. It’s important to be creative and really know what your students are interested in. Some examples that I thought of for this standard are reading and reciting a poem that students wrote on the current topic and using their researched literature during a debate to support their position. Looking back on what I used to think a science class should look like, I never would have thought about incorporating these types of literary responses and expressions into a lesson, but I now see that it is important to encourage all standards of ELA to support literacy.

    Another point I would like to make goes along with what Kerry says,

    Now that I’ve looked at the ELA standards I realize that I’ve already unconsciously incorporated the standards in my lesson plans. I truly believe that most teachers who want to teach for understanding and really want to spark their students’ interest incorporate ELA standards in their lessons and like me they may not even realize it.

    I feel that most teachers do these things without being aware that they are. If we think too much about them, we make things too complicated for ourselves.

    I think that the most difficult aspect of literacy in a science class, from the student’s point of view, is speaking. From my own personal experience, if I don’t understand something or I think that I don’t have the same knowledge base as other students in my class, I will not speak up. I think that some students will definitely be interested in the topic at hand, but especially in a science class where it can be seen as boring and too difficult, it’s important to keep things interesting and engaging for all students to want to partake in the activities and discussions.

  11. Out of the four ELA standards, the two most important to understanding Physics (and beyond) appear to be Standards 1 and 3. Since Physics is often a course used to bridge the gap to college science and/or engineering, in my class it will be important to refine students’ skills in squeezing every drop of information out of the textbook and other scientific/technical literature. Therefore, in my class I will make a point of using many during reading strategies designed to help students take notes and think more deeply about the subject matter as they progress. One method is from our textbook, p. 118, called Double-Entry Journals where students divide their notebook page vertically and keep their own comments on the text in the left-hand column and text notes in the right-hand column. (Standard 1) I wish someone had explicitly taught me how to read and take notes effectively! Another way to incorporate ELA standards into Physics is to simply have students write more – particularly when explaining the reasoning process used to solve problems. (Standard 3) I found another interesting place to pick up literacy strategies for science classes. The Stanford Teacher Education Program (STEP) had students keep notebooks from 1999 – 2003 with strategies for integrating language and literacy into science. They compiled a long list from a wide variety of sources, and the ideas they came up with are really interesting. I encourage everyone to check it out.

  12. I too am having trouble submitting.. maybe too much blather on my part?!… here’s the Part II.
    Standard 2, literary response and expression, is a bit more difficult to addresss in a traditional Physics class. Generally, in order to cram in all the required content, Physics teachers stick to the textbook like glue. I can’t picture ever managing to have the time to squeeze in analyzing a novel or a play during Physics class because those media simply don’t address any of the content standards. In the same vein, writing poetry or listening to dramatic readings don’t quite fit into the syllabus either. But, as Christian says, with a little creativity, it may be possible to address the ELA standards from our scientific point of view. For example, on page 4 of the Preface to the NYS Physics Core Curriculum there is a statement: students should appreciate the significance of these accomplishments (sic. pivotal historical moments in our field) and teachers should foster this appreciation. One way to fulfill this history requirement and the ELA standard 2 is to have students read biographical sketches about and essays authored by pivotal scientists. To fulfill the listening portion of standard 2 students could listen to segments from the National Public Radio showScience Friday when the topics pertain to our content area.In terms of overall difficulty, I agree with Paul, and Diana, et al. that the “speaking” portion of all four ELA standards will be the most difficult to incorporate into my science lessons. The first and most difficult to admit reason is that I come from the ‘traditional’ lecture, lab and textbook read/solve problems method of schooling. The first class I ever took in college that didn’t require notetaking was here in the MST program, where I’m working on my second Masters degree. It was a huge culture shock for me to have to discusss things in a small group setting. I was of the opinion that I would prefer to get my money’s worth and benefit from my instructor’s knowledge, instead of my peers’ minimal or lack-of knowledge. Although I am slowly coming around to this new idea of “sharing”, old habits die hard. Also, from my classroom observations I noted the difficulty teachers had in ensuring they covered all the required content in one year. Although it might be beneficial for the students to create multimedia presentations, it will also be difficult to jam these research-oriented projects into the semester. As a novice teacher, and as a pessimist, I don’t picture using very many “integrated” projects in the near term, though the idea of having students delve deeper into some topics is greatly appealing. It is definitely the goal I will be working toward.

  13. When I first hear the word “standards” I cringe. The MST standards are very wordy and confusing. After I read the ELA standards I thought it was not fair that they are so straightforward and pretty easy to understand.
    When I was thinking about how I could use theses standards I was surprised on how much I currently use the ELA standards and how much more I could think of. One assignment that I give my students is that they have to e-mail me once a week. They have to tell me if they understand what is going on in class or if there is something they just don’t understand. I could change this by having the student’s blog and answer each other’s questions instead of me answering all of them. I have a bulletin board in my classroom called “Math in the News” where I put up all the different articles that I find that have anything to do with math. Instead of just putting them up on a bulletin board I can actually assign them to read the articles and have a class discussion about them.
    In Math B the students have to geometric proofs, while they do this they have to write statements and reasons in sentences. To make this more connected to the ELA standards I could have them write a paragraph instead of just statement/reasons. I would conceder this to be part of the writing standard, and I think that proofs are also is involved with critical analysis.
    In my classroom students do a lot of the practice after I teach them the process of the problem. So, there are a lot of students being up and talking to the rest of the class and the rest of the class has to listen to them if they didn’t get it when I taught it to them. My students have a lot of discussion on the problems that we do or the homework problems to make sure that they all understand how do to the problems.
    What Michael said about math teacher teach ELS everyday, by word problems really got me thinking. I teach word problems but never thought about actually making sure the students knew how to read them properly. I just gave it to them and told them to read it. I never had a problem with a student not understanding what the problem was saying but that doesn’t mean that I will never have a student that can’t understand the word problem.

  14. part II

    Standard 2 – “Students will read, write, listen, and speak for literacy response and expression” could be a hard ELS standard to incorporate into a MST lesson if you are not willing to do the research.
    The reason that I thought that the read portion of the standard is that I never thought that there was a lot of literature would relate to math. Then I read the textbook “ Subjects Matter: Every Teacher’s Guide to Content- Area Reading” and on page 83 they give a list of books that you could incorporate into a math classroom. Also on line there are a ton of books that relate to math. I have even read some of the books on the list and did not think to use them in my classroom until I read them in the textbook.
    Writing is hard standard to incorporate into a math classroom. The second standard says that the students should write original stories and poems. There is not much to write about in math. I had to try pretty hard to find an example of how I could get my students to write stories, the only thing I could think of was to write their own word problems. I think that that is stretching the standard.
    Listening, says that students should stage plays, dramatics readings, and films. I am not sure that I would go and see a movie that is all about math. I think that it would be pretty boring. There are movies that have math as a background but not a movie that is all about math that I would feel that it would be useful in my classroom.
    The final part of standard two is speaking. This is the part of the standard 2 that I think would be the easiest. My students speak all the time, they sometimes work in small groups and other times have whole class discussion. They do not necessarily follow the standard to a tee but they touch part of it.
    One complaint that I have and that other math teachers have is that we don’t have much time. I know that there are years that some of the other teachers didn’t get thought all the math topics, so how are we suppose to incorporate the ELA standards into our lesions. I know that incorporating the standards are very important and I will that I could have my students read all the book that I found that incorporate math.
    When I first thought about what would be the hardest reading, writing, listening, or speaking my first though was reading. Math books are the hardest textbooks to read. But after doing the Annotated bibliography I am going to say writing. There is a lot of book/poems/magazines that relate to math. My students also listen to me everyday and each other. They also speak everyday during class, they don’t hesitate to ask questions. So, I am going to have to disagree with everyone so far and say that writing would be the hardest. In math class my students write when they are taking notes but they are writing mathematically.

  15. The ELA standards at a glance seem entirely independent of the MST standards. However, when taking a closer look into each set of standards you can see that the ELA standards are intricately related in everything that we do. The ELA concepts are at the basis of the knowledge in which we wish to impart to our students. Many students come into the math classroom expecting to see only numbers and some get a bit frustrated when they realize that it is more than that. It is all good and well to teach the student the mathematical concepts and mathematical theory, but unless that is coupled with instruction on the application of these theories then they will be useless.
    ELA standards are incorporated in class everyday, everything from having students write out how a problem would be solved to presenting their solution to the class. Students write up their work and then peer evaluated for correctness. This process deals with all aspects of Standard 3. There is a lot of group work involved in math, Standard 4. Standards 1 and 2 are interwoven through everything we do. Word problems are an especially appropriate example.
    Standard 2 is present but not as evident. I address this standard through requiring my students to write stories pertaining to the mathematical concepts of that unit. This may not be specifically evident in everyday lessons, but it is underlying.

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