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What to Expect

Are you a dedicated educator looking to elevate your math instruction by integrating literacy skills? Welcome to "The Word on Numbers," where we explore the powerful intersection of mathematics and language. This blog is designed to be a resource for teachers who want to enrich their students' learning experiences by incorporating effective reading and writing strategies into their math lessons. What to Expect At "The Word on Numbers," my mission is to provide you with practical, research-based strategies to enhance your math instruction through literacy integration. Here, you will find a wealth of resources aimed at improving student engagement and understanding by blending the best practices from both fields. My posts are geared toward helping you create a classroom environment where students not only excel in math but also become proficient readers and writers. What's Ahead I have an exciting lineup of topics that will help you seamlessly integrate litera
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3 Read Protocol

I was introduced to this close reading strategy for math problems in an AVID math class focusing on discourse.  It is important that the teacher choose a problem carefully and be prepared to discuss difficulties that the students may bump up against. As a counter-example to this, I chose a problem for my ELL inclusion class last year in which students were asked to find the volume of a silo. I did not take into account that students would need to be exposed to what a silo was. It was perfectly fine to spend time discussing what silos were and what shape they resembled. However, I was not prepared to review this quickly which caused a loss of flow in the 3-Read protocol. Make sure you have thought of what problems might arise from the word problems you choose.  The protocol has 3 close reads. There is a bit of teacher work on the front end to remove and reintroduce the word problem.   1. First Read: the problem is read for CONTEXT. Numbers are removed; questions are removed. Students ma
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Guest Post: Embracing Literacy in Every Classroom

One of my favorite people at my school is Sara Kelly. She is an advanced ELL ELA teacher with 20 years in education. She has a B.M.E. in music education from the University of Kansas and a TESOL certification from Arkansas Tech University. She is a constant source of great ideas and loves data more than any non-math teacher has a right to! I invited her to share her thoughts about literacy in non-ELA classes. I hope you appreciate her perspective on the importance of all teachers teaching reading.       How many times have teachers sitting in professional development been told that everyone is a reading teacher? I can vividly remember this phrase being uttered in the early years of my career, one where I was a young choir teacher who thought to herself, I have enough to worry about in my class, now I’m expected to teach reading? However, as I have matured, reflected on my classroom teaching, and, more recently, switched careers to an ELL English teacher, I realize that, yes, we are all
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