Scaffolded Grid for Maths Problems

This can be adapted for more advanced equations or problems. Physics, film studies, and any form of problem-solving which can be set out in a grid can be scaffolded this way. For example, students can work backwards from the answer. A set of products and factors can be supplied for students to cross off as they use them.

Teacher Observation: Literacy in Maths

Often there are a few simple strategies a teacher can add to enhance student literacy.

• background readings
• keyword and prediction exercises
• think-aloud
• visualization and vocabulary matching
• language and structure discussion about the question  -the meta language

Literacy Enhanced Lessions

We've looked at Ferguson's Fettuccine Recipe in another post. The Do Now exercise is a vocabulary-matching task, next, there is a language grid and then a Gantt chart. The language grid helps students understand the structure of a procedural text and procedural sentences. It helps students become aware that procedure statements begin with an instructional or action verb. It is also worth explaining that the word order is the opposite of most sentences in the English language. Ferguson is also asking the students to notice the modal adjunct or modifiers used in written instructions. When students fill in the grid, it forces them to vary their reading speed as they find the relevant information.

Another way in which students are encouraged to reread the text is through the Gantt chart. The Gantt chart is a structured overview, a hierarchical graphic. Again students need to reread the text with a specific goal in mind. They must vary their reading speed as they decide the order of each task. Best of all, the students are encouraged to visualise each task as they match the steps to the time chart. The process of visualising is helped by the addition of sequenced images that match the instructions dice, brown, boil, and serve.

Literacy in Curriculum Subjects, Inquiry Presentations

While preparing for the CoL Inquiry presentation, 'Where are we at?' it occurred to me that my inquiry depends on teachers sharing their literacy-based lessons with me.

Ms Rani is teaching MRS c GREN as a mnemonic to help students learn the test used to determine if something is living or non-living i.e. the life processes. Rani is also helping students to access the text by providing students with a list of key terms and by asking the students to scan the list before writing a Prediction. In addition, she has asked students to list any vocabulary words they do not understand. Students are encouraged to define these terms.

Another literacy feature in the lesson is the Finding Information grid. Students are required to find evidence for key aspects of the living process. The grid helps students work to determine important details within the text. This is a reading skill which students often lack. It is also a research skill students need to work on to improve their comprehension. Overall, this strategy encourages students to employ various reading speeds and it asks them to reread the text with a goal in mind. It is the first step in helping students avoid blindly using the cut-and-paste strategy.

Teacher PLD

Over the past few weeks I've run various PLD sessions. One For staff on the usual Monday morning session and one at the Manaiakalani ToD. There few resources beginning to appear. The first is a simple vocabulary matching exercise for a Yr 12. Mr Cunard is helping students learn the complicated vocabulary and definitions of fitness.




Ms Apelu has used a scanning exercise to help students read an article on banning Tictok from Parliamentary Services. Before they are given the article to read, students should write a prediction.