This document was sent to staff in order to inspire the use of or the creation of graphic organisers. This is a quick way to explicitly teach reading/comprehension skills. Students are provided with a goal for reading a text. They are also required to reread the text and to alter their reading speed as they read the text. Often these three skills are weak or they are missing from a students reading routine. In using a graphic organiser we are helping students strengthen those skills.
Thursday, 13 March 2025
Friday, 7 March 2025
Graphic Organisers -How to read a Maths Question
This Graphic Organiser works equally well in Science and Technology.
It’s no exaggeration to say that every year, I hear the same complaint from someone in the Maths department. Senior students having completed an external assessment, explain to a teacher how they didn’t do very well in the exam, because although they could do the maths they did not understand the question. Accepting the need to teach reading skills in maths is the first step to improving mathematical outcomes. Text avoidance is a major problem for our students. This method requires students to engage in a reading task instead of waiting for someone to read it to them.
The graphic organiser looks mainly at the language of a maths question. This is a quick way to explicitly teach reading comprehension skills. Students are
-provided with a goal for reading a text
-provided with a method, first look for……..next…..
-required to reread the text
-required to alter their reading speed as they read the text
-able to check how accurately they have comprehended the maths problem
Often these three skills are weak or entirely absent from a student’s reading routine. In using a graphic organiser we are helping students strengthen their comprehension skills.
Using the I Do, We Do, You Do Together and finally You Do, format (as a test) the teacher is monitoring that students are actually completing each grid successfully. When I worked with Ms David and her Year 10s, I asked a number of students to separate when we worked on the final, test yourself, grid.
It’s no exaggeration to say that every year, I hear the same complaint from someone in the Maths department. Senior students having completed an external assessment, explain to a teacher how they didn’t do very well in the exam, because although they could do the maths they did not understand the question. Accepting the need to teach reading skills in maths is the first step to improving mathematical outcomes. Text avoidance is a major problem for our students. This method requires students to engage in a reading task instead of waiting for someone to read it to them.
The graphic organiser looks mainly at the language of a maths question. This is a quick way to explicitly teach reading comprehension skills. Students are
-provided with a goal for reading a text
-provided with a method, first look for……..next…..
-required to reread the text
-required to alter their reading speed as they read the text
-able to check how accurately they have comprehended the maths problem
Often these three skills are weak or entirely absent from a student’s reading routine. In using a graphic organiser we are helping students strengthen their comprehension skills.
Using the I Do, We Do, You Do Together and finally You Do, format (as a test) the teacher is monitoring that students are actually completing each grid successfully. When I worked with Ms David and her Year 10s, I asked a number of students to separate when we worked on the final, test yourself, grid.
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