Routine Inclusion of Academic Standards – Example Chart



SUGGESTED T-CHART ACTIVITIES

Pre-Reading Activities

• 1 minute preview : Have students skim the front page of the T-chart and answer / discuss questions meant to engage the reader and give a purpose for reading. The questions would center around decoding the structure and organization of the T-chart, the identification of potentially problematic vocabulary, and identifying the essential math concept to be learned.

• Survival Words: Have students make a chart that has the following column headings: Word A B C D Meaning. Have students copy each vocabulary word down in the first column of the chart and check the appropriate category for each word: A. I know the meaning, and I use the word. B. I know the meaning, but don't use the word. C. I've seen the word before, but I don't really know it. D. I've never seen the word before. Ask students to write the meanings of as many of the words as they know in the Meaning column. After students have rated their word knowledge and written their meanings, break them into groups and ask them to share with each other the meanings they are most confident about. Then go over their charts with them, answer any questions, and give them additional information about or help them clarify words with which they still have difficulty.

• Prediction Journal. The prediction journal is designed to ask five key questions whereby students:

a. Engage prior knowledge

b. Make predictions

c. Identify major concepts to be learned

d. Clarify student purpose for teaching

e. Identify reading strategies used during the reading assignment

During Reading Activities

• Graphic Organizer: Have students create a graphic organizer to identify similarities and differences between what is being presented on the CTE side versus what is being presented on the math side. In essence, the students should be able to create their own version of the teacher's script.

• Post it Notes. Have students use small post-it notes or a highlighter to mark sentences, words, formulas, etc. that they are unable to comprehend while they are reading.

After Reading Activities

• Writing To Learn Strategy: Read all Instructions Before Operating! Have students write instructions for how to solve a problem or skill they have just learned by reading the T-chart. If students were able to comprehend the reading, they will be able to write the steps in their own words.

• Post it Notes: Using medium sized notes, ask students to write down one important step in the mathematical process described in the T-chart. Collect the post-it notes and have the class place them in the correct order. Have a discussion and debate to determine if any steps are missing.

• The Last Word (also called an exit slip). Today I understood…, today I did not understand…

Excerpt from PA Department of Education Math Council

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