Two out of three fourth graders cannot read proficiently and seven out of ten inner-city and rural fourth graders cannot read at the most basic level (Paige, 2002). With increasing pressure on teachers to elevate reading proficiency because of NCLB, how do you envision a math/science education curriculum that supports literacy while still proving a rich environment for science inquiry and problem-based math learning? For example, how can you balance math practice problems, not drill, with your approach?
One of the further challenges of implementing a problem-based math and science curriculum is that assessment questions often require strong reading comprehension skill levels as well as science and math conceptual understanding. Visit the NAEP site explored in science methods and choose one science and one math question that you could use for your thematic unit as either a pre- or post assessment. What literacy skills would students also have to have to be successful on your selected question?
Please post these in your grade bands ~ Thank you!!!
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I think that eventually, our leaders may actually realize how important reading is, and we may not focus on math and science until second grade and on. The students can still do simple things like reading directions for the problems. Also, reading and doing simple story problems. As a teacher you could put the words(or spelling) of the numbers above or below the numbers on their worksheets so the students start to see and immediately know how to spell their numbers. Also, the first graders create number sentences(3+2=5). So then, also have them write it out(three plus two equals five). When they give you a numerical answer in class, just ask them to quickly spell the number they just said. As the students learn to read better, you can try more difficult and higher level questions and approaches.
There were no questions that would work for our thematic unit. We are in a first grade classroom, with only 1 student who could actually read the questions. There weren't really any questions that seemed to fit with our thematic unit that were at their level. We could modify or adjust a question to maybe make it fit. One question that was an easier one was the first question for math-4th grade-2007. plus, the first graders just learned how to read the names of color's, and could learn a couple of new words and be able to answer the question. They could identify the object in the picture if they understood "between" (which they do). For science the students could do question 42(last one under grade 4-2005), but we would have to read the question orally. They actually took this exact assessment by circling the animals who lay eggs for the lesson Lisa Observed in our school earlier this semester, but again it doesn't go with our thematic unit.
The fact that three out of inner city and rural fourth graders con not read at the basic level is mind boggling! Something definitely needs to be done to reach these students and help them gain basic reading skills. While scrambling to improve student's reading skills, it is essential that we do not skimp on science and math. The simplist way I envision including these three subjects is to bring science and math into the reading program. There are some great books out there for both subjects that can help get students excited about a topic and set them up for further study.
Looking at the NAEP site, I thought the math question that we would be most likely to use for our thematic unit would be to have the students solve story problem involving addition and subtraction. Our integrated unit is going to focus on insects, focusing most on bees. It would be fun to have the student create and write their own story problem, using bees, and give it to a friend to solve. To be successful, we would probably have to write some key words up on the board for the students to use while writing their problems.
Reading is the main tool that helps students in every subject. If students can't read and can't comprehend what they read, then most assignments will fail to tap into their knowledge base. The fact that so, so many students are not good readers, and dislike reading, means that their grades and overall success will be reflected in all their subjects. I think a failing to instill a love of reading inhibits most students. Many teachers and parents restrict what children read, and do not give them the power to choose their own books. Without this fundamental appreciation and zest for the written word, students will inevitably slog through their school work. We need to turn around students' attitudes about reading if they are to learn as much as they can about science and math, as well as every other subject. I think many students avoid reading as much as possible, skipping directions and immediately starting math problems, looking at a picture or graph and assuming they know what scientific material they have to interpret. Sometimes they are right and sometimes they are wrong. With NCLB on our shoulders, the mistakes students make because they are avoiding reading is devastating. If reading weren't so hard or distasteful, students would be paying more attention to directions, as well as content.
The NAEP site sample questions start at 4th grade, but many questions can be modified for younger learners. I really liked Brent's idea about writing the numbers out, and increasing the difficulty as their reading and writing improved. In the class I am in now, our teacher does very little writing with the students. Half the day is spent on reading, which is great in a way, but I also feel these students desperately need to start writing and studying other topics besides what is in the Read Well program. Just subject-wise, I think 1st graders would embrace reading and writing more if the topics varied. It is so boring to read from the same little phonics booklets all the time and fill out the same dull worksheets. If math and science were stressed more in the curriculm in general, students would practice reading different content, learn new words, expand what they know, while increasing reading and writing skills. At the 1st grade level, content is pretty straight-forward, but basic skills can be improved and students could get excited if these skills were challenged with some variety to their curriculm.
The key word is integration! Reading is an essential skill, but as it stands, with NCLB, math and science have been pushed aside. It is important with new mandates pushing for science, math, and technology to gain importance, that we, as teachers, balance the curriculum. Integration of literature into math, science, and technology is becoming increasingly easier, with the rich childrens' literature that is available. If one is creative, and thinks "outside of the box" there are infinate ways to weave themes, concepts, and ideas cross curricularly.
Looking at the NAEP website, I realized that many of the 4th grade questions would be too difficult for my 1st graders, but could easily be modified. Our thematic centers around apples. For math, they are going to be using addition and subtraction of single digit numbers to solve story problems. There were some similar questions on the NAEP site, though they used more difficult numbers. Literacy plays a HUGE role in solving story problems. If the child is not able to read the problem, they will have little chance of solving it correctly. In our thematic lesson, we will use familar words, as well as read each story problem aloud with the students. As for science, I had a hard time finding a question relating to our thematic. We will be talking about the senses. I didn't see any qestions that dealt with that. I did though, find one about the parts of a flower. We will be touching on this in a way in our lesson, when we talk about the flower of the apple tree.
Integrating math and science into literacy lessons could be the perfect way to get many students reading. I have found so many great books to use with our integrated unit on Montana Wildlife. Boys in particular would be motivated to read if there were science books used as readers. Especially if it involves "gross" things like bugs and snakes. Math would be another matter and would take some thinking to motivate students without using the drill and kill approach. Though there are games using calculators which would make the practice much more tolerable. And Georgia just introduced us to some great books that could become useful tools in this type of situation.
After looking through the NAEP questions I found one that could be used as a post assessment to our wildlife unit. It was dated 2000 and labeled "Deer in Picture" it shows 3 deer which students are asked to identify as the buck, doe, and fawn. Then students are asked to name a feature about each deer body that helps it survive. Students would have to be able to read and write at a basic level in order to complete this question and they could probably complete the first part by looking at the illustrations. Finding an appropriate math question is another matter as we are working with first graders. I found one question that could be used as a pre-assessment with some modification. (From 2003 and labeled "Estimate length of one object using another.") We are planning to make a lifesize bison and have students choose two forms of measurement (from four choices) which are to be recorded in their journals. For example, they can put together unifix cubes or paper clips to determine their own height. Then measure the height of the bison and compare the two. This would also require some basic reading and writing skills in order for students to be successful. With help and practice they will succeed! :)
I am a strong believer that writing is key to learning, and it is scary how poorly American students are doing on tests that require writing to form an answer. My problem however, is that we are now requiring and expecting students to write in math and science when in all reality they still haven’t mastered writing itself when it isn’t focused around math and science. We need to focus on reading and writing before we decide to test math and science knowledge based on it. Also, when are students ever taught how to write in terms of science or math? When reading and writing are taught, they aren’t taught specifically to writing answers to math or science and how to get those types of thoughts out onto paper. So overall, though I do believe in using writing as a form of assessment, I feel that students need more time with reading and writing in all types of forms before we can actually expect them to answer to math and science problems through writing. It seems to be an obvious problem just by looking at the stats of test results that students do not know how to write answers in math and science and something needs to be done before we test their math and science knowledge based on these results.
Well, since I'm working with first graders, I found it a little difficult to find an appropriate assessment question on the NAEP site. Also, our thematic unit is based around the African savanna and was not necessarily a popular concept for the questions I found. However, I searched around and did find a life science question that could possibly work as a pre assessment for the kids to see what they know about identifying characteristics of deer. I feel this question would be good to see how they transfer their knowledge about an animal they are familiar with to animals they will be learning about. For example, baby deer have spots for camouflage, male deer have antlers, and female deer do not have antlers. Will they understand similar concepts about African animals? Within this question there is a little more writing than what the first graders I have been working with are used to. Therefore, some modifications of the question would have to occur. One modification would to do a quick individual one on one assessment with the question and have the students explain why they answered the way they did if they can not get it out on paper.
As far as math went, I found a simple math addition problem that didn’t require any writing which I thought would work for the first graders. Overall, I believe that writing is crucial and that it is a great way to see how students are thinking and how they are coming up with answers. However, first graders are not at a reading and writing level that I feel is needed to truly answer most of the NAEP questions.
I am in a first grade classroom at Target Range Elementary and the focus of the curriculum is reading. While, the only math they do comes from addition and subtraction worksheets. Science on the other hand, I have not seen done with these students except for the lesson Therese and I taught to them. It is very shocking to observe this and I wonder when does science and social studies come into the curriculum for these students. Because reading is such an essential skill to learn, the focus of their curriculum is becoming fluent readers, while math, science, and social studies are pushed aside. I believe the simplest way to include math, science, and social studies into the curriculum is to incorporate a reading program that involves these three areas.
After viewing the NAEP website, I understand that many of these questions are too hard for 1st graders, but could be modified to their grade level. For math, I decided to go with a story problem involving subtraction of three digit numbers. This problem would be too hard for my 1st graders because the numbers are too challenging for them at this time. It would be very easy to modify this problem to make it easier. I would have to modify the wording and numbers, because it is essential for students to be able to read and understand the problem along with single digit numbers that they have already been using. In our thematic unit we will be using story problems with subtraction and addition of single digit numbers. The problems with have familiar words that they have already seen, along with us reading each problem to them.
For science I could not find a question that would work with our thematic unit. We will be using the five senses for our science lesson. There is a question however on the parts of a flower and since our thematic unit is focusing on apples, apple trees have flower blossoms. When we will be talking about apples trees we will be touching on this topic.
I agree with Jessica when she says that the fourth grade reading statistic is mind boggling. Wow. I think it is important that subjects are integrated with literacy to ensure that students are getting multiple opportunities to practice reading and writing skills. It is important though, that the students are at a level where they are able to adapt their skills into another subject. If a student is not able to read or write at a high enough level, the math or science concept that the teacher is trying to teach will be lost because there will be no understanding.
I love incorporating books into lessons, and I think this is a great way to get students excited about reading and learning, for the simple fact that it isn't a textbook. There are a ton of great books out there (as most of the people before me also pointed out) that can enrich lessons in all subject areas. I really loved the book "Spaghetti and Meatballs for All" that we looked at in math this week. There are so many things that can be done with it, it is like one big story problem!
We are in a second grade classroom. The theme for our unit is community. In regards to science, we want to cover habitats. There were a few questions that can be applied or adapted to this theme. The one I like best is under the topic of "Predators that eat fish". The question gives students a scenario in which a fish eats algae growing in a pond. They are then asked to think and write about 2 predators that may eat the fish. Even though this is categorized a 4th grade question, I think it would be a great pre and post assessment question to supplement a lesson on water habitats. The students are asked to think about the relationships between the different organisms in an aquatic habitat. For our math lesson(s) with our unit, our teacher has asked us to cover place value. We haven't yet figured out how exactly we are going to integrate this with our theme, but the question on place value I found on the NAEP website has given me some ideas (yes!). The question I found was under the heading "Identify place value representation of a number". The students are provided a key with pictures representing different place values. They are then given a number and are asked to identify the correct picture representation of the number. I don't know if this would be a good pre-assessment tool for second graders, it may be kind of abstract. But I do think that if they were able to first practice the skill during the lesson, that it would be an efficient post-assessment. It could be adapted even to have the students create their own pictoral number and trade their pictures with classmates and solve each other's problems.
I didn’t envision the integration of science/math and reading to be all that complicated or complex of a process, but perhaps I’m missing some deeper issues. Literature, in all its various mediums, (books, internet, newspapers, etc.) is a way of gaining perspective on the world. It’s a tool for observation of the world beyond our immediate perspective. From those widened perspectives we can derive problems/inquiries which may arise. Use literature to hook a child’s interest with a story and you can then use that story as a means of forming a question in the child’s mind. I do see where there can be problems attempting to subtly integrate science or math through reading, just hoping that since you’re reading about a science topic some of the information will filter in. I think that science and math still need to be intentionally addressed, but I don’t see why literature can’t be a great motivational tool to gain children’s interest in the material.
Well, keeping in mind that I’m teaching a thematic unit in the 1st grade and the test is for 4th grade, there are some general concepts that the tests address which we will be using, though in a modified manner, for our thematic unit. Our thematic unit is on the African savannah, and mostly involves the animals thereof.
There is a Math question which asks you to graph the fruit sales of Bob, Kyla, and Chris. We’re addressing graphing with our 1st graders by having them graph what animals they observe during our mock safari, to take note of which animals there are more of or less of. I think the question used on the test would be a decent post-assessment question for the students, though I do see where their reading and comprehension of what the question wants them to do is going to be key to broadening their application of graphing concepts.
The 2005 science questions available didn’t really match up well with what material we were hoping to cover in detailing the animals of the African savannah. The closest question I could find, which would probably be a good pre-assessment to see what the children already knew about animals, regarded identifying which three out of six animals in a list laid eggs. It does deal with the specific characteristics of animals, which we’re hoping to address in the children’s observations, but none of the animals on the list pertain to the animals we are going to present about. In a broad sense, however, it does assess children’s knowledge of animal properties.
I can see where literacy is going to be vital for student success on these tests. Many of the answers devised by the test makers seem to be specifically designed to model possible student misinterpretations of how the text is read, and really are testing the student’s capacity to interpret the language rather than convey their knowledge of the subject matter.
At Hellgate where I am working they are using a new basal reading program this year. I'm not a fan of it literacy wise because to make it useful you have to make significant changes to it. But one thing I think it does well is give the teacher ideas on how to integrate math and science into the lesson. For example my science lesson plan was on seeing if we could make an egg float in salt water. The way the basal had it set up it wasn't inquiry but with a few quick changes I was able to turn it into an inquiry based science lesson for Kindergarten. This science lesson then went along perfectly with the book the kids were having read to them called "In the ocean". So I think for that reason the basal actually works well in that situation. I think what I'm saying goes along with what Aaron said about science and Math being suttley integrated with Literacy. The problem with the basal and Math is that you have to make very significant changes to their lessons in order to make them problem based. So I strayed away from their math ideas when teaching my lesson.
After searching through the Math questions I found really only one that I would be able to use at the Kindergarten level and that was the first one "Locating an Object in a picture" This question though would have to be read to the students. After looking through the questions it is apparent that you could be the next Pascal in terms of your math knowledge but unless you are able to read you will not be able to answer the questions correctly.
In the science questions again I found none that would relate to my thematic unit. I did find two though that I'm pretty confident that my students would be able to answer. THose are the water displacement and how to find out which glass of water is salt water without tasting them. This is because of the experiment we did with the floating eggs. The problem my students would have is in writing their answers as they are still learning to correctly write all the letters and have very limited writing stamina. This goes back to if there is a 4th grader at the kindergarten literacy level they might know the answer but would be unable to answer it correctly or even know what the question is asking
I believe that all subjects can be integrated into books, activities, or games. The Math Curse and Science curse is a great example of how math or science can be fun without the worksheets. Yes, language is important but as the students learns math or science, they are learning language through that vehicle. Students can practice explaining their thoughts through their writing in any subject. An though open inquiry, students are engaged and want to explain why or how they answered the question. When students are forced or encouraged (depending on how you see it) to write their responses, they are revising, editing, and publishing their thought process. The student should double check to make sure that the sentences make sense for someone else to read.
Part of the problem is that we, as teachers encourage short one word answers since they are easy to grade. Students are not getting to a deeper understanding of the concept.
Students need to practice writing and respondin to questions that engage and challenge them. A good writer or reader, usually is practicing their skills on a daily basis without the worksheets. They are becoming experts within their own language and need to be able to express that knowledge in a meaningful manner.
Many of the questions in the NAEP sample question set, does not fit into our thematic unit. However, many of our 2nd grade students could figure out the answers, especially for the math section.
Even though many of our students will be able to read the questions, do they have the experience or language to understand the questions on the text? The child may know to read but may not comprehend the question to the level required by the test. Yet, we as teachers, need to differentiate our teaching to meet the needs of all learners. That is the problem that I have with standardized test, because it does not take the learner into considersation.
Integration should be the focus of teachers in order to incorporate more math, science, and technology into their curriculum. Although there is a push for increased literacy comprehension in current academia, we should not push the other vital subjects to the side. It is important to create a balance within the school curriculum and to incorporate the big ideas of math, science, and technology into our classroom. Given the unlimited resources available to teachers, there are countless strategies and ideas for integrating literacy with other subjects.
I am working with a second grade class this semester. After reviewing the NAEP website, I have concluded that most of these questions are too difficult to serve as an effective assessment tool for my class. However, I found a couple questions that could possibly be used as assessment tools for the thematic unit. For science, I found an assessment question that referred to the “survival of a frog”. I chose this question because our thematic unit revolves around animal communities, specifically, how animals interact with their environment. The question asks “A green tree frog lives in a forest. How does the frogs green color help it to survive?” The answer is “by making the frog hard to see when sitting on the leaves.”
For math, I found a question that focused on identifying the place value representation of a number. For this question, the student is supposed to choose the correct picture that represents a certain number. This question could be used as a pre-assessment for our place value lessons during our thematic unit. However, I think this question may be a little above their instructional level.
I'm shocked at the statistics concerning the reading abilities of rural and inner-city fourth graders. Math and Science must be coordinated with the reading program at a young age through books and simple story problems. Beginner books such as "Good Night Gorilla" teach counting, "Monster Math Picnic"-addition, or "Pancakes, Crackers, and Pizza"-shape recognition and graphing. Many books teach science such as "Antlers Forever" or "Who Pooped in the Park." We are using these books in our first grade thematic unit about Montana Wildlife. We are also teaching measurement using a variety of items as units of length for the students to use. Reading involves activating background knowledge, questioning, summarizing, and organizing knowledge. We can align these processes with science and math to reinforce learning. Using innovative teaching strategies can help children to stay interested in school and contribute to their confidense in reading, math, and science.
The NAEP site doesn't include questions for first grade students. I did find one science question that I think my class could answer as a post-assesment of our thematic unit on wildlife. It asks students to identify pictures of a male deer(buck), female deer(doe), and a young deer(fawn). The students are also asked to identify something about the physical features of each deer that help it to survive. Students would need to be able to read and write to complete the question but could view the illustrations to find characteristics for survival. I didn't find a math question but the students will be measuring and adding numbers in their math lesson. Simple short story questions could be asked for the students to answer. They could then think of their own math story problems to ask each other concerning the animal unit.
Reading is the basis for all learning as evidenced by the blog statistic of seven out of ten inner-city fourth graders cannot read at the basic level. The first grade teacher I am working with has a strong emphasis on reading, writing and vocabulary. At times it seems like we are not doing enough math, science or social studies. It is easy to see that reading should be the focus of all learning at the first grade level. Math and science should be practiced with simple story questions if possible. Any subject taught while requiring the students to read and comprehend questions is vital to supporting reading proficiency.
After visiting the NAEP site I didn't find any questions that would work for the first grade class I am in. As others have mentioned there are some questions that could be modified to the level of the first graders. For example, the math question of "What number is 10 more than 5,237?" could be changed to "What number is 2 more than 6?" This provides for literacy and math learning at the same time. The science questions were more difficult to modify for first graders. However the basis for this blog and the reality of students having poor reading skills suggests, we as teachers, should incorporate reading questions into our everyday teaching. Since Joan and I have started our first grade class on the path of observing and documenting in science we can write simple sentences to encourage more reading. Perhaps we could prompt children to write in their journals by writing this sentence on the board, "Observe and write about this leaf." Students would each have a leaf at their desk. Then direct the students to use their five senses for observations to write about the leaf. Repeated opportunities for children to read and practice at this level can only improve their chances for better reading and comprehension skills.
Reading is the most important ability that students need to learn. If students cannot read, they cannot succeed at any of the other content areas. All other subjects require an understading of reading and language arts. Since I have had a bit more training in reading than in any of the other content areas, I feel that this is a strong area of my teaching. So I hope that that is conveyed through my teaching. I find it very easy to integrate reading into any subject. There is reading involved in most lessons, there are books about all subjects, and even writing on the board requires students to be able to read. Even worksheets require reading, so really any curriculum always has a strong emphasis on literacy and reading.
The first question that I found on the NAEP site was a math problem asking students to complete a bar graph given certain information. This would fit in well with my thematic unit becuase I am having them take data and create a bar graph. So hopefully by the time that this thematic unit is done, my class would be able to answer this question correctly. The reading skills that they would need in order to succeed at this question is having the ability to read the question. The students need to accurately understand what the question is asking in order to get the correct answer.
I had a little difficulty with the second question. I am still a little unsure what I am going to do with science as the focus. A few options that I found concerning the NAEP questions were one about different types of deer and how each deer differs and why they differ, or one question that has students illustrate the life cycle of animals in a pond. I was thinking about doing something with the climate in our area, so either of those questions could probably be used. I was somewhat dissapointed that there were so few science questions on the site.
I think that either both of the questions, both the math and science will have students think deeply about the concepts being discussed and will be a good assessment tool.
I think that the best way to raise reading comprehension without cutting back on math and science is to incorporate math and science into a reading program. For almost every science and math topic there is some sort of literature that focuses on that topic. I have found out that children really enjoy literature especially at the younger grades and this might help them become more interested in math and science as well.
I did not really find a question on NAEP that would fit with my first grade classroom and my thematic unit. However, I did look at the question that asks "What fraction of the figure is shaded" and I think that most of my first graders could understand this if I was to help them read the question. I might have to probe them a bit and then allow them to ask questions but for the most part they could count the parts and then count how many were shaded.
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