School: Golden Horn Elementary School
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Title: Guided Reading in the Mathematics Classroom
Keywords: guided reading, mathematics, assessment, assessment for learning, assessment as learning, reading strategies, writing, differentiated instruction
Major Focus Area: Numeracy, Mathematics Assessment, Mathematics Differentiated Instruction
Grade Levels: Grades 4-6
Brief Description:
Guided reading in the mathematics classroom is a set of resources and instructional strategies utilized by the teachers that are being:
  • used as part of an effective, balanced literacy program to support readers across different content areas, in this case, mathematics
  • organized and presented to students in a variety of ways, including by topic, reading strategy, or reading level
  • used to get students excited about reading non-fiction texts
Key Features:
The guided reading in the mathematics classroom resource package is a set of 18 books designed to:
  • provide opportunities for students to practice reading with a set of books for grades 4-6 that integrate math skills and knowledge into social studies and science topics
  • provide students with engaging non-fiction
    • on a wide range of topics from a variety of countries
    • at guided reading levels L-Y
  • help students become familiar with and use a variety of text and visual features in non-fiction texts
  • encourage reflection on learning and application of skills
There is also a teacher's guide providing:
  • detailed explanations for the variety of teaching approaches that can be taken with the set of 18 books
  • flexible teaching plans for each student book
    • suggest options for approaches to reading that enable all students to experience the books in ways that provide variety and interest, and meet their needs and abilities
    • incorporate and model reading strategies
    • help prepare students for and guide them through the reading
    • include writing mini-lessons and activities that integrate listening, viewing, and representing
    • incorporate assessment for, as, and of learning
    • include two types of line masters for each book that apply the reading strategy lesson and guide stuents as they read, reflect, and respond to the sections of the book
  • generic assessment masters
Evidence of Effectiveness:
Differentiated Learning:
Effective learning takes place when learners are matched with reading selections and tasks that are appropriate for their characteristics as learners. These characteristics may be based on their readiness, interest, and learning profile. Differentiated learning in guided reading in the mathematics classroom occurs when students are given options for how they can:
  • acquire content (e.g., using texts at an appropriate level; listening to or viewing content, as well as reading; and incorporating appropriate options for reading and interpreting, like guided reading.)
  • process or make meaning of the ideas and information they acquire (e.g., discussions, graphic organizers, written responses, dialogue journal, and conferencing)
  • express what they know and have learned (e.g., creating a variety of written, oral, or visual products/representations, such as posters, brochures collages, role plays, and slide shows).

Assessment for Learning:
Recent research indicates that assessment for learning may be the single most powerful strategy for improving learning, especially for students who are struggling.

Assessment for learning is designed to shape learning and support decision making. This strategy also enables teachers and learners to:
  • understand and talk about key learning intentions
  • understand and talk about criteria for success
  • give and receive descriptive feedback about their teaching and learning to monitor progress, improvement, and needs
  • increase quality questions to promote thinking and learning

Regular teacher assessment opportunities are provided in guided reading in the mathematics classroom through:
  • "Assessment for Learning" in the "Reading Strategy" lessons: what to look for and how to assist students who need additional support
  • "Ongoing Assessment" in the "Writing Mini-Lessons": what to observe while students apply and share what they learned in the writing lesson.

Assessment as Learning:
In assessment as learning, students are aware of what they are learning and monitor changes in their thinking. They then use this information to make adjustments and deepen their understanding. Assessment as learning includes:* involving learners more in self-assessment and peer-assessment
  • having students communicate their own learning with others (ownership)
In guided reading in the mathematics classroom self-assessment and peer-assessment opportunities occur as students:
  • respond to the "Self-Assessment/Teacher Feedback" rubric on each reading strategy line master, indicating the degree to which they feel they met the listed criteria
  • engage in discussions and more formal assessment with peers about one another's learning or completed tasks
Additional Information:
Information About the Resources
Supports for the busy teacher will be provided. 2-page teaching plans for each book that include:
  • Support for shared and guided reading, information circles, independent or paired reading, and discussion and debate
  • Reading strategy lessons
  • Writing mini-lessons
  • Blackline masters
  • Assessment support

Guided Reading Levels In The Resources
  • Grade 4: L-M to S-T (early grade 3 to late Grade 4)
  • Grade 5: Q-R to V-W (mid Grade 4 to late Grade 5)
  • Grade 6: T-U to X-Y (mid Grade 5 to late Grade 6)

Math Concepts
  • symmetry
  • repeating patterns
  • ancient number systems
  • place value
  • use of numerals today
  • taking measurements to nearest cm
  • comparing measurements
  • using grid paper to enlarge a picture
  • circle graphs, bar graphs, and pictographs
  • measurement of growth (length, mass)
  • estimation
  • scale and routes on a map
  • metric weight, distance, length
  • geometric patterns and symmetrical designs found in the marketplace
  • making 2D shapes to create designs
  • different shape of buildings made out of mud
  • 3D shapes in buildings from West Africa and around the world
  • history of carpets and their designs
  • identify and classify symmetrical designs
  • work out the cost of a real Turkish carpet
  • Inca system of numbering and calculating without numbers
  • other methods of recording numbers
  • mathematical words and ideas from the Roman Empire
  • ancient Romans use of math 1500 years ago
  • the making and breaking of codes
  • systems of codes an ciphers
  • system of a young “coding genius”
  • facts and figures about some best-selling games
  • analyzing and graphing odds
  • statistics about soccer and football
  • geometric shapes (e.g., hexagon, pentagon, truncated icosahedron)
  • ancient number systems and calanders (Aztec and Mayan)
  • place value
  • early standards of measurement
  • development and use of the metric system
  • facts and figures about kites around the world
  • mathematical shapes of kits
  • using data and graphs to compare peaks in the world
  • circle graphs and bar graphs
  • timelines
  • tables and graphs showing need and aid
  • statistics charts
  • logarithms
  • slide rules, Napier’s bones
  • development of calculators

Reading Strategies
  • Use a Chart to Summarize
  • Use Opening Sentences to Predict
  • Make a Comparison Chart
  • Use a Web to Summarize
  • Use Text Features to Locate Information
  • Make Personal Connections
  • Ask Questions
  • Gather Information From Visuals
  • Categorize Information
  • Decide What is Important
  • Skim to Predict
  • Pause and Check
  • Use Visuals to Gather Information
Links to Related Projects
JV Clark School Promising Practice
Takhini Elementary School Promising Practice
Attachments (Products/Tools)
Reading in Science and Math
School Contact Information at Golden Horn Elementary School, Whitehorse, YT at Takhini Elementary School, Whitehorse, YT at JV Clark Elementary School, Mayo, YT at Yukon Education, Whitehorse, YT
Professional development opportunities are available from these teachers via a formal after school presentation and/or visitations beginning in the 2010-2011 school year.