UNRAAVEL Reading and Math

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Transcript UNRAAVEL Reading and Math

Reading and Math
Hinds County Curriculum Specialist
Shelita Brown
Ashley Kazery
Stacy Sanchez
• Common Core requires the progressive
development of reading comprehension
Reading UNRA(A)VEL
• Helps learners
break down long
reading passages in
a manner that
makes them much
easier to
The steps of UNRA(A)VEL
Underline the title.
Now predict the passage.
Run through & number the paragraphs.
Are you reading the questions?
Are the important words circled?
Venture through the passage.
Eliminate incorrect answers.
Let the questions be answered.
Underline the Title
• Most readers skip over the title.
• Helps students prepare for what they
are about to read.
• Allows students to begin making
Now Predict the Passage
• Helps students to begin connecting the
passage with what you already know.
• Helps guide students reading and keeps
them focused as they test their
Run through & number
• When students locate answers, they can
write the paragraph next to the
question quickly.
• It helps students organize the text on
the paper and in their heads.
Are you reading the
• Helps students focus on the important
• Saves students time so they don’t have
to hunt for answers.
• Use the numbered paragraphs to help
locate answers quickly.
Are the important words
• Circling important words helps
students locate the important
information quickly.
• Circling important words also helps
students stay focused on the reading.
Venture through the
• This is the fun part of reading. Enjoy
the passage.
• It might help if students write
connections in the margins to keep
them focused on the text.
Eliminate incorrect
• Eliminating incorrect answers makes it
easier to locate the correct answer.
• Eliminating incorrect answers allows
students to have less choices in case
they are unsure of the correct answer.
Let the questions be
• Using all of the previous steps,
answering the questions should be a
piece of cake.
• Students should always double check
that they answered each question.
How did you do?
1. D
2. C
3. C
4. A
• Although this seems like it will take valuable
test time away from students, it will do the
complete opposite.
• The more students practice it, the quicker it
will become and the better their test results
will be.
Bolton-Edwards Math Geniuses!
and their Genius Teachers!
Montague (1997) found few students enjoy
problem solving for reasons ranging from
academic and social behaviors, motivational levels
and self-perception.
Larry Bell’s
For more than 13 years, this logical,
concrete and sequential method has
helped thousands of struggling
learners successfully solve math
word problems.
MP1 Make sense of problems
and persevere in solving them
The aim is to get students to
KNOW math and not just DO
math. – Marilyn Burns (2013)
We can not use UNRA(A)VEL as an
algorithm for success. UNRAAVEL
must be explicitly taught, practiced
and even assessed with a conceptual
understanding of each of the steps.
UNRA(A)VEL helps students
make their thinking visible.
-Dr. Cathy Cavanaugh
U- underline the question
N- now predict what you need to solve it
R- read the word problem
A- are the important words circled
A- apply the steps you chose to solve it
V- verify your answer (does it make sense)
E- eliminate wrong answers
L- let the answer stay or rework it
U = Underline
•Find the question
and Underline it!
The question is the
Tip: Have students to
rephrase the question in their
own words. So what?
Sid has $50.00. He
bought two video
games that cost
$14.00 each. He also
bought a poster for
$5.69. How much
money did he have
left after his
Albert Einstein wrote that he was
asked if he had one hour to save the
world what would he do?
“I would spend 55 minutes finding the
problem and 5 finding a solution.”
-Amazing Secrets to Problem Solving
N = Now Predict
What information do you think
you need to solve the question/problem
(numbers, pictures, bar modeling)?
What operations/methods do
you think you will you need to
solve the problem?
R = Read each line of the
Word Problem
Locate the important
information in the text.
(consider the predictions)
(These two steps generally work together)
A = Are the Important
Words/Numbers and their meanings
Circled? (especially the operational words?)
•Sid has $50.00. He bought
two video games that cost
$14.00 each. He also bought a
poster for $5.69. How much
money did he have left after
his purchases?
Mitchell (2013) and NCTM agree that
using key operational words should
not take priority over making sense
of a problem, but instead treated as
potential clues to solving the problem
(i.e. brought, each).
A = Apply the Steps You
Chose to Solve the Problem
Video Games
+ 5.69
Video Games Plus Poster
V = Verify
(Is it reasonable?
Your Answer.
Does it make sense? Revisit the
question. What information is being used to support the
$16.31 is reasonable
because it is smaller than
$50.00. It would make
sense to have this amount
left after buying games
and a poster.
E = Eliminate
•a. $66.31
•b. $15.00
•c. $55.76
•d. $16.31
Too big. Conceptual
Too big. Conceptual
Caution students against
eliminating answer choices
hastily. Sometimes they
eliminate the right answer.
Remind them at times
they may have to revise
their thinking based on
the text.
L = Let the Answer Stay or
Rework the Problem
I got that one
correct, but I
may have to
rework the
next one!
1. Check the
2. Reread the
question and
revise the
How far are YOU willing to go
to see your student soar?
▶ UNRAAVEL - YouTube [720p].mp4
▶ Rainbow Unraavel - YouTube
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