Students need literacy support to think, read, and write in every subject, including math. Part of the Every Teacher Is a Literacy Teacher series, this book emphasizes the importance that the PLC at Work® process has in supporting learners who struggle with literacy. Grades 6–12 teachers will strengthen reading capabilities with practical reading and writing strategies specifically designed for mathematics instruction.
This book will help secondary math teachers: - Learn how to incorporate writing instruction into mathematics curriculum and why it’s important
- Collaborate with their colleagues using end-of-chapter prompts that encourage PLC cooperation
- Implement immediate intervention strategies for struggling students to shorten learning gaps
- Strategize their mathematics instruction to effectively address both struggling students and those at proficient levels
- Implement formative and summative assessments and look at feedback
Contents: Preface
Introduction: Every Teacher Is a Literacy Teacher
Chapter 1: Collaboration, Learning, and Results
Chapter 2: Foundational Literacy Triage
Chapter 3: Thinking Like a Mathematician
Chapter 4: Prereading Strategies
Chapter 5: During-Reading Strategies
Chapter 6: Strategies for Writing and Speaking About Mathematics
Chapter 7: Assessment
Epilogue
Appendix: Reproducibles
References and Resources
Index
Daniel M. Argentar is a literacy coach and communication arts teacher at Adlai E. Stevenson High School in Lincolnshire, Illinois. He works with instructors from all divisions to increase disciplinary literacy for students through book studies, professional development sessions, and one-on-one coaching meetings.
In his previous role as a sixth-grade teacher, Daniel taught reading, language arts, social studies, and science. He has provided academic literacy support to struggling freshmen and sophomores since 2001, as well as teaching other college prep and accelerated English courses.
Katherine Gillies is the lead architect of districtwide literacy improvement at Niles North High School, D219, in Illinois. Her work includes building a comprehensive system of intervention and support for struggling readers and developing a research-based curriculum to ensure continued literacy growth for all students.
Katherine cultivates a team approach to problem-solving in the MTSS/RTI space and works to foster student growth and critical literacy skills at all levels. Her focus is on creating equity across the educational system. She specializes in school literacy needs analysis, differentiated instruction, disciplinary literacy, curriculum mapping, responsible and informative assessment practices, teacher collaboration, and student literacy growth.
Maureen M. Rubenstein is a literacy coach and special education instructor at Adlai E. Stevenson High School in Illinois. As a teacher, she works to create individualized education plans for students with diagnosed reading, writing, and emotional disabilities. In her coaching role, she partners with instructors from all divisions to foster disciplinary literacy.
In addition to coaching individual teachers, she also works with other literacy coaches to coordinate and implement book clubs, professional development sessions, and one-on-one coaching sessions.
Brian Wise is an English Department chair at Deerfield High School in the suburbs of Chicago. Brian helps to lead and supervise English teachers, including their literacy intervention programs. Prior to becoming a department chair, he spent 16 years as a teacher and literacy coach at Adlai E. Stevenson High School in Lincolnshire, Illinois. He is a coauthor on the Every Teacher Is a Literacy Teacher book series.
Brian earned a bachelor’s degree in English education from Boston University, a master’s degree in English from DePaul University, a reading specialist master’s degree from Concordia University Chicago, and a master’s degree in principal preparation from Concordia University Chicago.
