Literacy Project Rubric/Content Literacy EDUC 343 Cara Hedger, Megan Jones, and Micah Bergen

Alternative text set • • • Follows APA format Includes all kinds of text Annotations are included


Word Sort • All materials included


QAR chart • • The chart is completed Each section contains at least two questions


Graphic organizers • • All parts of the GO are included. All materials included


Note taking/Note making • • All materials included All information completed


Modeled Writing/Constructed Response • • All parts completed All materials included


Minilesson 1 • • • Follows minilesson format Script is included All information included


Minilesson 2 • Not required


Paper is thoroughly edited for errors.




Artifact: Alternative Text Set

Fiction: Ellis, J. (2004). What’s your angle, Pythagoras: A math adventure. Watertown, MA: Charlesbridge. In ancient Greece, young Pythagoras discovers a special number pattern (the Pythagorean Theorem) and uses it to solve problems involving the right triangle. Maccarone, G. (1997). Three pigs, one wolf, and seven magic shapes. New York, NY: Scholastic Inc. Tells the story of three pigs who acquire some magic shapes, which they use for various purposes, some smart and some not so smart. Includes a section with related activities. Neuschwander, C. (1997). Sir Cumference and the first round table: A math adventure. Watertown, MA: Charlesbridge. Assisted by his knight, Sir Cumference and using ideas offered by the knight’s wife and son King Arthur finds the perfect shape for his table. Neuschwander, C. (1999). Sir Cumference and the dragon of Pi: A math adventure. Watertown, MA: Charlesbridge. When Sir Cumference drinks a potion that turns him into a dragon, his son Radius searches for the magic number known as Pi, which will restore him to his former shape. Neushwander, C. (2001). Sir Cumference and the great knight of Angeland: A math adventure. Watertown, MA: Charlesbridge. To earn his knighthood, Radius must find and rescue a missing king. His father, Sir Cumference, and his mother, Lady Di of Ameter, give him a circular medallion (protractor) that he uses to find his way through a maze of many angles. Neuschwander, C. (2003). Sir Cumference and the sword in the cone: A math adventure. Watertown, MA: Charlesbridge. Sir Cumference, Radius, and Sir Vertex search for Edgecalibur, the sword that King Arthur has hidden in geometric shape. Picture Books: Schnitzlein, D. (2007) The monster who did my math. Atlanta, GA: Peachtree. When a monster offers to help a boy who is afraid of numbers by doing his math homework, the boy eagerly signs a contract and aggress to pay later, but the first time he is asked to solve a problem in class and cannot, he realizes he has gotten no bargain.

Scieszka, J. (1995). Math curse. New York, NY: Penguin.

When the teacher tells her class that they can think of almost everything as a math problem, one student acquires a math anxiety, which becomes a real curse. Comics: Frideman, M. (2002). Super one-age math comics. New York, NY: Scholastic Inc. This book contains twenty-five action-packed math stories plus skill-building problems that both math whizzes and math fans will love.

Poem: Lewis, J.P. (2002). Arithme-tickle: An even number of odd riddle-rhymes. San Diego, CA: Harcourt, Inc. Rhyming text and illustration present a variety of math problems through fun poems.

Website: BBC. (2010). Math files: Games. Retrieved from This website has tons of games for kids to actively practice their math skills.

Davis, K. (1997). Cool math. Retrieved from: // This is a really cool math site with tons of fun games and interesting activities.

Staple, E. (2010). Purple math. Retrieved from This website is designed by a high school math teacher who had struggled with math herself as a student. Her motto is if I can do it, then so can you.

Activity Books: Burns, M (1975). The I hate mathematics! book. New York, NY: Little, Brown and Company. Events, magic tricks, and experiments to change one from someone who doesn’t like math to someone who enjoys it. Fisher, A. (1994). Intermediate math puzzlers. Torrance, CA: Good Apple.

Math activity book for grades 5-8. Gives sight for reproduction for student activity. What a fun way to do math and not just do worksheets.

Harcour, L. & Wortzman, R. (2002). Math detectives: Finding fun in numbers. New York, NY: Sterling Publishing CO., Inc. A collection of math games and experiments, arranged in such categories as “On the lookout for shapes,” “Make a Tally,” and “Calculator Games.”

Zaslavsky, C. (1998). Math games and activities from around the world. Chicago, IL: Chicago Review Press, Inc. Presents games and other activities from different countries and cultures that teach a variety of basic math concepts. Newspaper Roberta, C. (2011, January 19). Meyer’s art continues exploration of geometric shapes. The Orange County Registar. Retrieved from
Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp. 1A, 2A.

This article describes how one artist uses geometric shapes. Based on the geometric concept of the square, rectangular solid, right angles, verticals, horizontals, and sectional formats, each component is a separate entity that, when arranged and rearranged, if desired, makes a new form of art. Strogatz, S. Square dancing. (2010, March 14). The New York Times. Retrieved from This article tackles the reason why many adults tend to express a like for geometry during high school. This columnist believes people enjoy it because it marries logic and intuition. It feels good to use both halves of our brain. He reviews the concepts of geometry and how people feel towards it. Women Abeel, S. (2003). My 13th winter: A memoir. New York, NY: Orchard Books. Abeel writes of her torturous year in seventh grade when she was diagnosed with a learning disability. Having been a gifted, creative preschooler, she was not prepared for the realization, in second grade, that she could not do many of the tasks that her classmates could accomplish with ease. By seventh grade, her feelings of insecurity had reached an all-time high, and she began to experience anxiety attacks over everything from having to remember her locker combination to

managing her schoolwork to staying overnight at a friend's. When she was finally diagnosed with dyscalculia, she and her family felt relief. At least now there was a name for her difficulties and strategies she could employ. This account is an interesting mix of factual information and memories. Abeel relates her experiences with detached clarity, but each situation is followed by the thoughts and feelings that finally forced her to face her differences. Occasionally, her wellphrased prose slips into cliché, and when she lists the math skills that she could not perform she becomes rather pedantic. While this book is not likely to be of great interest to casual readers, those with similar learning issues will identify strongly with the author's trials and triumphs. Law, F., & Way, S. (2009). Crocodile teeth: Geometric shapes in action. London, England: Windmill Books. In Crocodile Teeth, the animals decode symbols and follow a trail of signs that Bushbaby saw in a dream. Through illustrations of the environment and descriptions of monkey characteristics and behaviors, some semblance of reality is created and some information is imparted. Most of the comic-book-style illustrations depict two monkeys talking to one another. Additional text beyond the dialogue bubbles is heaped onto the pages in asides that explain the action. Neuschwander, C. (2009). Mummy math: An adventure in geometry. Somerville, MA: Candlewick Matt and Bibi go to Egypt with their scientist parents in search of an ancient pharaoh's mummy. When the siblings are accidentally shut in the pyramid, they decide to explore. Using hieroglyphic clues, they discover that the path to the mummy is delineated by "faces," the flat surfaces of geometric solids. As they find either pictures of solid shapes or the objects themselves, the twins count the faces of the shapes and are guided through the pyramid by relating their answers to the hieroglyphic clues. They find the mummy and a map indicating the way out. Non-fiction Buchan, J. (2009). Easy as Pi: The countless ways we use numbers everyday. Pleastenville, NY: The Reader’s Digest Association, Inc. Short anecdotes on how numbers are apart of our every day lives. Fun facts are scattered through out this book full of short stories. Crilly, T. (2007). 50 mathematical ideas you really need to know. London, England: Quercus. This book contains fifty mathematical ideas that everyone should know. Each small section includes history, facts, and sample problems. It is very helpful and insightful.

Julius, E.H. (1995). Arithmetricks: 50 easy ways to add, subtract, multiply, and divide without a calculator. New York City, NY: Jossey-Bass. Demonstrates easy math tricks in an accessible and engaging manner that will appeal to children. In addition to the 50 tricks, the text includes a review of pertinent mathematical concepts, actual applications, math curiosities, illustrations and parlor tricks. Pendergast, S. (2007). Patterns and parkas: Investigating geometric principles, shapes, patterns, and measurement. Calgary, Alberta, Canada: Detselig Enterprises Ltd. Lessons Learned from Yup'ik Eskimo Elders is the result of a long-term collaboration. These supplemental math modules for grades 1-6 bridge the unique knowledge of Yup'ik Elders with school-based mathematics. This series challenges students to communicate and think mathematically as they solve problems. Problems and inquiry-oriented, and the problems are constructed so that the possibilities are constrained and the students can understand mathematical relationships, properties of geometrical shapes, develop place value understanding, state conjunctures, and provide proofs.

Artifact: Vocabulary Word Sort APA of Book: Ellis, J. (2004). What’s your angle, Pythagoras: A math adventure. Watertown, MA: Charlesbridge. Directions for Closed Word Sort: Students will be given a group of words. The teacher will already have heading (title of the groups) and will ask for the students to arrange the words into their appropriate heading. Example Words: Greece, Pythagoras, tall, long, short, distance, Egypt, right triangle, square corner, three, four, five, squaring/squared, theorem, multiply, legs, opposite When and how to use this technique in a classroom…. I would use this in my anticipatory set of my lesson. I would introduce the word, after reading What’s your angle, Pythagoras: A math adventure, during a shared reading time. This would be used to introduce the topic of Pythagoras’ Theorem. If it were a younger age range, I would have a pocket chart at the front of the class, and I would have a time of guided practice on word sort; however, with sixth through eighth graders, I would simply place the words on their tables as I explained the directions. Each table would already have the headings for the word sort: “Names and Places,” “All About Measurement,” “All About Triangles,” and “Numbers and Operations.” The students would work in groups to sort the words. This will be used to check for background knowledge. For example, if the class has trouble sorting the words opposite and square corner, I know that I need to teach a lesson on the hypotenuse. This activity will primarily be used to raise the students’ interest in the lesson and to check for their background knowledge. Although each student will sort the words slightly differently, I would pay closest attention to where they sort the words Pythagoras, Theorem, Square Corner, Opposite, and Legs. If the class has trouble sorting these words into the correct categories, then I know that the lesson needs to be more in depth. If they do not, then I may think of moving through this material at a faster pace. Below is an example of the word sort: Names and Places Greece All About Measurement Tall All About Triangles Right Triangle Numbers and Operations Three

Egypt Pythagoras Theorem

Long Short Distance

Square Corner Legs Opposite

Four Five Multiply Squaring/Squared

*Answers will vary among students.

Artifact: Question-Answer Relationship Text: Crilly, T (2007). 50 mathematical ideas you really need to know. London: Quercus. Content GLE: MAG2A8: use coordinate geometry to analyze properties of right triangles and quadrilaterals (including the use of the Pythagorean Theorem) Communication Arts GLE: CAR1H8a: apply post-reading skills to demonstrate comprehension of text: answer basic comprehension questions. Questions: Right There When was Pythagoras’ theorem first discovered? 1850 BC Who patented the type of bridge built using triangles? James Warren Think and Search What are the three defining characteristics of a triangle? It must have three sides and three angles. And the angles must sum up to be one-hundred and eighty degrees. What are three concepts related to triangles? The Pythagorean Theorem, the Euler Line, and Napoleon’s Theorem are three concepts related to triangles. Author and You A triangle has two angles of 45 and 90 degrees. What is the degree of the third angle? 45 degrees (students would have to use the text to know that there are 180 degrees in a triangle: see page 84). Is there any shape that cannot be made with only triangles? Circles cannot be made with only triangles. On Your Own (answered as if we were in the 6th grade) You asked to construct a bridge. What shape would you use primarily in your construction? Cara: When constructing a bridge, I would use trapezoids. This would provide a wide base at the bottom creating a firm foundation for the rest of the bridge. The pressure of the cars and weight of the bridge would be absorbed by the trapezoid base and creating a long lasting bridge. Micah: I would construct the bridge using primarily circles inside of triangles. Triangles are the sturdiest shape and with the circular reinforcement on the inside, it would be sure to last for a long time. Megan: I think I would use triangles. All of the bridges that I know of you use triangles! They same like a great shape. Summary: We would use this in the beginning of the unit plan to check for students’ background knowledge and understanding of triangles. This would also be used to peak interest and motivate students to actively participate throughout the unit. We would have students work together in groups to determine answers— through discussion and group participation.

Artifact: Graphic Organizer

Content GLE: Analyze and classify two and three dimensional shapes by describing the attributes. MAG1A5 Communication Arts GLE: use details from text to compare and contrast. CAR2C5c APA reference: Maccarone, G. (1997). Three pigs, one wolf, and seven magic shapes. New York, NY: Scholastic Inc.

Explanation: Have student create a graphic organizer by dividing polygons into given categories (Triangle and Quadrilateral), during class lecture as part of notes. This would be used during the lecture, and at the end as an assessment—students will have to make an organizer showing the relationship, without notes.

Artifact: Making and Taking Notes Text: Staple, E. (2010). Purple math. Retrieved from Content GLE: MAA1D7: identify functions as linear or non linear from graphs or equations Communication Arts GLE: CAR3A7: explain and analyze text features to clarify meaning. Definition and Summary: At the start of the lesson instruct students on how to properly fill out the information to formulate notes for later uses: “students, I will be passing out a piece of paper to each of you. It is a way to take notes, and we will be learning how to use it today.” This will be used at the begging of the lesson to help the students grasp a better understanding of functions. We would use this note taking format to help students find the most important information. The students would be instructed to take the note form home with them also, to practice on their own—they would then bring the note sheet back to class and we would review it. This type of note taking is used to help student better organize step-by-step textbook instructions.

Fun About Functions
(website: Reason to Read: Think about these questions as you read: - What is domain and range, and why is it important to functions? - What is a vertical line test? What does it help determine? - What is another way to determine if a line is a function? Main Idea: As you read the website, complete the outline below. I. Functions vs. Relations a. Relation is the relationship between sets of information. i. Domain- set of all starting points (x) ii. Range- set of all ending points (y) b. Function is a “well-behaved” relation (each x goes to one and only y) II. Vertical Line Test

a. Not a function if a x goes to more than one y b. If a vertical line crosses the graph in more than one place, then the relation is not a function. III. Is it a function? a. If you can solve for “y=”, then it is a function. b. If you can enter it in a calculator, then it if a function. Sequencing Events: As you read, fill in the blanks of the organizer. Function How are they alike? Both use equations or relations Can be observed by looking at a graph Both use domain and range Howe are they different: Passes the vertical line test Range can have multiple domain You can solve “y=” Does not pass the vertical line test Domain can not have multiple range You can not solve it using “y=” Not a function

Artifact: Model Writing AND Constructed Response APA: Scieszka, J. (1995). Math curse. New York, NY: Penguin. Directions for Model Writing: 1. Select a favorite text and read it aloud to students. 2. Show students the specific structures that the author used to create the text. This can be common text structures such as cause/effect or problem/solution. 3. Ask students to use the model and write their own pieces. Provide time for students to share their writing and reinforce that there is a wide range of writing possible from any given model. 4. Using sentence frames that you've created encourage students to complete the writing. A sample frame, with a specific focus provides the scaffold needed. When and how to use this technique in a classroom: I would use this as a unit check up to give my students opportunity to express their frustrations or lack of understanding during the unit. This will give me feedback, a list of what the students have learned or what I need to review. Model: Math Curse One Tuesday morning I woke up with a terrible illness called the math curse I sat up and bed and saw: morning as numbers lunch full of fractions Social Studies as measurements Physical Ed as statistics English as a word problem Special birthdays as division problems

Artifact: Constructed Response

APA: Neushwander, C. (2001). Sir Cumference and the great knight of Angeland: A math adventure. Watertown, MA: Charlesbridge. Passage of selection: page 3 through 13 Selected Response: 1) How many right angles did the author indicated it took to make a straight angle? a. one b. two c. three d. four

2) In the passage the author states “Radius mounted his horse.” What does mounted mean? a. jumped off b. stood on c. guided d. sat on Constructed Response: 3) From what you have read what math facts or terms did you see the author use in this story; use your text as support for your answer and explain what the terms or facts mean. 4) With what you have already read predict what will happen at the end of the book using text to support your answer. Prompt: Now you will write a paper in response to a writing prompt. First, read the prompt in below. You will now have 45 minutes for your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. Use the pages in the test booklet labeled “prewriting” to record your ideas and your rough draft. You will then have another 45 minutes in which to write your final paper. Use the pages in the test booklet labeled “final paper” to record your completed work.

Prompt: Write a letter to your parents explaining why or why not you feel that you are old enough to go on a quest with Radius.

Scoring Guide:
Question one GLE MaM2B7 One point B Question two GLE CaR1C7 One point D Question three GLE CaR1F7c Two point: The response includes at least two different facts or terms using the text as a reference or evidence of the students knowledge. One point: The response includes only one fact or term from the text or is lacking evidence of knowledge. Zero point: other Question four GLE CaR1H7c Two point: Students used two details from the text to predict his or her opinion of the ending of the story. One point: The student used one example from the text to predict his or her opinion of the ending of the story. Zero point: other Question five: writing prompt - use state writing scoring guide for grade 7.

MINILESSON NAME: Micah Bergen, Cara Hedger, Megan Jones GRADE: 6th Grade CONTENT: Mathematics, Communication Arts LESSON: Identifying and grouping words using both mathematical terms and context clues in text. Objectives: After teacher modeling and guided practice, students will be able to identify and categorize words into groups that are similar. Standards: CAR1E6b: develop vocabulary through text using context clues. MAGSR1A6: identify similar and congruent shapes. Modifications: None Materials/Media/Resources:

• • • • • • •

Ellis, J. (2004). What’s your angle, Pythagoras: A math adventure. Watertown, MA: Charlesbridge. Paper Pencil Scissors Index cards Tape Pocket chart/whiteboard

Anticipatory Set: Today we will begin our lesson by reading What’s your angle, Pythagoras by Julie Ellis. As I read it, pay attention to the words that are read. Write down any that you have questions about or that you find interesting— focus on “math” words. (Read What’s your angle, Pythagoras).

Instructional Input: Modeling/Demonstrating: Now that we have read the book, please focus your attention toward the whiteboard/smartboard/pocket chart. Notice that I have placed categories (or group titles) on the board: Names and Places All About Measurement All About Triangles Numbers and Operations

Now, as I read, I noticed the words triangle and length. So to sort these words into the right categories, I would place “triangle” in the category “All about Triangles,” because triangles is in the name of the category. I would place the word “length” in the category “All About Measurement,” because I know from my math background that length is a way to measure distance. If I didn’t know what the word meant, I could go back into the text to try and find context clues. Example: Names and Places All About Measurement Length All About Triangles Triangle Numbers and Operations

Guided Practice: Now let’s practice together. I am going to call on a few or all students to share a word from your notes. And we will sort them on the board together. (Call on students and have them come to the board and place the word in the category that they think it belongs in—will ask class if they agree with the placement) Class do you agree with Billy’s placement of the word (fill in the blank). Checking for Understanding: I will make sure to pay very close attention to the students as sort the words and make sure that they are understanding the vocabulary and sorting the words correctly. Students that do not come to the board will participate through whole class agreement procedures—such as thumbs up/thumbs down.

Independent Practice: So now that we have worked together on sorting these words, I would like for you to try on your own or with a partner to sort these words (hand out words to tables). Please cut out the words and begin sorting them into the categories provided on your desk. Once you are satisfied with your groups, let me know and I will give you the go ahead to tape them in your notebook. While students are working I will roam the room to monitor student work and offer help to students who need it. Closure: Today we learned about how to categorize mathematical words and how to use context clues to determine vocabulary words that we do not recognize. I would encourage you to continue categorizing the material we learn in your head, because it helps you recall information easier. Tomorrow we will use these words in our math lesson. Evaluation/Assessment: The students will be evaluated by their ability to sort the words using a rubric.

Sorted less than 10 words correctly

Sorted 10-14 words correctly

Sorted 15-17 words correctly

Showed little understanding of math words Used book very little to determine vocabulary Taped words in notebook

Showed some understanding of math words. Used book most of the time to determine vocabulary

Showed good understanding of math words Used book almost every time to determine vocabulary

Words sort Key/word list: Names and Places Greece All About Measurement Tall All About Triangles Right Triangle Numbers and Operations Three

Egypt Pythagoras Theorem

Long Short Distance

Square Corner Legs Opposite

Four Five Multiply Squaring/Squared

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