Jonathan Miller EDRD619: Disciplinary Literacy

  Making Content Connections                            Your Name: Jonathan Miller Date: 06/22/25 Lesson Goal: Writing to Learn Content Area: Math Specific Topic: Angle pairs with parallel lines and transversals Grade 9-10 Estimated Time: 10-15 min Strategy  Math Journal : Following a lesson, students will answer the following prompts: What are all of the different angle relationships we covered in today’s lesson, and how are they different than the ones we covered previously? Where might you see examples of these angle pairs in real life? How would you explain what we learned today to your parents this evening? After completing the lesson, what are you still confused about, or where do you feel you are struggling? Describe how the strategy is used as a before-during-and/or after-reading activity (List steps of strategy) This strategy can best ...

  The text used to formulate these questions is Chapter 12 from the Glencoe Geometry Textbook . (Pages 12,13,1, and 20) Question Example Purpose Type of Question What is the difference between Lateral Area and Surface Area? Literal Key Details What is a Composite Solid? Literal Key Details Based on this composite figure, how would you structure the steps to solve for the surface area? (Do not solve for the surface area at this time.) Structural Inferencing What can you infer about the difference between prisms and pyramids from their surface area formulas? Interpretive  Word Choice/Inferencing Why is the “ B ” different in the following figures? Interpretive/Literal Key Detail/Inferencing These text-based questions force students to read the material closely to understand and be able to answer the questions. The concepts covered by these questions are difficult for students to understand when they are first introduced to them. I chose these questions because they help guide th...

 

Parallel Lines and Vocabulary Planning Document Glencoe Geometry Textbook Chapter 3 Parallel Lines and Transversals In planning for this vocabulary, the first thing I realized was how heavy this unit is on vocabulary terms. When looking at which words needed to be taught before, during, and after the lesson, I quickly found myself adding more words to the list. Many of the terms rely on having background knowledge of other words within the unit. This helped me see which terms were level one and needed to be taught and emphasized heavily prior to any readings. Words such as interior and exterior, alternate and consecutive are opposites of each other, and all need to be taught and reinforced before we can move further into the lesson. The idea that resonated the most with me was when words should be taught within lessons. I never thought to think about when terms need to be taught and which ones students only need to know within context. This is something that I will be taking into consi...

  Creating a digital jumpstart for my class has helped me realize the importance of giving students a strong outline of key concepts within a unit. Providing students with clear definitions of the terms they will need to know and the theorems they will be using, in a way that they can easily review, can significantly increase their overall understanding. I feel that my digital jumpstart gives students the theorems, definitions, and examples main ideas of the unit that they will need to know and apply throughout. On my next jumpstart, I would most likely find some form of audio to add that fits the content. Additionally, I would like to find examples of real-world images to use as references. My Geometry classes have a lot of vocabulary terms that are used throughout the entire school year. I think that doing digital jumpstarts would significantly help my students with retaining and reviewing these terms as we progress through the course. Often students forget what a word means when...

  My first selection was taken from the Secondary Math textbook and the chapter is about solving quadratic equations and other equations. This text is packed with technical terms that are required to understand what you are reading and being asked to solve for. The high vocabulary density in this passage emphasizes Fang's idea of Authoritativeness in literature. The terms such as quadratic formula, coefficients, and x-intercepts are essential in understanding what you are reading and being asked to do throughout the text. This requires students to pull on a large amount of previous knowledge and fits perfectly into using Beuhl's Seven Fundamental Comprehension Processes to better understand the material. Students need to reflect on their previous knowledge to make connections to what they are currently reading. This should hopefully help them generate questions to ask themselves and allow them to visualize what is happening throughout each step. Then they can make inferences an...