Rethink Literacy! 2.0 - Incorporating Literacy Instruction in the Middle School Math Classroom - 6th–8th Grade Teachers

Oct 1, 2026

Rethink Literacy! 2.0 focuses on literacy instruction that deepens students’ conceptual understanding of key mathematics standards in grades 6–8. The session outlines concurrent ELA, Math, and Science work with strategies aligned to decoding, fluency, and comprehension. It presents a literacy definition across disciplines, examines why students struggle with reading math, and addresses differences between narrative reading and mathematical expression. Discussion prompts, participation signals, and activities support implementation of literacy interventions and differentiated instruction.

LanguageEnglish

CategoryExam

FormatPDF

Pages60

Reading Time2 h 31 min

AccessFree to download

Session Agenda

Concurrent Sessions

Incorporating Literacy in the Middle School Math Classroom

Vision and Mission

Training Objective

Work Session #1

Ponder a Moment

Literacy Defined

Students Who Can’t Read

Literacy Challenges

Social Norms

Mathematics for All

Math Isn’t Hard, It’s a Language

Problem-Solving Myths Activity

Rethink Literacy! 2.0 Incorporating Literacy Instruction in the Middle School Math Classroom 6th–8th Grade Teachers Rethink Literacy: 2.0 Literacy Instruction Across the Content Areas for 6th‐8th Grades Session Agenda Morning Break is scheduled from 10:15‐10:25 | Lunch on your own will be from 12:25‐1:25 | Concurrent Sessions | | | --- | --- | | ELA | 8:15‐10:15 Session 1: Self‐study Guide for Implementing Literacy Interventions (REL‐SE) | | | 10:25‐12:25 Session 2: Differentiated Instruction | | | 1:30‐3:30 Session 3: Content‐Driven Strategies for ELA: Fluency, Vocabulary, and Comprehension | | | | | Math | 8:15‐10:15 Session 1: Differentiated Instruction | | | 10:25‐12:25 Session 2: Self‐study Guide for Implementing Literacy Interventions (REL‐SE) | | | 1:30‐3:30 Session 3: Content‐Driven Strategies for Math: Fluency, Vocabulary, and Comprehension | | | | | Science | 8:15‐10:15 Session 1: Differentiated Instruction | | | 10:25‐12:25 Session 2: Content‐Driven Strategies for Science: Fluency, Vocabulary, and Comprehension | | | 1:30‐3:30 Session 3: Self‐study Guide for Implementing Literacy Interventions (REL‐SE) | INCORPORATING LITERACY INSTRUCTION IN THE MIDDLE SCHOOL MATH CLASSROOM Rethink Literacy! 2.0 |
Mississippi Department of Education | | | --- | --- | | VISION
To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens
MISSION
To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community | | | | 2 | State Board of Education Goals FIVE-YEAR STRATEGIC PLAN FOR 2016-2020 1. All Students Proficient and Showing Growth in All Assessed Areas 2. Every Student Graduates from High School and is Ready for College and Career 3. Every Child Has Access to a High-Quality Early Childhood Program 4. Every School Has Effective Teachers and Leaders 5. Every Community Effectively Uses a World-Class Data System to Improve Student Outcomes 6. Every School and District is Rated “C” or Higher 3 |
Objective | | | --- | --- | | The objective for today’s training is to highlight literacy strategies that can be used to deepen students’ conceptual understanding of key standards in mathematics through focusing on:
􀀹 Decoding Strategies
􀀹 Fluency Strategies
􀀹 Comprehension Strategies | | | | 4 | |
Participation Signals | | | | | | --- | --- | --- | --- | --- | | | | | | | | | | |
5 | | | Work Session \#1:
Literacy for All
Readers and Mathematicians
|
6 | | --- | --- | |
Ponder a Moment | | | | --- | --- | --- | | “A math teacher is a reading teacher…a reading teacher that teaches students to read math.”
Do you agree or disagree? Be prepared to explain your reasoning. | | | | | | 7 | Voices from the Math Classroom “The students know how todo the math, they just don’t understand what the question is asking.” 8 |
Literacy Defined | | | | --- | --- | --- | | The ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context. | | | | | | 9 | |
Students Who Can’t Read | | | --- | --- | | • 126 million youth worldwide are illiterate.
• Students who can’t read are not deficient because a lack of book and print awareness or because they can’t read the words on a page.
• Students who can’t read
-are not able to read words with enough fluency to facilitate comprehension.
-lack strategies to help comprehend what they read. | | | | 10 | |
Literacy Challenges | | | | --- | --- | --- | | Reading math is different from reading a narrative:
• Students generally read the words from left to right, while math may require students to read from left to right, right to left, top to bottom, botto

FAQs

What is the main objective of the training?

To highlight literacy strategies that deepen students’ conceptual understanding of key mathematics standards by focusing on decoding, fluency, and comprehension.

How does the session distinguish reading math from reading narrative?

It explains that math may require reading in multiple directions and uses variables and symbols with meanings that differ from typical narrative sentence structure.

What kinds of supports are suggested for students who can’t read?

The material emphasizes that students lack fluency and comprehension strategies, and are not deficient due to limited book or print awareness alone.

Oct 1, 2026

Uploaded by Anna Hans