Welcome to this overview of the instructional routines for mathematics intervention.
My name is Sarah Powell from the University of Texas at Austin, and I'll guide you through the materials that I created along with my colleague, Kate Berry.
Now in a classroom, there may be a student or students with an identified disability and one or several IEP goals and mathematics.
There may be also students who experience mathematics difficulty without a disability diagnosis.
Regardless, these two groups of students often require mathematics intervention, above and beyond the general education mathematics instruction.
If you have students who need mathematics intervention, you could use the instructional routines.
Now for students who need mathematics intervention, we designed twenty three different modules.
Each module is focused on specific mathematics content.
And each module contains three components, step by step routines, problem sets, and vocabulary cards.
Now here are the topics covered in the first twelve modules, and the grade level takes that the modules address.
Look at module five. It covers addition of whole numbers, and it addresses takes in grades two, three, four, five, and seven.
And then here are the modules and tieks addressed by modules thirteen through twenty three.
Now, each of these twenty three modules includes several different step by step routines.
We designed these routines by following the tenants of explicit instruction.
Explicit instruction is a combination of modeling and practice with embedded supports.
The instructional routines focus on the modeling and supports, and then you engage your students in guided practice and independent practice by using the problem sets.
We also designed these routines by including multiple mathematical representations, We often think of mathematics in the abstract, that is with numbers, symbols, and words.
In the routines, you'll be provided with concrete examples where you can use hands on tools, and there will be pictorial examples, where you can draw pictures or use virtual manipulatives.
It will be up to you to decide how often you model and practice with these multiple representations.
So here's an example of one of the twenty three routines.
This is the routine about concepts of subtraction.
Each routine begins with a section about important mathematics vocabulary.
These are the vocabulary terms presented on the vocabulary cards, and the mathematics vocabulary that you should use during your instruction.
Then each routine provides a bit of background information.
This background information here talks about the two conceptual understandings of subtraction, and it provides a visual for presenting subtraction problems in different ways.
Then you'll see the routine.
All modules have at least two different routines.
This is the routine about subtraction as separating.
We have scripted this routine, but we don't expect you to read this routine verbatim.
Instead, read it before you do your mathematics intervention to have an idea on how to introduce and practice different mathematical concepts and procedures.
This is a generic modeling of the routine.
The teacher dialogue is bolded, but as you can see, this is a dialogue between the teacher and students. This is the modeling and supports of explicit instruction.
Now following most generic routines, we've provided a problem specific example.
Here is an example of ten minus six.
This example gives you an idea of how to use the routine to teach a specific skill.
And then at the end of each routine, we've referenced the problem sets and the vocabulary cards. Let's talk about each of those now.
Each routine comes with problem sets. These are problems, usually at least fifty different problems that you can use during your mathematics intervention.
You could use these problems for modeling, guided practice, or independent practice.
We have placed one problem on each page. You could show a problem using your document camera or computer, You could also print the problems off though that your students can write on those.
With the problem sets, you don't have to create mathematics material for you and your students to use, the problems have been provided for you.
We have also included vocabulary cards. Here are examples of the vocabulary cards for compare, difference, equal sign, and menu end.
You could print these vocabulary cards out and cut them apart to create a word wall, You could also show them during the lesson or have students use these cards to create their own mathematics glossary.
So that was a brief overview of the instructional routines for mathematics intervention.
We hope that you will use these routines and enjoy them as much as we enjoyed creating them. Have fun teaching mathematics with your students.
