Constructing and Transforming Vocabulary Perspectives in Your Math Classroom
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Constructing and Transforming Vocabulary Perspectives in Your Math Classroom
NCTMIndianapolis
April 14, 2011
Laura MalyRosann Hollinger
Cynthia Cuellar Rodriguez
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Free Association: Verbal
Say any word that you think of when you hear… Indianapolis Spring Vocabulary Instruction
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Learning Intention
We are learning how to effectively embed math vocabulary development in the mathematics classroom.
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Success Criteria
We will know we are successful when we can articulate ways to embed vocabulary instruction into our teaching practice.
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Vocabulary Research
“Research has shown that background knowledge of academic vocabulary is one of the strongest indicators of how well students learn subject area content when they come to school.”
http://www.ascd.org/ASCD/pdf/six_step_flash.html
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What are the Big Ideas?
Step 1: Provide a description, explanation, or example of the new term
Step 2: Ask students to restate the description, explanation, or example in their own words
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase
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Steps 1,2,3 in Action
Transformation
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What is the Big Idea
Step 4: Engage students periodically in activities that help them add to their knowledge of the term in their notebooks
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Step 4: Engage students periodically in activities that help them add to their knowledge of the term in their notebooks
Free Association: verbal and written Create an analogy Comparing Terms
Complete a Venn diagram or a double bubble Create a metaphor Write a Brief Caution or Reminder Write a poem Taxonomies: listing related words Classifying terms
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Taxonomies
Topic: Geometry Independently: Write at least one
word for each letter of the alphabet that relates to “Geometry”.
Collaborate: form groups of 3 or 4 to share your words and add to your own list.
Cross-Pollinate: Whole group, missing a letter? Now is your chance to ask!
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Classifying Terms Using your group’s Taxonomy List,
create categories classify terms
Be prepared to explain criteria for membership in category terms included in each category how each term meets the criteria for
placement in a category
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What is the Big Idea
Step 5: Periodically ask students to discuss the terms with one another
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Step 5: Periodically ask students to discuss the terms with one another
Unstructured Informal unstructured discussion among
and between students Structured
Think-Pair-Share
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What is the Big Idea
Step 6: Involve students periodically in games that allow them to play with terms
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Step 6: Involve students periodically in games that allow them to play with terms.
What Is the Question? (Jeopardy) Name That Category ($100,000
Pyramid) Draw Me (Pictionary) I Have, Who Has Vocabulary Charades Talk a Mile a Minute
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Talk a Mile a Minute
Set A
Rotation Perpendicular Congruent Line segment Rhombus
Set B
Reflection Parallel Similar Angle Parallelogram
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Vocabulary Charades
At your tables Silently act out ideas on your
vocabulary cards Rotate who chooses a card and acts out
the term
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Vocabulary Research
“Students who have not had exposure to academic vocabulary are at a disadvantage when they encounter new terms. These students are at higher risk of falling behind as new vocabularies are introduced and unfortunately overtime the gap between these students grows even larger.”
http://www.ascd.org/ASCD/pdf/six_step_flash.html
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3-2-1
3 thoughts about building academic vocabulary you are walking away with from this session are…
2 thoughts about building academic vocabulary you will take back to share with a colleague are…
1 thought about building academic vocabulary you will embed into your teaching practice is… 19
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Learning Intention
We are learning how to effectively embed math vocabulary development in the mathematics classroom.
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Success Criteria
You will know you are successful when you can articulate ways you will embed vocabulary instruction into your teaching practice.