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Thinking about Vocabulary


Thinking about Vocabulary March 8 or 9, 2010 Don t forget language barriers other than vocabulary Sentence complexity, active vs. passive What you have is half ... – PowerPoint PPT presentation

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Title: Thinking about Vocabulary

Thinking about Vocabulary
  • March 8 or 9, 2010

Dont forgetlanguage barriers other than
  • Sentence complexity, active vs. passive
  • What you have is half of what you need
  • ½ cup sugar, 1 and ½ cups of flour, ¾ teaspoon
    salt, and ¼ teaspoon baking soda were placed in
    a bowl. If the bowl holds a quart of dry
    ingredients, how much room is left?
  • Restating in the Think Aloud has real potential

From homework Benefits of focus on vocabulary
through Think Aloud or similar process
  • Two of the students I had noticed shutting down
    after Step 1 were suddenly more engaged
  • More engagement during this math lesson as a
    result of providing more vocabulary support
  • This was much more helpful than giving a word,
    definition, and sheet to label what was
    happening. I saw a higher level of engagement
    among the students also.
  • We ended up spending approximately 25 minutes on
    the vocabulary and context step. This finally
    seemed to engage the small group.

From homework Benefits of focus on vocabulary
through Think Aloud or similar process
  • Their motivation to want to solve the problem
    really kept their interest enough to want to
    understand all of the vocabulary used and they
    asked many questions within their group to help
    each other process
  • As students became more confident in their
    vocabulary, they began to take risks and try to
    figure out the solution

Selecting vocabulary
  • As in Think Aloud, students can tell you a lot as
    they identify important vocabulary.
  • Also important for you to consider and identify
    vocabulary challenges

From literacy Considering the challenges
Challenge Example
Knows word but has difficulty decoding it guarantee
Has concept but not label anguish
Does not have concept or label photosynthesis
From literacy Thinking about vocabulary
  • Is the word really critical to understanding the
  • (Math Critical to figuring out the problem?)
  • Is the word likely to be needed again?
  • (Math Needed in other problems?)
  • Can the students figure the word out on their
  • (Math Can they develop the concept and then add
    the label without initially having the label?)

Framework from the article Supporting Math
Vocabulary Acquisition
Context- related Mathematics-related
From homework Thinking about time and timing
for focusing on vocabulary
  • One of the dilemmas presented in the article is
    that spending time on clarifying vocabulary takes
    time away from the problem solving itself and in
    general takes up more time in the class period.
  • To do this approach will be time consuming and
    much more difficult than lecture and worksheet

From homework Thinking about time and timing
for focusing on vocabulary
  • Time and presentation of when I did this within a
    lesson is essential
  • I focused on when to introduce/review the
  • The work my students did demonstrates their
    knowledge of multiples. I think this is a great
    opportunity to introduce the word multiples.

From homework Challenges in focusing on
  • Sometimes I feel I provide too much support in
    the area of math vocabulary
  • Struggles included the fact that there were so
    many words and new words that it was hard to pull
    out the basic math.
  • I think this strategy can be a very useful tool,
    but dont know how it would work for them with
    all new vocabulary.

From homework Insights and thoughts
  • I was also thinking about that I wanted to be
    sure not to do that may interfere with their
    mathematical experiences.
  • Holding students accountable for the learning of
    vocabulary might be equally as important as the
    math skill that is the focus of the lesson.
  • Finding out that the math vocabulary was easier
    for them to understand than the content
    vocabulary forced me to think of things I needed
    to do when giving out problems to solve,
    mathematical or otherwise
  • Efforts were made to avoid removing language from
    the task as an accommodation

From homework Insights and thoughts
  • Is it a cure-all? Of course not, but connecting
    a vocabulary term to a real life situation at
    the outset of a problem using a strategy like
    Marzano is another way to give a student a
    fighting chance to find success

More on Vocabulary Math for All
  • Grades 3-5 pp.111-118
  • Grades 6-8 pp. 124-134

Group 1 8th Grade
  • Tonis net pay last week was 128.35. Her
    paycheck also said that her gross pay was
    168.88. What percent of her pay was taken out
    for taxes?

Context- related Mathematics-related
Group 2 3rd Grade
  • The third graders at Lincoln School wanted to
    have a popcorn treat. They have 5 popcorn kits
    for their popcorn supply. Each kit will make
    enough servings for 15 people. How many people
    can they serve?

Context- related Mathematics-related
Group 3 9th Grade
  • The Daily closing prices of a companys stock for
    one week are shown below. Find the percent
    change in closing price from day to day.
  • Monday 44.0
  • Tuesday 35.6 Change ______
  • Wednesday 38.9 Change ______
  • Thursday 30.7 Change ______
  • Friday 30.5 Change ______

Context- related Mathematics-related
Group 4 7th Grade
  • Jill and 3 friends ate dinner at a restaurant.
    The bill was 67. In addition, they left a 13
    tip. Approximately what percent of the bill did
    they leave as a tip?

Context-related Mathematics-related
Group 5 8th Grade
  • Three brothers, Bob, Dan and Mark, receive an
    inheritance of 45,000 from their father. The
    money is shared among the brothers in proportion
    to the number of children each one has. Bob has
    two children. Dan has 3 children, and Mark has 4
    children. How much money does Mark get?

Context-related Mathematics-related
Group 6 5th Grade
  • Janis saved the allowance she received each week.
    She saved 93.50 in 17 weeks. Lois also saved the
    allowance she received each week. She saved
    75.00 in 12 weeks. Who earns more allowance each
    week? Justify your answer.

Context-related Mathematics-related
Group 7 4th Grade
  • A fourth grade class is planning a trip to the
    planetarium. There are 20 students in the class.
    Tickets to the planetarium cost 3.75. Estimate
    the total amount of money the teacher will need
    to collect for the tickets.

Context-related Mathematics-related
Group 8 6th Grade
  • The Makit-Bumpy road crew was working on the
    freeway. The road crew could pave 1/4 of a
    mile a day. How many days would it take the crew
    to pave the 25 1/2 mile road?

Context-related Mathematics-related
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