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Janet SandersJanet Sanders
Master Math TeacherMaster Math Teacher
Round Rock High SchoolRound Rock High School
Word PowerWord PowerJob AlikeJob Alike
August 19, 2009August 19, 2009
Find Someone Who…
Tests vocabulary words and definitions
Introduces vocabulary using root words
Makes connections to other disciplines or examples for new vocabulary words
Uses vocabulary flash cards
Puts vocabulary words on the wall
Points out the math glossary in the textbook
Gives vocabulary lists to students
Embeds vocabulary in their daily lessons
Draws pictures for connections with new vocabulary words
1. DESCRIBE1. DESCRIBE2. RESTATE2. RESTATE3. SKETCH3. SKETCH
4. ADD4. ADD5. DISCUSS5. DISCUSS
6. GAME6. GAME
6 STEPS TO VOCABULARY ACQUISITION6 STEPS TO VOCABULARY ACQUISITION
Marzano, Robert J, Building Background Knowledge For Academic Achievement: Research On What Works In Schools.
WORKI NG
PERMANENT
Construct meaning
Construct a model
Organize: picture, graph, chart
Relative Time required by students to permanently learn a skill or process
Internalize: practice to achieve fluency
Vocabulary acquisitionVocabulary acquisitionSTEP 1STEP 1
• Provide vocabulary lists.Provide vocabulary lists.
• Preview pronunciation.Preview pronunciation.
• Pre-assess vocabulary knowledge.Pre-assess vocabulary knowledge.
• Provide a description, explanation, or Provide a description, explanation, or example of the new term.example of the new term.
Organize vocabulary words into 3 lists.Organize vocabulary words into 3 lists.
• List A – basic math vocabulary wordsList A – basic math vocabulary words
• List B – words with multiple meaningsList B – words with multiple meanings
• List C – words that are required for the unitList C – words that are required for the unit
Prepare Vocabulary ListsPrepare Vocabulary Lists
List A List A
(basic math (basic math vocabulary vocabulary wordswords
AngleAngle
Parallel LineParallel Line
AcuteAcute
ObtuseObtuse
List B List B
(multiple (multiple meanings)meanings)
Complementary Complementary
RayRay
RelationshipsRelationships
List C List C
(unit required)(unit required)
Alternate interior anglesAlternate interior angles
Corresponding anglesCorresponding angles
TransversalTransversal
BisectorBisector
SupplementarySupplementary
Prepare Vocabulary ListsPrepare Vocabulary Lists
List A List A
(basic math(basic math
vocabulary vocabulary words)words)
AngleAngle
Parallel LineParallel Line
AcuteAcute
ObtuseObtuse
List B List B
(multiple (multiple meanings)meanings)
Complementary Complementary
RayRay
RelationshipsRelationships
List C List C
(unit required)(unit required)
Alternate interior anglesAlternate interior angles
Corresponding anglesCorresponding angles
TransversalTransversal
BisectorBisector
SupplementarySupplementary
Preview PronunciationPreview PronunciationThe teacher reads the prepared vocabulary list aloud to the students.
ELL students need to REPEAT the words aloud 3x!
A quick matching assessment is given after previewing the list for the class.
Pre-assessmentPre-assessment
Name ______KEY_______________ Directions: Please match the word with its definition. Write the letter of the definition on the line next to the word. __H___ 1) Acute A) Straight lines or planes that remain a constant distance from each other and never intersect. __E___ 2) Angle B) Any angle that measures greater than 90 degrees. __D___ 3) Complementary Angles C) The part of a straight line that extends infinitely in one direction from a fixed point. __A___ 4) Parallel Lines D) Two angles whose sum is 90 degrees. __F___ 5) Transversal E) Two rays that meet at a common endpoint. __B___ 6) Obtuse F) Parallel lines intersected by another line. __C___ 7) Ray G) Interior angles that lie on opposite sides of a transversal. __G___ 8) Alternate Interior Angles H) Any angle that measures less than 90 degrees. __I___ 9) Corresponding Angles I) Angles that lie on the same side of a transversal, in corresponding positions
Vocabulary acquisitionVocabulary acquisitionSTEP 2STEP 2
Ask students to restate the description, Ask students to restate the description, explanation, or example in their own explanation, or example in their own words.words.
Pick-a-word sort
Vocabulary Deck Gallery Walk & Talk
Find Someone
Who…
ACTIVITY: PICK-A-WORD SORTACTIVITY: PICK-A-WORD SORT
•Select a word from the basket.
•Say the word.
•Read the definition.
•Match the word with a picture that represents the word.
•Explain why the picture represents that word.
•Pass the basket.
Vocabulary acquisitionVocabulary acquisitionSTEP 3STEP 3
Ask students to construct a picture, Ask students to construct a picture, symbol, or graphic representing the symbol, or graphic representing the term or phrase.term or phrase.
Vocabulary Deck Visual Vocabulary
Pick-a-word sort
• Write a vocabulary word on one side of the Write a vocabulary word on one side of the card and divide the back of the card into 4 card and divide the back of the card into 4 parts.parts.
Activity: Vocabulary DeckActivity: Vocabulary Deck
Formal definitionDefinition in your own
words
Non-example (or in your native language)
Example or picture
Vocabulary acquisitionVocabulary acquisitionSTEP 4STEP 4
Engage students periodically in Engage students periodically in activities that help them add to their activities that help them add to their knowledge of the terms vocabulary knowledge of the terms vocabulary lists.lists.
Vocabulary Deck
Literature Link
Gallery Walk & Talk
Pick-a-word sort
Find Someone
Who…
Vocabulary acquisitionVocabulary acquisitionSTEP 5STEP 5
Periodically ask students to discuss the Periodically ask students to discuss the terms with one another.terms with one another.
Gallery Walk & Talk
Pick-a-word sort
Find Someone
Who…
Literature Link
Vocabulary acquisitionVocabulary acquisitionSTEP 6STEP 6
Involve students periodically in games Involve students periodically in games that allow them to play with terms.that allow them to play with terms.
Find Someone
Who…
Pick-a-word sort
Visual Vocabulary
On 3 separate post-it notes please write 1 note On 3 separate post-it notes please write 1 note about each topic and post on the chart paper:about each topic and post on the chart paper:
Something that squares with what you Something that squares with what you already knew. already knew.
Something that completes an idea or Something that completes an idea or concept. concept.
Something that was new to you today.Something that was new to you today.
EvaluationEvaluation
ResourcesResources
Marzano, Robert J.. Building Background Knowledge For Academic Achievement: Research On What Works In Schools. Alexandria, VA: Association For Supervision &Amp; Curriculum Deve, 2006. Marzano, Robert J.. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association For Supervision & Curriculum Deve, 2007.