Strategies that Most Impact Student Achievement (US Dept. of Education, 2002)

Rank Strategy % Gain

1 Extending Thinking Skills

(compare/contrast, classification, etc.)

45

2 Summarizing(tell your partner, cheat sheets, etc.)

34

3 Vocabulary in Context 33

4 Advance Organizers(concept maps, webs,

cues, questioning, etc.)

28

5 Non-Verbal Representations

(visuals, manipulatives, charades, etc.)

25

Six Step Process for Teaching Academic Vocabulary:

1. Provide a description, explanation, or example of the new term. (If working with ELL students the teacher should first provide the description in the native language and a visual representation of the word. )

2. Ask students to restate the description, explanation, or example in their own words. ELL students may write their definition in their native language.

3. Ask students to construct a picture, symbol, or graphic of the term. This activity is critical for ELL students.

4. Engage students every other week in activities that help them add to their knowledge of the terms.

5. Every other week ask students to discuss the terms with one another.

6. Once a week involve students in games that allow them to play with the terms

The thing about math vocabulary is….

Which of the graphs shows a variable rate of decrease in the function?

Which graph represents the solution set for the inequality?

Write an equivalent inequality with the variable on the opposite side?

Where are the context clues?

STUDENT A STUDENT B

50th percentile 10-12 words per week 62nd percentile

50th percentile 10-12 words per week

linked to content 83rd percentile

Effect on Student Achievement

V (Visual) A (Always in Context) M (Multiple Exposures) P (Prior Knowledge)

Exemplary Vocab Instruction

Acceleration Vocabulary Strategies

4-Fold Fold 4 times Term, student definition, picture or

example, fill in the blank sentence Cut & shuffle Play in pairs

Why work in groups/pairs?

Vicariously-induced self-efficacy When students see a peer complete

tasks successfully, they are more apt to believe that they can be successful.

Retention rate when teaching one another increases drastically

Learning while talking

More Vocabulary Strategies Word Sort Act it Out! Carousel

Vocabulary Collaborative

Frayer Venn Diagrams Semantic Word

Map Synectics Tic-Tac-Word Applause!

Synectics

Draw the framework

Call out random common nouns

Place the vocabulary word in the box last

In groups, students develop comparisons

Focus on most critical vocabulary

Handy Vocabulary

Trace your hand as a graphic organizer

Palm = Picture Fingers =

definition, is, isn’t, examples

Rule of Thumb

Word Art

Perpendicular Quadrilateral Parallel Acute Obtuse Denominator

Flip Chart

Hotdog fold Fold to get as many

flaps as you need Snip flaps Word on front,

definition, picture/example inside

See Dinah Zike’s Teaching Mathematics with Foldables for more ideas

Word Expert

Generate word list by previewing unit with students

Students select a word that interests them They become the expert in that word Students become knowledgeable in all

aspects of the word: roots, pronunciation, synonyms, antonyms, etc.

Students create artistic visual of the word When that word arises in the lesson, that

student is the “go-to” expert on the word.

Vocabulary Bookmark

Create bookmarks with words and meanings of words we anticipate may cause confusion

As students read (directions, problems, etc.) have students refer to the bookmarks for scaffolding

Students may also doodle illustrations that relate to the words.

Previewing Vocabulary

Skim vocabulary lists for unfamiliar words

Jot each word on a sticky note Stick the words on a class chart Categorize words if possible Say the words, talk the words

Same Idea; Different Look

Words I know well enough to teach

Words I think I’ve seen/heard before

Words I have no knowledge of

Important!

We do NOT want to teach all the words in a unit before we teach the unit. Rather, we want to build on prior knowledge to enhance comprehension. Students need to work with words on an average of 6-9 times to own them. This exercise is one pass.