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Strategies &Activities WMC – 45th Annual Green Lake Conference
Building Academic Math
Vocabulary
Michelle Bittick, Math Coach/ELL Coordinator
School District of Mauston
May 2, 2013
Our Agenda for the Morning Starting Off Point
Classroom Conversation
Peer to Peer - Speaking with Confidence
Activities
Student-Centered Glossaries
Sentence Stems/Starters
Vocabulary Posters
Frayer Model Foldable*
Word Walls and Anchor Charts
Graphic Organizers
Games
Strategies
Lesson Planning and Thoughts on Assessments
Peer to Peer
Speaking with Confidence
Classroom Conversation
College Talk…
Students Sharing…
Revoice, Restate, Reason…
Peer Tutoring…
Manip. and RL Connections…
teachingchannel.org
Are you letting them
talk about math?
If not, why not? If so,
how much? Is it
successful Math Talk?
https://www.teachingchannel.org/videos/improving-
student-vocabulary
https://www.teachingchannel.org/videos/third-grade-math-
solutions
https://www.teachingchannel.org/videos/developing-
communication-skills
https://www.teachingchannel.org/videos/student-peer-
teaching
https://www.teachingchannel.org/videos/teaching-
subtracting-integers
Links
Take-
Aways?
Selecting Vocabulary
Common Core
Standards
MAP or Other
Benchmark
Tests
WKCE Power
Words and
Phrases
Resource Suggested
Math Common Core Standards http://www.corestandards.org/
http://www.engageny.org/
http://www.ncpublicschools.org/
http://www.insidemathematics.org/
http://www.map.mathshell.org/
NWEA – Measurement of Academic
Progress (MAP) https://reports.nwea.org/help/Appendix_A_S.pdf
https://reports.nwea.org/help/Appendix_B_S.pdf
Cross Reference Vocabulary
Identify SAME words and terms. Identify SIMILAR words and terms. Identify words and terms that are
DIFFERENT. If you teach Spanish-speaking ELL
students, identify COGNATES/FALSE COGNATES.
According to the California, San Diego County Office of
Education, and their Get Vocal’s Website (http://kms.sdcoe.net/getvocal/100.html)
What it looks like: Type I: Basic words that rarely require instruction in school
(i.e., clock, table, happy)
Type II: Appear frequently in a variety of oral and written
language; sophisticated words for concepts that students can
explain using words they already know (i.e., merchant,
required, maintain)
Type III: Rare and content-specific words that need only be
taught as they relate to understanding a unit of instruction or
informational text (i.e., chlorophyll, asteroid, denominator,
indolent)
Special attention should be placed on teaching
Type II words based on the following criteria:
Importance and utility – words that are characteristic of
mature language users and are frequently encountered
Instructional potential – words that have rich connections to
other words and concepts
Conceptual understanding – words for which students
understand the concept; words that provide precise and
specific meaning to the concept
Note: ELLs and Children of Poverty may need
direction instruction on Type I words.
handout
Glossaries
bingimages.com
Commit to a format and time
to enter terms.
• Notebook paper or pre-
prepared copies.
• By alpha or unit/chapter.
• Spiral or binder.
• Student-friendly definitions
encouraged.
• Pictures/diagrams
• A day of the week…
• Pre/Post assess
understanding (handout)
“Put all of your ducks in a row.”
Student-
Generated
Glossaries
binder
Term Example/Picture/
Model/Synonym
Definition
Protractor
tool used to measure
angles or corners in
degrees (Student)
Protractor
a circular or
semicircular tool for
measuring an angle or
a circle
(Resource)
Example of a Glossary Entry w/Published Definition
From wikipedia.com
Sentence Starters and Stems
Remember the fill-in the blanks and complete the
sentence worksheets?
Well, they’re BAAAACCCCKKKK!
However, we look at them differently when it comes
to building vocabulary.
Sentence…
Stems
I used a _________
to measure the
___________ on the
polygon.
Starters
A protractor is used
to ______________
________________.
Sentence…
Stems
The ________ of
seven and ten is
_________. It is a
__________ and
________ number.
Starters
The number 70 has
the following
characteristics:
__________________
__________________
_________________ .
Sentence… Stems
I know how to
change a _______
to a decimal by
__________ the
numerator by the
__________,
Starters
To change a fraction
to a decimal…
________________
________________
________________
_______________ .
Don’t underestimate their usefulness. Word banks are
helpful with Stems, and Starters are open-
ended/rigorous to get our students to talk and write.
Vocabulary Posters
3 Choices
Teacher-
Generated posters for your
classroom wall.
Utilize your
technology skills.
From google.com
1
RIGHT
A poster could be made visual
without many words…
binder
Or…you might find some on-line to
purchase…
2
lonestarlearning.com
Or…you can
find them for
FREE on line
by district; like
the sets from
the Granite
Schools…
3
On scrap paper…think of
• a term
• define it
• examples of the term
• use it in a sentence
• visuals to support/clarify the term
• “What is everything your know about the
skill/term?”
On provided paper…
• arrange your information/pictures
• make it “eye-appealing” to the viewer
A handwritten poster by a student. (Or have students create on the computer!)
Vocabulary Poster Rubric Suggestion
Poor Fair Good 1 points 2 points 3 points
Definition
Incorrect. Correct, but Matches & explains
too vague. fully.
Picture to
Match
Definition Doesn't match Connects in Connects
the word. some way. & makes sense.
Spelling Many spelled Some spelled All spelled
incorrectly. incorrectly. incorrectly.
Math Many arithmetic Few arithmetic No arithmetic
Skill errors. errors. errors.
Frederick Frayer,
formerly of the
Wisconsin Center
for Education
Research, UW-
Madison
pinterest.com
pinterest.com
Frayer Sections Must haves…
Student Generated
Definition
Characteristics
(Essential and Non-
Essential is optional)
Examples/Non-
Examples
Options…
“Official” Definition
Dual Language
Visuals
Cross Content
Connections
Synonyms/Antonyms
However…you can
be more creative
with the section
headings. Here is
one for our younger
students.
pinterest.com
Take an 8 ½ x 11 inch paper.
Fold into fourths.
Diagonally fold where the both fold lines meet making one fold line.
Open up your template to find it ready to be filled in.
Let’s complete one!
mixed
number
binder/handout
Example Non-Example
Definition Visuals
Used as a Word Wall pinterest.com
Word Walls
Graffiti Word Wall
pinterest.com
Visuals
Examples
Student Friendly
Definitions
Can be teacher made or found on-line made by another educator student made or purchased.
desktop
Location, Location, Location
Use BOLD letters in dark colors.
Be selective about which words are
displayed; include problematic words.
Do interactive activities with the words, daily.
Use them in writing and speaking. pinterest.com
pinterest.com
pinterest.com
Unit display from EM
Or you could use a computer monitor that
scrolls electronic vocabulary posters!
Anchor Charts
If they don’t get
it, post it!!!
Graphic Organizers
From eduplace.com
From
teachervision.com
Use graphic organizers whenever
possible. It helps students to learn and
make connections. Use it as a
formative assessment, too. However, do
not provide a “grade” unless you are
evaluating a student’s knowledge
after ample lesson time and practice.
There are an incredible amount of different
graphic organizers on-line and in your
resources you use to teach content. • Limit the types you expose the student’s to everyday.
• You must TEACH HOW to use each organizer. Do not assume
students will know how to use it effectively.
Concept
Circles
factor product
multiple
radius
diameter chord
center
- 15 100
5 35
Which
number
does not
belong?
Justify your
answer
with math
language. What is our
topic and how
do you know?
What would
be a missing
term, and
what is your
conjecture
of the topic
and why?
Vocabulary Games
Pair Work – Peer
to Peer Talk,
Manipulatives,
Visuals
Group Work – Peer to Peer
Discussion, Manipulatives,
Body Movement/Music, Visuals
Individual – Computer
(interactive),
Manipulatives,
Visuals
Marzano’s 1st Book had games…
Vocabulary Games
for the Classroom
by Lindsay Carleton and Robert J. Marzano
13 games
included…
Marzano’s games include…
Word Harvest (e)
Name It! (e)
Puzzle Stories (ms)
Two of a Kind (e)
Opposites Attract (e)
Magic Letter, Magic
Word (ms)
Definition
Shmefinition (all)
Which One Doesn’t
Belong? (all)
Who Am I? (all)
Where Am I? (e)
Create a Category (all)
What Is the
Question? (all)
Classroom Feud (all)
marzanoresearch.com
To download reproducibles
From teach-nology.com
Put problematic vocabulary
on a cube template. Have
pairs/groups of students
roll the “dice” after it is
assembled and perform
specific tasks with the term.
1) use it in a sentence,
2) define it,
3) provide a
synonym/antonym,
4) perform a math skill…
Always remember to have
students document their
work when they play an
activity…for their
accountability and for you
to check.
Make flashcards into game cards.
quizlet.com
senteacher.com
flashcardexchange.com
studyblue.com
scholastic.com/kids/homework/flashcards.htm
kitzkikz.com/flashcards/
Matching
Concentration
Sorting…
Show examples…
“Features good games must have to use them in the
curriculum:
They must be fun to play.
Quick to play and get value from.
Preferably allow students to join at any time and leave
at any time and still get value.
Never become “old hat”.
Involve various level of thinking and learning.
Have more than one route to an answer.
Have an element of luck so students don’t feel
embarrassed or reluctant to play.”
Quote from Bob Falco, Ph.D, from SET Enterprises,
makers of SET and QUIZZLER games.
game
“…carefully chosen games foster an
environment that allows students,
teachers and parents to exhibit diverse
intelligences, backgrounds and/or cultures
in a setting that leads to appreciation of
each other’s gifts.
Intellectual games also foster thinking
skills. They can help in math, science,
reading, etc.
Falco also says…
Game playing is an
important part of learning.
http://www.discoveryeducation.com/free-
puzzlemaker/?CFID=12744806&CFTOKEN=30032515
Word Search
Criss-Cross
Double Puzzles
Fallen Phrases
Math Squares
Mazes
Letter Tile
Cryptograms
Number Blocks
Hidden Message ENGAGEMENT? NOT ALWAYS!
COGNITIVE ACTIVITY? NOT ALWAYS!
…and then there
are puzzles!
Show examples
Hold students
accountable for their
game work.
Lesson Planning…
From
sneakerteacher.blogspot
Peer to Peer Talk
“Sheltered English” is a technique
taught to enhance English language
acquisition. One component of this
program is to encourage students to
TALK TO EACH OTHER during
lessons/activities as they problem solve
and complete tasks.
Consider Having a Language
Objective for Each Lesson
EXAMPLES: READ-WRITE-LISTEN-SPEAK
Students will be able to orally read the Preamble
without assistance.
Students will be able to explain in writing how to add
decimals.
Students will listen to a story/sentence by a peer and
retell the story/sentence to another peer.
Students will be able to explain orally how
photosynthesis works.
Visuals
More and more of our students must have a
“videotape” in their minds in order to
understand terms presented in class.
Showing videos and reflecting on the content.
Providing pictures next to terms.
Writing your words as you say them.
*directions, new terms, key information
Reference tools, ex: number line.
Provide Word Walls for quick reference.
Manipulatives
Develop KINESTHETIC opportunities for
students that engage the learner to:
Match concepts on cards.* (websites)
Complete puzzles (show example) that require
movement of pieces to make a display of
knowledge. (Choose crossword puzzles over word searches for rigor...see samples.)
Do “labs” that have students make products
from given materials that explain the concept.
Gold puzzle
Use the math tools…
Body Movement/Music
Play Charades that model the term(s).
Make up or practice already prepared poems,
or lyrics to help queue the memory of terms
and their meaning.
Clap to words to develop rhythm/syllables.
Use timers w/tones to notify students to move
to various “centers” in your classroom.
Think about how you feel when you sit in a staff
development for too long…
handout
Assessment Thoughts…
Assessment Thoughts
Always go over terminology BEFORE giving an
assessment over a chapter or unit.
Pretend you are the student and take the test to
find the challenging terms/directions/tasks.
Play the vocabulary games or do thought
provoking puzzles.
Allow students to use their Vocabulary Glossary
as an accommodation.
When giving vocabulary assessments, make them
brief and use varied modalities, including oral vs.
written.
Consider completion of a graphic
organizer or vocabulary poster as an
assessment of key terms.
Have students “author” a quiz or choose
the format.
Use fill-in-the-blank sentence starters or
sentence stems.
Match words to words or words to pictures.
So, we’ve covered a lot…
Vocabulary usage and understanding
of academic language is huge. Now
we must meet the challenges of the
implementation of the CCSS.
Can your students read and
understand what to do with
this statement?
Time to Discuss
"Peer 2 Peer"
Share 2 ideas you'd like to
begin using in your classroom!
How do you know when you’re
vocabulary program is working?
Helpful Resources
Math in Plain English
Math Misconceptions
Good Questions for Math
Teaching (K-5, 5-8)
Classroom Discussions –
Seeing Math Discourse in
Action
I See What You Mean
Mathematics Formative
Assessment – 75 Practical
Strategies…
Elementary/Middle School
Mathematics – Teaching
Developmentally 8th Ed.
Step by Step Model
Drawing – Solving Word
Problems the Singapore
Way
Solving Word Problems –
The Singapore Math
Modeling Drawing Strategy
on CD-ROM Seminar
