Vocabulary Development Vocabulary Development

Fulton County Schools Mathematics Professional Development

August 12, 2010

Vocabulary is Central to Vocabulary is Central to Mathematical LiteracyMathematical Literacy

Language of the Standards

(LOTS)

Vocabulary Knowledge Vocabulary Knowledge Increases When: Increases When:

What doesn’t work? What doesn’t work?

1. Look them up. 2. Use them in a sentence.3. Use context. 4. Memorize definitions.

What Does Work? What Does Work?

1. Integration - connecting new vocabulary to prior knowledge.

2. Repetition - encountering/using the word/concept many times

3. Meaningful use - multiple opportunities to use new words in reading, writing, and discussion.

Teaching Math VocabularyTeaching Math Vocabulary4 General Guidelines

1.Employ a variety of methods of teaching vocabulary

2.Actively involve students in vocabulary instruction

3.Provide instruction that enables students to see how target vocabulary words relate to other words

4.Provide frequent opportunities to practice reading and using vocabulary words in many contexts to gain a deeper and automatic comprehension of those words

Foil & Alber, 2002

Tips for Implementing Vocabulary Tips for Implementing Vocabulary Strategies SuccessfStrategies Successfullyully

Include vocabulary activities in your lesson plans. Vocabulary activities may be included during the

opening, work period, closing of the lesson or for homework.

Clearly state the purpose of the activity and expectations of students.

Actively monitor the processes of students. Choose activities based on the allocated

classroom time. Plan extra time when introducing a new

vocabulary activity. Sometimes an activity will flow better with more

words, add in past vocabulary words. Provide many opportunities to practice same

words throughout the week/unit.

Accessing Vocabulary Accessing Vocabulary Resources in SAMSResources in SAMS

ADD SCREEN SHOT ON VOCABULARY ON SAMES

Sample Vocabulary Sample Vocabulary Development Activities Development Activities

The strongest action a teacher can take to ensure students have the academic background knowledge to understand the context they will encounter, is to provide them with direct instruction with vocabulary terms. When students understand these terms, it is easier for them to understand the information they will read and hear in class.

Marzano, 2004

Final ThoughtsFinal Thoughts

ResourcesResourcesMarzano, R.J. (2004). Building academic

vocabulary: Teacher’s Manual. Alexandria: ASCD.

Marzano, R. J. (2004). Building Background Knowledge. Alexandria: ASCD.

Mink, D. (2010). Strategies for teaching mathematics. Shell Education, Huntington Beach.

Video available through REMC or to purchase www.ascd.org “A Six-Step Process for Teaching Vocabulary