Showing posts with label Vocabulary. Show all posts
Showing posts with label Vocabulary. Show all posts
Thursday, September 20, 2018
Vocabulary Resources for the Secondary Math Classroom
Word Walls? Vocabulary Games? Poetry? In math class!?! YES! Check out these ideas for building intentional, explicit instruction on math vocabulary.
Wednesday, September 19, 2018
Ideas for Habit 8 Building Vocabulary
I started delving into Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking recently. The introduction caught my attention because I spent a chunk of my career in elementary school. There, much attention is given to teaching reading strategies to students like fix up strategies, thinking strategies, making connections and more. Authors Pearse and Walton take those ideas and apply them to math.
Building vocabulary is essential at all levels in all courses. I've written about vocabulary before ... so today I'm capturing some of those snippets!
From Overcoming Textbook Fatigue, the strategy vocabulary mix-up is highlighted. She suggests placing vocabulary words on table tents - one word per tent. Set up student groups, use roles even ... reader, illustrator, leader, and reporter. Provide resources ... a textbook, other books, chart paper, markers. Have each group draw, define, and explain their assigned term using the available resources. When completed, ask each group to report out and hang up their work to create an illustrated word wall.
I mentioned self-reflection on vocabulary at Math = Love last year! Here is a snippet from that post. I remember reading about this strategy in Marzano's book on vocabulary but I didn't put it into practice this past year. Creating a master list for each unit, rating before, in the middle and at the end of the unit will be helpful in getting students to think about their own understanding of math terms.
Early in my blogging (2012) I captured this vocabulary strategy. Played a vocabulary game this week in "new teacher" orientation that I liked called Moving Words. Choose enough vocabulary words so that you have one per 2 students. Ask each pair to come up with a movement or signal for their assigned word. When all pairs are ready, stand in a circle. The teacher leads by illustrating a word with a movement. The class repeats her movement. The next pair in the circle illustrates their word. The class repeats it. Then the class repeats the teacher's word and the first pair's word. The 2nd pair illustrates their word. The class repeats it. Then the class repeats the teacher's word, the 1st pair's word, and the 2nd pair's word. The process continues around the circle. After the movement exercise, ask students to sit down and make notes on the vocabulary words.
Last summer I played with ThingLink and created a vocabulary example using it. I have to admit that I did not use ThingLink with my students last year. It is a tool I think has a lot of value. There are just so many tools, and so little time. I'm curious what tech tools others find to be the most valuable!
A last example of vocabulary strategies to share today comes from the Desmos class activities. The PolyGraph activity engages students, they have fun with it, and it provides the perfect tool for using vocabulary to play a 20 questions-like game defining graphs.
Confession: I don't do enough with vocabulary to ensure all students understand the terms completely. We use academic vocabulary daily, we talk math daily, but possibly too often I make the assumption that all students know the meanings and nuances of the words we are using. This habit is one to think about for sure!
Building vocabulary is essential at all levels in all courses. I've written about vocabulary before ... so today I'm capturing some of those snippets!
From Overcoming Textbook Fatigue, the strategy vocabulary mix-up is highlighted. She suggests placing vocabulary words on table tents - one word per tent. Set up student groups, use roles even ... reader, illustrator, leader, and reporter. Provide resources ... a textbook, other books, chart paper, markers. Have each group draw, define, and explain their assigned term using the available resources. When completed, ask each group to report out and hang up their work to create an illustrated word wall.
I mentioned self-reflection on vocabulary at Math = Love last year! Here is a snippet from that post. I remember reading about this strategy in Marzano's book on vocabulary but I didn't put it into practice this past year. Creating a master list for each unit, rating before, in the middle and at the end of the unit will be helpful in getting students to think about their own understanding of math terms.
Early in my blogging (2012) I captured this vocabulary strategy. Played a vocabulary game this week in "new teacher" orientation that I liked called Moving Words. Choose enough vocabulary words so that you have one per 2 students. Ask each pair to come up with a movement or signal for their assigned word. When all pairs are ready, stand in a circle. The teacher leads by illustrating a word with a movement. The class repeats her movement. The next pair in the circle illustrates their word. The class repeats it. Then the class repeats the teacher's word and the first pair's word. The 2nd pair illustrates their word. The class repeats it. Then the class repeats the teacher's word, the 1st pair's word, and the 2nd pair's word. The process continues around the circle. After the movement exercise, ask students to sit down and make notes on the vocabulary words.
Last summer I played with ThingLink and created a vocabulary example using it. I have to admit that I did not use ThingLink with my students last year. It is a tool I think has a lot of value. There are just so many tools, and so little time. I'm curious what tech tools others find to be the most valuable!
A last example of vocabulary strategies to share today comes from the Desmos class activities. The PolyGraph activity engages students, they have fun with it, and it provides the perfect tool for using vocabulary to play a 20 questions-like game defining graphs.
Confession: I don't do enough with vocabulary to ensure all students understand the terms completely. We use academic vocabulary daily, we talk math daily, but possibly too often I make the assumption that all students know the meanings and nuances of the words we are using. This habit is one to think about for sure!
Tuesday, June 24, 2014
#TLChallenge Week 3: Illustrating Vocabulary using ThingLink
This was fun! Check out the interactive links explaining the vocabulary of an ellipse!
Wednesday, June 19, 2013
Vocabulary Mix UP
As a member of ASCD, I receive six books during the year. This year, I tossed them on the shelf - there was no time to read them. But now that summer is settling in, I decided I should check out these books and see what gems are hiding between the covers.
The first book I chose to thumb through is Overcoming Textbook Fatigue by Lent. Since we don't use textbooks much at all at school, I chose this book first thinking I could dispose of it quickly. Not so! I skimmed the first several pages and discovered excellent strategies that I could put to use in the fall!
As I mentioned in a previous post, I want to do better with teaching our math vocabulary. In Lent's book, she has a chapter dedicated to teaching vocabulary. One idea that jumped out in my quick reading she labels as Vocabulary Mix Up. She suggests placing vocabulary words on table tents - one word per tent. Set up student groups, use roles even ... reader, illustrator, leader, and reporter. Provide resources ... a textbook, other books, chart paper, markers. Have each group draw, define, and explain their assigned term using the available resources. When completed, ask each group to report out and hang up their work to create an illustrated word wall.
Since I teach several classes with the same content, I might hang all of the posters and ask classes to determine which posters get to represent the words for that unit.
I can see doing this activity as part of a warm-up sequence in an introductory lesson for a unit.
To build on this vocabulary idea, I could also begin using Question Cards 2 - 3 times during the unit. Students simply write one of the assigned words on an index card. On the back they respond to a prompt that I provide. The author gives this example for the word, variable: If you were a variable in math, what would your role be?
Other questions I might ask ...
As I mentioned in a previous post, I want to do better with teaching our math vocabulary. In Lent's book, she has a chapter dedicated to teaching vocabulary. One idea that jumped out in my quick reading she labels as Vocabulary Mix Up. She suggests placing vocabulary words on table tents - one word per tent. Set up student groups, use roles even ... reader, illustrator, leader, and reporter. Provide resources ... a textbook, other books, chart paper, markers. Have each group draw, define, and explain their assigned term using the available resources. When completed, ask each group to report out and hang up their work to create an illustrated word wall.
I can see doing this activity as part of a warm-up sequence in an introductory lesson for a unit.
To build on this vocabulary idea, I could also begin using Question Cards 2 - 3 times during the unit. Students simply write one of the assigned words on an index card. On the back they respond to a prompt that I provide. The author gives this example for the word, variable: If you were a variable in math, what would your role be?
Other questions I might ask ...
- When can a variable represent more than one value?
- What is an example of the word, variable, in literature and how does that meaning help you understand math?
- How are the words variable and solution related?
How do you teach math vocabulary?
Monday, June 10, 2013
Blogosphere ... Good Ideas!
As I was working on my Feedly list, I visited a number of blogs today. I am really bad about remembering good ideas that I see around the blogosphere. So I was delighted when I happened up the radical rational ... where she mentions reading three blogs a day. She blogged about the three great ideas that she found today ... which sent me on my own hunt for three ideas to use next year!
One of my goals for next year is to do more with math vocabulary. So I was delighted to find this simple self-reflection on vocabulary at Math = Love! I remember reading about this strategy in Marzano's book on vocabulary but I didn't put it into practice this past year. Creating a master list for each unit, rating before, in the middle and at the end of the unit will be helpful in getting students to think about their own understanding of math terms. (And ... Sarah mentioned a book I might need to add to my summer reading list ... Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment!
I was not satisfied with my math notebooking efforts this past year. I value keeping a well-organized notebook but doing so is not one of my skills! I am afraid that I passed on my lack of organization to my students this past year. So I was glad to run across Borsht with Anna's post on math notebooking in a 3-ring binder! Our print shop will copy assignments on hole punched paper. Hole punching is so much easier than gluing and pasting! I'm hoping that with this plan in place I can teach myself and my ninth graders how to keep each unit organized!
Last but not least, I visited Math Munch today. Wow! So many possibilities! I love the numeric design project. I had some doodlers this year that would have loved to created graphic design numbers for me! The Math Munch folks highlighted a TED video presented by Nina Fetterman on epidemics. I can imagine using this video (or a clip of it) as I introduce exponential numbers - talking about the spread of disease! An ongoing effort is capturing students' attention and interest. I'm thinking there will be ways to use Math Munch next year ... maybe even "math munch Mondays!"
As you peruse the Internet this summer, how are you organizing the good ideas you find? Please share!
One of my goals for next year is to do more with math vocabulary. So I was delighted to find this simple self-reflection on vocabulary at Math = Love! I remember reading about this strategy in Marzano's book on vocabulary but I didn't put it into practice this past year. Creating a master list for each unit, rating before, in the middle and at the end of the unit will be helpful in getting students to think about their own understanding of math terms. (And ... Sarah mentioned a book I might need to add to my summer reading list ... Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment!
I was not satisfied with my math notebooking efforts this past year. I value keeping a well-organized notebook but doing so is not one of my skills! I am afraid that I passed on my lack of organization to my students this past year. So I was glad to run across Borsht with Anna's post on math notebooking in a 3-ring binder! Our print shop will copy assignments on hole punched paper. Hole punching is so much easier than gluing and pasting! I'm hoping that with this plan in place I can teach myself and my ninth graders how to keep each unit organized!
Last but not least, I visited Math Munch today. Wow! So many possibilities! I love the numeric design project. I had some doodlers this year that would have loved to created graphic design numbers for me! The Math Munch folks highlighted a TED video presented by Nina Fetterman on epidemics. I can imagine using this video (or a clip of it) as I introduce exponential numbers - talking about the spread of disease! An ongoing effort is capturing students' attention and interest. I'm thinking there will be ways to use Math Munch next year ... maybe even "math munch Mondays!"
As you peruse the Internet this summer, how are you organizing the good ideas you find? Please share!
Thursday, August 16, 2012
This 'n That Thursday (1)
Played a vocabulary game this week in "new teacher" orientation that I liked called Moving Words. Choose enough vocabulary words so that you have one per 2 students. Ask each pair to come up with a movement or signal for their assigned word. When all pairs are ready, stand in a circle. The teacher leads by illustrating a word with a movement. The class repeats her movement. The next pair in the circle illustrates their word. The class repeats it. Then the class repeats the teacher's word and the first pair's word. The 2nd pair illustrates their word. The class repeats it. Then the class repeats the teacher's word, the 1st pair's word, and the 2nd pair's word. The process continues around the circle. After the movement exercise, ask students to sit down and make notes on the vocabulary words.
Discovered a whole world of math bloggers online (this is just one list!) ... such great help not to mention very interesting people!
Attended a free online conference on foldables ... great fun! I'm experimenting with interactive notebook foldables ... hope to post a pic soon!
Decided to have an estimation jar in my classroom ... maybe one per unit ... now to find a jar and something to fill it with!
Discovered I can print poster size enlargements (B/W) fairly cheaply at Office Depot!
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