Nctm 03 24 07
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The document discusses strategies for teaching mathematics vocabulary in the classroom. It provides several sources and frameworks for selecting important words to teach, such as focusing on tier two words that are frequently used across subjects. Teachers are encouraged to use multiple techniques to help students learn new vocabulary, including semantic maps, analogies, and student-created definitions. Regular review and assessment of vocabulary is important to check student understanding of key terms.
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Nctm 03 24 07
- 1. Vocabulary in the Mathematics Classroom Can words help my students learn math ?
- 10. Math Class Word Walls
- 22. Miki Murray
- 31. Strategies for Learning Vocab.
- 33. Semantic Maps Semantic Map “ I see you have positive & negative at a different level than zero, any reason?”
- 34. Semantic Maps Semantic Map “ Do you have any other words that might fit with greater than & less than?”
- 35. Semantic Maps Semantic Map “ Equivalent is a good choice, but you also need a heading for this new sub category.”
- 41. Research Sources on Amazon.com:
Editor's Notes
- We are concentrating on the School-wide literacy component, but have other components surrounding us. Forest Hills has adapted a school wide time for SSR/DEAR. Many grade leveled subjects already have common assessments. We valued consensus scoring on previous literacy initiatives, such as WAC.
- Constructivist Approach, layer word meanings with common language and gently immerse.
- Pass out Math Word Sections and review at this time………………….Compare to other Vocabulary Lists – GLCEs, KC4, whatever.
- Share Procedures, activities and overhead binders at this time.
- Share Procedures, activities and overhead binders at this time.
- Share Procedures, activities and overhead binders at this time.
- Share checking system I use for vocabulary – ten terms to two pages, check, then x then circle – DO NOT check w/o word wall (duplicates) I “do not teach math” on Fridays, but REALLY, I am teaching how to learn Math!
- Share checking system I use for vocabulary – ten terms to two pages, check, then x then circle – DO NOT check w/o word wall (duplicates) I “do not teach math” on Fridays, but REALLY, I am teaching how to learn Math!
- 1 (lowest) very uncertain about the term. Don’t understand what it means 2 I;m alittle uncertain about what the term means, but I have a general idea. 3 I understand the term and I’m not confused about any part of what it means 4 I understand even more than what has been taught about this term.
- (Baumann & Kame’enui, pg. 16) “If the words used to define a target word are likely unknown to the students, then the word is too hard.” Words also have to have a use and capture the interest of the students. What makes a word grade level appropriate? If the student can understand the meaning of the words that define the vocabulary term, that term is an appropriate term. For instance, to use direct instruction with words that will immediately or shortly appear in student reading is more effective than simply directly instructing on those words (Baumann & Kame’enui, pg. 110 study from Stahl & Fairbanks, by Marzano). To compare the effect sizes (meta-analysis): “..instruction in general words…(from) high-frequency word lists had an average effect size of .30 on students’ comprehension of content. However, when the words taught to students are words they will encounter in the reading passages used in the study, the effect size was .97.” According to this information a word is three times as likely to be learned if followed with an appearance within context. Selecting their own words for vocabulary study takes a suspended state of judgment from the instructors’ point of view. Will the students choose appropriate words? Will the teacher be able to accurately evaluate if the words chosen are at level for his or her students? Student selection is supposed to be “powerful in vocabulary learning.” Haggard used interviews of secondary and previous students and reports that (Blachowicz, Fisher 2006, pg. 7-8) students reported peers influenced the learning of words. Other important factors were frequent words from reading and current words in the media that surrounded the students. Haggard further suggests that self-selection was a major factor in students learning generalized words. Her studies were based on reading class situations, not a mathematics classroom. “In all groups studied, the students consistently chose words at or above grade level…” (pg. 8)
- (Baumann & Kame’enui, pg. 16) “If the words used to define a target word are likely unknown to the students, then the word is too hard.” Words also have to have a use and capture the interest of the students. What makes a word grade level appropriate? If the student can understand the meaning of the words that define the vocabulary term, that term is an appropriate term. For instance, to use direct instruction with words that will immediately or shortly appear in student reading is more effective than simply directly instructing on those words (Baumann & Kame’enui, pg. 110 study from Stahl & Fairbanks, by Marzano). To compare the effect sizes (meta-analysis): “..instruction in general words…(from) high-frequency word lists had an average effect size of .30 on students’ comprehension of content. However, when the words taught to students are words they will encounter in the reading passages used in the study, the effect size was .97.” According to this information a word is three times as likely to be learned if followed with an appearance within context. Selecting their own words for vocabulary study takes a suspended state of judgment from the instructors’ point of view. Will the students choose appropriate words? Will the teacher be able to accurately evaluate if the words chosen are at level for his or her students? Student selection is supposed to be “powerful in vocabulary learning.” Haggard used interviews of secondary and previous students and reports that (Blachowicz, Fisher 2006, pg. 7-8) students reported peers influenced the learning of words. Other important factors were frequent words from reading and current words in the media that surrounded the students. Haggard further suggests that self-selection was a major factor in students learning generalized words. Her studies were based on reading class situations, not a mathematics classroom. “In all groups studied, the students consistently chose words at or above grade level…” (pg. 8)
- (Baumann & Kame’enui, pg. 16) “If the words used to define a target word are likely unknown to the students, then the word is too hard.” Words also have to have a use and capture the interest of the students. What makes a word grade level appropriate? If the student can understand the meaning of the words that define the vocabulary term, that term is an appropriate term. For instance, to use direct instruction with words that will immediately or shortly appear in student reading is more effective than simply directly instructing on those words (Baumann & Kame’enui, pg. 110 study from Stahl & Fairbanks, by Marzano). To compare the effect sizes (meta-analysis): “..instruction in general words…(from) high-frequency word lists had an average effect size of .30 on students’ comprehension of content. However, when the words taught to students are words they will encounter in the reading passages used in the study, the effect size was .97.” According to this information a word is three times as likely to be learned if followed with an appearance within context. Selecting their own words for vocabulary study takes a suspended state of judgment from the instructors’ point of view. Will the students choose appropriate words? Will the teacher be able to accurately evaluate if the words chosen are at level for his or her students? Student selection is supposed to be “powerful in vocabulary learning.” Haggard used interviews of secondary and previous students and reports that (Blachowicz, Fisher 2006, pg. 7-8) students reported peers influenced the learning of words. Other important factors were frequent words from reading and current words in the media that surrounded the students. Haggard further suggests that self-selection was a major factor in students learning generalized words. Her studies were based on reading class situations, not a mathematics classroom. “In all groups studied, the students consistently chose words at or above grade level…” (pg. 8)
- My goal this year was to concentrate on Specialized, but there ARE SO MANY TECHNICAL words to teach just to teach my subject it seems.
- My goal this year was to concentrate on Specialized, but there ARE SO MANY TECHNICAL words to teach just to teach my subject it seems.
- My goal this year was to concentrate on Specialized, but there ARE SO MANY TECHNICAL words to teach just to teach my subject it seems.
- My goal this year was to concentrate on Specialized, but there ARE SO MANY TECHNICAL words to teach just to teach my subject it seems.
- Student Vocabularies are not as overwhelming as once thought. More recent studies show smaller numbers in student vocabularies. This means more to explicitly teach! THE MOST IMPORTANT thing is to establish a pattern…..the distributed practice is priceless!!! Pg 161, Blue Book, “…Nagy and Anderson (1984) asserted that ‘for every word a child learns, we estimate that there are an average of one to three additional related words that should also be understandable to the child.’”
- Teacher is “going live” Try to keep all on same words
- “I see you have positive & negative separate from zero, any reason?”
- “ Do you have any other words that might fit with greater than & less than?”
- “Equivalent is a good choice, but you also need a heading for this new sub category.”
- 3 rd & 4 th grade are considered a “speed bump,” until 3 rd grade vocabulary words are already used in a student’s life/vocabulary. 3 rd /4 th content vocabulary now enjoys no previous exposure. Marzano, Page 69, FIGURE 4.4 Impact of Direct Vocabulary Instruction: Direct Vocabulary ES .32, Direct Vocabulary Instruction on Words related to content ES .97. “…will increase by 33 percentile points when voacbulary instruction focuses on specific words important to the content they are reading as opposed to words from high frequency lists.”
- The precision of effective student use of vocabulary reveals mastery/misconceptions