Janet SandersJanet Sanders

Master Math TeacherMaster Math Teacher

Round Rock High SchoolRound Rock High School

Word PowerWord PowerJob AlikeJob Alike

August 19, 2009August 19, 2009

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Tests vocabulary words and definitions

Introduces vocabulary using root words

Makes connections to other disciplines or examples for new vocabulary words

Uses vocabulary flash cards

Puts vocabulary words on the wall

Points out the math glossary in the textbook

Gives vocabulary lists to students

Embeds vocabulary in their daily lessons

Draws pictures for connections with new vocabulary words

1. DESCRIBE1. DESCRIBE2. RESTATE2. RESTATE3. SKETCH3. SKETCH

4. ADD4. ADD5. DISCUSS5. DISCUSS

6. GAME6. GAME

6 STEPS TO VOCABULARY ACQUISITION6 STEPS TO VOCABULARY ACQUISITION

Marzano, Robert J, Building Background Knowledge For Academic Achievement: Research On What Works In Schools.

WORKI NG

PERMANENT

Construct meaning

Construct a model

Organize: picture, graph, chart

Relative Time required by students to permanently learn a skill or process

Internalize: practice to achieve fluency

Vocabulary acquisitionVocabulary acquisitionSTEP 1STEP 1

• Provide vocabulary lists.Provide vocabulary lists.

• Preview pronunciation.Preview pronunciation.

• Pre-assess vocabulary knowledge.Pre-assess vocabulary knowledge.

• Provide a description, explanation, or Provide a description, explanation, or example of the new term.example of the new term.

Organize vocabulary words into 3 lists.Organize vocabulary words into 3 lists.

• List A – basic math vocabulary wordsList A – basic math vocabulary words

• List B – words with multiple meaningsList B – words with multiple meanings

• List C – words that are required for the unitList C – words that are required for the unit

Prepare Vocabulary ListsPrepare Vocabulary Lists

List A List A

(basic math (basic math vocabulary vocabulary wordswords

AngleAngle

Parallel LineParallel Line

AcuteAcute

ObtuseObtuse

List B List B

(multiple (multiple meanings)meanings)

Complementary Complementary

RayRay

RelationshipsRelationships

List C List C

(unit required)(unit required)

Alternate interior anglesAlternate interior angles

Corresponding anglesCorresponding angles

TransversalTransversal

BisectorBisector

SupplementarySupplementary

Prepare Vocabulary ListsPrepare Vocabulary Lists

List A List A

(basic math(basic math

vocabulary vocabulary words)words)

AngleAngle

Parallel LineParallel Line

AcuteAcute

ObtuseObtuse

List B List B

(multiple (multiple meanings)meanings)

Complementary Complementary

RayRay

RelationshipsRelationships

List C List C

(unit required)(unit required)

Alternate interior anglesAlternate interior angles

Corresponding anglesCorresponding angles

TransversalTransversal

BisectorBisector

SupplementarySupplementary

Preview PronunciationPreview PronunciationThe teacher reads the prepared vocabulary list aloud to the students.

ELL students need to REPEAT the words aloud 3x!

A quick matching assessment is given after previewing the list for the class.

Pre-assessmentPre-assessment

 Name ______KEY_______________ Directions: Please match the word with its definition. Write the letter of the definition on the line next to the word. __H___ 1) Acute A) Straight lines or planes that remain a constant distance from each other and never intersect. __E___ 2) Angle B) Any angle that measures greater than 90 degrees. __D___ 3) Complementary Angles C) The part of a straight line that extends infinitely in one direction from a fixed point. __A___ 4) Parallel Lines D) Two angles whose sum is 90 degrees. __F___ 5) Transversal E) Two rays that meet at a common endpoint. __B___ 6) Obtuse F) Parallel lines intersected by another line. __C___ 7) Ray G) Interior angles that lie on opposite sides of a transversal. __G___ 8) Alternate Interior Angles H) Any angle that measures less than 90 degrees. __I___ 9) Corresponding Angles I) Angles that lie on the same side of a transversal, in corresponding positions

Vocabulary acquisitionVocabulary acquisitionSTEP 2STEP 2

Ask students to restate the description, Ask students to restate the description, explanation, or example in their own explanation, or example in their own words.words.

Pick-a-word sort

Vocabulary Deck Gallery Walk & Talk

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ACTIVITY: PICK-A-WORD SORTACTIVITY: PICK-A-WORD SORT

•Select a word from the basket.

•Say the word.

•Read the definition.

•Match the word with a picture that represents the word.

•Explain why the picture represents that word.

•Pass the basket.

Vocabulary acquisitionVocabulary acquisitionSTEP 3STEP 3

Ask students to construct a picture, Ask students to construct a picture, symbol, or graphic representing the symbol, or graphic representing the term or phrase.term or phrase.

Vocabulary Deck Visual Vocabulary

Pick-a-word sort

• Write a vocabulary word on one side of the Write a vocabulary word on one side of the card and divide the back of the card into 4 card and divide the back of the card into 4 parts.parts.

Activity: Vocabulary DeckActivity: Vocabulary Deck

Formal definitionDefinition in your own

words

Non-example (or in your native language)

Example or picture

Vocabulary acquisitionVocabulary acquisitionSTEP 4STEP 4

Engage students periodically in Engage students periodically in activities that help them add to their activities that help them add to their knowledge of the terms vocabulary knowledge of the terms vocabulary lists.lists.

Vocabulary Deck

Literature Link

Gallery Walk & Talk

Pick-a-word sort

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Vocabulary acquisitionVocabulary acquisitionSTEP 5STEP 5

Periodically ask students to discuss the Periodically ask students to discuss the terms with one another.terms with one another.

Gallery Walk & Talk

Pick-a-word sort

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Literature Link

Vocabulary acquisitionVocabulary acquisitionSTEP 6STEP 6

Involve students periodically in games Involve students periodically in games that allow them to play with terms.that allow them to play with terms.

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Who…

Pick-a-word sort

Visual Vocabulary

On 3 separate post-it notes please write 1 note On 3 separate post-it notes please write 1 note about each topic and post on the chart paper:about each topic and post on the chart paper:

Something that squares with what you Something that squares with what you already knew. already knew.

Something that completes an idea or Something that completes an idea or concept. concept.

Something that was new to you today.Something that was new to you today.

EvaluationEvaluation

ResourcesResources

Marzano, Robert J.. Building Background Knowledge For Academic Achievement: Research On What Works In Schools. Alexandria, VA: Association For Supervision &Amp; Curriculum Deve, 2006. Marzano, Robert J.. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association For Supervision & Curriculum Deve, 2007.