Expand Vocabulary
Vocabulary is a strong predictor of comprehension.
Word Wall
K-W-L
Know - Want to Know - Learned K-W-L helps students analyze their vocabulary learning. Before reading, students glancing over a passage and fill out a chart with the vocabulary they Know and Want to Know. After reading, students fill in vocabulary the Learned. Learn more about K-W-L |
Teach - Teach - Trade
In this instructional strategy, students learn a new vocabulary word. One one side of a note card, students write the definition of the word and some sort of visual clue such as picture, equation or graph. On the back of the card, the student uses the word in a sentence. Then, pairs of students teach each other their cards. Students then trade cards with another group and continue to teach - teach - trade until all new vocabulary in shared. |
Planning Instruction
When vocabulary is presented in a lesson can increase comprehension.
Answer the following questions:
1. Concepts: What mathematics words are in this lesson?
2. Content: What subject-matter words are in this lesson?
3. Clarify: Which words should I mention or clarify?
4. Cut: Which words should I rephrase or eliminate?
5. Construct: Which words should I teach?
Then plan when the vocabulary is best introduced, limiting the vocabulary that is presented before the lesson. Comprehension is increased if the vocabulary is presented in context.
When vocabulary is presented in a lesson can increase comprehension.
Answer the following questions:
1. Concepts: What mathematics words are in this lesson?
2. Content: What subject-matter words are in this lesson?
3. Clarify: Which words should I mention or clarify?
4. Cut: Which words should I rephrase or eliminate?
5. Construct: Which words should I teach?
Then plan when the vocabulary is best introduced, limiting the vocabulary that is presented before the lesson. Comprehension is increased if the vocabulary is presented in context.
Sources
Bromley, K. (2014). Active engagement with words. In Hichman, K. A & Sheridan-Thomas, H. K. (Eds.), Best Practices in Adolescent Literacy Instruction (2nd ed.) [Kindle iPad version]. Retrieved from http://www.amazon.com
Smith, A. T., Angotti, R. L., & Fink, L. (2012). Why are there so many words in math?: Planning for content-area vocabulary instruction. Voices from the Middle, 20(1), 43-51. Retrieved from http://search.proquest.com/
Bromley, K. (2014). Active engagement with words. In Hichman, K. A & Sheridan-Thomas, H. K. (Eds.), Best Practices in Adolescent Literacy Instruction (2nd ed.) [Kindle iPad version]. Retrieved from http://www.amazon.com
Smith, A. T., Angotti, R. L., & Fink, L. (2012). Why are there so many words in math?: Planning for content-area vocabulary instruction. Voices from the Middle, 20(1), 43-51. Retrieved from http://search.proquest.com/