1 Constructing and Transforming Vocabulary Perspectives in Your Math Classroom NCTM Indianapolis April 14, 2011 Laura Maly Rosann Hollinger Cynthia Cuellar Rodriguez

2 Free Association: Verbal Say any word that you think of when you hear… Indianapolis Spring Vocabulary Instruction

3 Learning Intention We are learning how to effectively embed math vocabulary development in the mathematics classroom.

4 Success Criteria We will know we are successful when we can articulate ways to embed vocabulary instruction into our teaching practice.

5 Vocabulary Research “Research has shown that background knowledge of academic vocabulary is one of the strongest indicators of how well students learn subject area content when they come to school.”

What are the Big Ideas? Step 1: Provide a description, explanation, or example of the new term Step 2: Ask students to restate the description, explanation, or example in their own words Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase 6

7 Steps 1,2,3 in Action Transformation

What is the Big Idea Step 4: Engage students periodically in activities that help them add to their knowledge of the term in their notebooks 8

9 Free Association: verbal and written Create an analogy Comparing Terms Complete a Venn diagram or a double bubble Create a metaphor Write a Brief Caution or Reminder Write a poem Taxonomies: listing related words Classifying terms

Taxonomies Topic: Geometry Independently: Write at least one word for each letter of the alphabet that relates to “Geometry”. Collaborate: form groups of 3 or 4 to share your words and add to your own list. Cross-Pollinate: Whole group, missing a letter? Now is your chance to ask!

Classifying Terms Using your group’s Taxonomy List, create categories classify terms Be prepared to explain criteria for membership in category terms included in each category how each term meets the criteria for placement in a category

What is the Big Idea Step 5: Periodically ask students to discuss the terms with one another 12

Step 5: Periodically ask students to discuss the terms with one another Unstructured Informal unstructured discussion among and between students Structured Think-Pair-Share 13

What is the Big Idea Step 6: Involve students periodically in games that allow them to play with terms 14

15 Step 6: Involve students periodically in games that allow them to play with terms. What Is the Question? (Jeopardy) Name That Category ($100,000 Pyramid) Draw Me (Pictionary) I Have, Who Has Vocabulary Charades Talk a Mile a Minute

Set A Rotation Perpendicular Congruent Line segment Rhombus Set B Reflection Parallel Similar Angle Parallelogram 16

Vocabulary Charades At your tables Silently act out ideas on your vocabulary cards Rotate who chooses a card and acts out the term 17

18 Vocabulary Research “Students who have not had exposure to academic vocabulary are at a disadvantage when they encounter new terms. These students are at higher risk of falling behind as new vocabularies are introduced and unfortunately overtime the gap between these students grows even larger.”

thoughts about building academic vocabulary you are walking away with from this session are… 2 thoughts about building academic vocabulary you will take back to share with a colleague are… 1 thought about building academic vocabulary you will embed into your teaching practice is… 19

20 Learning Intention We are learning how to effectively embed math vocabulary development in the mathematics classroom.

21 Success Criteria You will know you are successful when you can articulate ways you will embed vocabulary instruction into your teaching practice.