1. RankStrategy% Gain 1Extending Thinking Skills (compare/contrast, classification, etc.) 45 2Summarizing (tell your partner, cheat sheets, etc.) 34 3Vocabulary in Context33 4Advance Organizers (concept maps, webs, cues, questioning, etc.) 28 5Non-Verbal Representations (visuals, manipulatives, charades, etc.) 25

2.  1. Provide a description, explanation, or example of the new term. (If working with ELL students the teacher should first provide the description in the native language and a visual representation of the word. )  2. Ask students to restate the description, explanation, or example in their own words. ELL students may write their definition in their native language.  3. Ask students to construct a picture, symbol, or graphic of the term. This activity is critical for ELL students.  4. Engage students every other week in activities that help them add to their knowledge of the terms.  5. Every other week ask students to discuss the terms with one another.  6. Once a week involve students in games that allow them to play with the terms

3.  Which of the graphs shows a variable rate of decrease in the function?  Which graph represents the solution set for the inequality?  Write an equivalent inequality with the variable on the opposite side?  Where are the context clues?

4. STUDENT ASTUDENT B  50 th percentile  10-12 words per week  62 nd percentile  50 th percentile  10-12 words per week linked to content  83 rd percentile

5.  V (Visual)  A (Always in Context)  M (Multiple Exposures)  P (Prior Knowledge)

6.  4-Fold  Fold 4 times  Term, student definition, picture or example, fill in the blank sentence  Cut & shuffle  Play in pairs

7.  Vicariously-induced self-efficacy  When students see a peer complete tasks successfully, they are more apt to believe that they can be successful.  Retention rate when teaching one another increases drastically  Learning while talking

8.  Word Sort  Act it Out!  Carousel Vocabulary  Collaborative Frayer  Venn Diagrams  Semantic Word Map  Synectics  Tic-Tac-Word  Applause!

9.  Draw the framework  Call out random common nouns  Place the vocabulary word in the box last  In groups, students develop comparisons  Focus on most critical vocabulary

10.  Trace your hand as a graphic organizer  Palm = Picture  Fingers = definition, is, isn’t, examples  Rule of Thumb

11.  Perpendicular  Quadrilateral  Parallel  Acute  Obtuse  Denominator

12.  Hotdog fold  Fold to get as many flaps as you need  Snip flaps  Word on front, definition, picture/example inside  See Dinah Zike’s Teaching Mathematics with Foldables for more ideas

13.  Generate word list by previewing unit with students  Students select a word that interests them  They become the expert in that word  Students become knowledgeable in all aspects of the word: roots, pronunciation, synonyms, antonyms, etc.  Students create artistic visual of the word  When that word arises in the lesson, that student is the “go-to” expert on the word.

14.  Create bookmarks with words and meanings of words we anticipate may cause confusion  As students read (directions, problems, etc.) have students refer to the bookmarks for scaffolding  Students may also doodle illustrations that relate to the words.

15.  Skim vocabulary lists for unfamiliar words  Jot each word on a sticky note  Stick the words on a class chart  Categorize words if possible  Say the words, talk the words

16. Words I know well enough to teach Words I think I’ve seen/heard before Words I have no knowledge of

17.  We do NOT want to teach all the words in a unit before we teach the unit. Rather, we want to build on prior knowledge to enhance comprehension. Students need to work with words on an average of 6-9 times to own them. This exercise is one pass.