Vocabulary Learning
& Instruction
Concordia University
On the index card write:
• your name
• grade level or content you’ll teach
• home city and state
• 2 things you hope to learn today
Resources

Jen’s wiki
– http://jenmadison.wikispaces.com/

Lenny’s wiki
– http://lvermaas.wikispaces.com/

Email Jen or Lenny
– jmadison@su6.org
– lennyvermaas@gmail.com
Today’s Objectives

Use research supported strategies to teach
individual vocabulary directly and encourage
long term retention.

Use facets of brain research to enhance student
learning and promote long term memory.

Identify and experience APL strategies.
Sharing Objectives
What:
 explanation and display of clear descriptions of what
students will know and/or be able to do as a result
of instruction
– Identify characteristics of effective vocabulary instruction.
When:
 beginning of lesson (segment)
Why:
 requires clarity of instruction
 increase accurate focus and retention
Today’s Agenda

Opening activities

Priming the brain, thinking about vocabulary

Why is it important to develop vocabulary?

Eight characteristics of effective vocabulary instruction.

A six step model from Marzano

Ways to “muck” around with words.
We pledge to…
Have fun
Avoid flat butt syndrome
Focus discussion about
what is best for kids
 To let you know why we
are doing what we are
doing during the
presentation



We also pledge to…
Do activities rather than
talk about them. This
means we will not cover
as much.
 Have materials ready to
use in your classroom
 Not be a mile wide and
an inch deep.
 It is not what you cover
but what your students
discover.

You pledge to…

Interrupt us with
questions, observations,
comments or something
you want to share.

Take care of yourself
– Stand up
– Use the restroom
When helping students learn we
would like you to pledge to…
Have fun
Avoid flat butt syndrome
Focus on what is best for
kids
 Let your students know
why you are doing what
you are doing during
class
 Encourage a growth
mindset vs fixed mind set



Collect
Index Cards
Why Index Cards?

Prime Brain

All students have the expectation that they may
need to provide input.
– Make sure students have a chance to be successful.
– Do not call on unfocused students as a classroom
management technique.
Calling on Students






“Random”
Every student has opportunity to be selected,
each time.
Equal distribution of student involvement
Eliminates teacher bias
Quick, user-friendly
Can also be used for easy grouping
Variations

Cards

Sticks

Clickers
– Random generator

Talking Chips
Creating a Name Tent

Fold the paper in half hamburger style.

On the open end approximately 1 inch from the bottom
fold the paper to the middle or inside. (This creates the
bottom.)

At the top near the fold write your first name in large
letters (2 inches tall).

Leave space under your name to write one more word.
Vocabulary Emphasis

Vocabulary acquisition must be one of your top
priorities as a teacher.

Think of a vocabulary term that describes you
and be able to provide a reason.

My vocabulary word is trapezoid.

Write that term below your name.
Word Power

2006 Nebraska Volleyball National Champions

Each Husker selected a word as a guide during
the 2006 season.

Belief, Presence, Love, Fearless, Trust, Impact,
Discipline, Serve, Intensity, Impact, Moxie,
Passion

Jordon Larson, passion, “I want to come into
every match showing the love for the game,
how much I want to play it.”

Sarah Pavan, impact, “I wanted to make a
bigger impact both on and off the court this year
in terms of leadership and my play.”
When You See My Hand Up:

Raise your hand
– This lets me know that you have seen my signal.
– This lets others in the room who may not be looking
at me become aware of the signal.

Finish your thoughts with your partner or group.

Wait for clarification or more directions.
Vocabulary Emphasis
Vocabulary acquisition must be one of your top
priorities as a teacher.

Write that term below your name.

Standup, pair-up, share your words and
rationale for choosing the word.
Interest Circle
Directions
 Please tell me what we are going to do when we
get started.
 Let’s get started.

I played a musical instrument in high school.

I have read a book for pleasure in the last 3
months.

I am an only child.

I have a close relative who is a teacher.

Categories from the group
Processing Interest Circle

Why did we do the activity?

Goals
– Provide an opportunity to get your voice in the room
– Get to know your students better
 Explore learning styles
– Get up and move around
Learning is all about
relationships.
Get to know your
students by asking
questions.
Students don’t care
what you know,
they want to know
that you care.
So why is it necessary to
change up instruction?
As your brain gets numb-er
You get dumber.
Changing STATES
Change up instruction every 510 min. for pre-adolescents
and
every 10-20 minutes for
adolescents to adults.
Thinking About It

Why would you want to change states when you
finally have students quiet, sitting in their seats,
and looking like they are listening to you?

The brain needs a chance to refocus and start
again.

When you stand up, blood flow to the brain
increases.
Synapses or Brain Breaks
Judith Willis

Change activates and turns on different parts of
the brain.

Dopamine is a pleasure neurotransmitter that
makes you feel good and is released during
certain activities and depletes over time.

Dopamine, a neurotransmitter, needs an
opportunity to recharge and rebuild.

Brain breaks (synapses) help to replenish.
Key Points









Changing States
Processing time
Primacy-recency
VAK
Going Limbic
Brain schematic
Chunking
Making sense/meaning
Long term memory working memory
Resources

Eric Jensen
– Teaching With the Brain in Mind
– Different Brains, Different Learners

David Sousa
– How the Brain Learns, Third Edition

Pat Wolfe
– The Brain Matters

Robert Sylwester
– How to Explain a Brain
– The Adolescent Brain
Eric Jensen and the BRAIN

It’s not enough to know just the right thing
to do.

Understanding why you do what you do is
critical.

Most purposeful thinking means that you are
a professional who makes learning an ongoing part of your career.

Those who excel in this field do not do it by
accident.
Eric Jensen (continued)

Good teachers are constant learners who want to
understand the science, the research and the rationale
behind what they do.

They want to know details; when, where and how to do
it.

An attorney understands the legal system, a mechanic
should understand cars, as teachers we should
understand learning and the brain.

Become a “brain shaper”, “neuro-cognitive surgeon”, or
“sculptor”
Craft Knowledge

Craft knowledge: the knowledge about the
practice that is collected, codified, legitimated,
and shared by professionals. (Burney, 2006)
Professionals in any field…
Act on the most current knowledge that defines
their field.
 Are client-centered and adapt to meet the needs
of the individuals whom they serve.
 Are results oriented.
 Uphold the standards of the profession in their
own practice and through peer review.

(Wiggins and McTighe, 2006)
Educational Practice
We must develop and nurture a practice in our
profession.
 Collaboration and peer review is the model in all
other professions.
 We need to develop an open, collaborative
system about our practice, as opposed to private
practice.

Private Practice

Private practice: Individual actors working in
isolation. The replication of any success is
unlikely
Collaborative Practice

Collaborative Practice: Staff working under
common beliefs and expectations about
teaching and learning. The practices are
continually open to discussion and review.
The replication of success is likely.

Examples:
– Important curriculum is agreed upon and enacted
in all courses.
– Research based principles of instruction are
agreed upon and enacted by all staff.
Craft knowledge

Lets take a minute to record the strategies we
have used to this point.
– Interest circle
– Think-pair-share
– State changes, synapses, or brain breaks
Clock Partners

Cooperative learning, strategy for base partners

The teacher designates a time, the students meet, and
share ideas on designated topic.
A specific time, for example 12:00 is designated as
homework partner. That clock partner is responsible for
getting assignments and handouts when either is
absent.


For today, fill in a different partner on your clock for
12:00, 3:00, 6:00, and 9:00
Sousa, D. (2001). How the Brain Learns
The Importance of Processing Time
The brain needs time to create connections and
pathways to create long term memories.
 The hippocampus can only hold so much.

Example of glass of water.
 Too much, to fast, it won’t Last.

If the rectangle below
represents a period of time
when learning will occur, when
does the best learning occur?
Primacy-Recency Effect
Serial Positioning

During a learning episode, we remember best
that which comes first, second best that which
comes last and least that which comes just past
the middle.
(Sousa, p. 90)
Graph from How the Brain Learns by David Sousa
Graph from How the Brain Learns by David Sousa
Amount of Prime Learning Time

20 minute episode
– 18 prime time (90%), 2 down time

40 minute episode
– 30 prime time (75%), 10 down time

80 minute episode
– 50 minute time (62%), 30 down time
Question
Does primacy-recency apply to the school year?
 If it does, how should it affect your planning?

Craft Knowledge
Lets take a minute to record the
strategies we have used to this point.
Choral Response
a way for all age groups to rehearse
and reinforce
Vocabulary Instruction
and Learning
Why? What?
How?
Vocabulary Instruction
and Learning
Why should I teach some words explicitly,
and what are the characteristics of effective
vocabulary instruction?
Facets of
Purposeful Vocabulary Instruction

Provide rich and varied language experiences
– discussion, focused attention on words, being read to, wide and
frequent reading

Teach word-learning strategies
– Using context, using morphology (word parts), using a dictionary

Foster word consciousness
– Awareness, interest in words and their meanings, understanding
of communicative power of language

Teach individual words
(Graves, 2006)
Why should I teach
some words explicitly?

Which reasons are most compelling to you?

What concerns or questions must be addressed?
Objectives

Identify the characteristics of effective
vocabulary instruction.
Characteristics of Effective Direct
Vocabulary Instruction
(Marzano, 2004)
1.
Effective vocabulary instruction does not rely on
definitions.
2.
Students must represent their knowledge of words
in linguistic and nonlinguistic ways.
3.
Effective vocabulary instruction involves the gradual
shaping of word meanings through multiple
exposures.
4.
Teaching word parts enhances students’
understanding of terms.
Characteristics of Effective Direct
Vocabulary Instruction
(Marzano, 2004)
5.
Different types of words require different types of
instruction.
6.
Students should discuss the terms they are
learning.
7.
Students should play with words.
8.
Instruction should focus on terms that have a high
probability of enhancing academic success.
Run the Tournament:
Most relevant, interesting to learn

Use a “tournament bracket” to decide which
characteristic is most relevant or
interesting.
1. Each person will receive one characteristic.
2. Read yours carefully and be ready to defend your
characteristic as most relevant or interesting
3. Line up the eight characteristics (randomly).
4. For each pair, decide which should advance.
5. Once a winner is decided, choose one consolation
characteristic from any of the other seven.
Musical Cards

Trade cards while the music plays.

When the music stops, partner with the person
currently trading with you.

Read each card and together distribute 7
points between the two cards to represent the
degree of importance and relevance toward
the question: Why should I teach some
words explicitly?
Vocabulary Instruction
and Learning
How might I introduce new words
effectively?
ADULT
A person who has stopped growing at
both ends and is now growing in the
middle.
WRINKLES
Something other people have similar to
my character lines.
DUST
Mud with the juice squeezed out.
YAWN
An honest opinion openly expressed.
HANDKERCHIEF
Cold storage.
a SECRET
Something you tell one person at a
time.
TOMORROW
One of the greatest labor saving
devices of today.
Objectives

Describe three essential components for word
introduction.

Describe Marzano’s Six Steps for introducing
new words.
(Graves, 2006)
For the strongest possible results…

Include both definitional and contextual information.

Involve students in active and deep processing of
the words.

Provide students with multiple exposures to the
word.

Review, rehearse, and remind students about the
word in various contexts over time.

Involve students in discussions of the word’s
meaning.

Spend a significant amount of time on the word.
So many words…so little time.
“Often, it will be necessary to teach words in
ways that do not consume large amounts of
time and do not produce the strongest possible
results. In these cases, think of your initial
instruction on a word as just that—initial
instruction, an initial experience that starts
students on the long road to learning a full and
rich meaning for the word.”
(Graves, 2006, 70)
Introducing Specific Words
IMPORTANT!
Three Essentials
1.
–
–
–
–
2.
–
–
3.
–
Student Friendly Explanations
Characterize word and typical use
Explain meaning in everyday language
Emphasize critical attributes
Explore morphemes and cognates
Teacher-Created Contexts
Develop instructional contexts that provide strong clues to
meaning
Provide examples and non-examples
Active Engagement with Words
Short, lively opportunities for students to interact with words and
meanings right away and over time with feedback
(Archer & Hughes, Explicit Instruction, 2011; others!)
Student Friendly Explanations

Consider resist
– Dictionary: “to withstand the force or the effect of”
– Student-friendly: “when a person struggles or
fights not to give in to something”
Teacher-Created Contexts

Consider convey
– Literary Context: “Of the Right Whale, the best outline
pictures are in Scoresby; but they are drawn on too small
a scale to convey a desirable impression” (Melville,
Moby Dick).
– Teacher Created: The speaker was successful in
conveying his message to the audience. They all
heard what he said, and understood his ideas.
– Though she can’t talk much, Lily quite clearly conveyed
her want for her sippy cup by shouting “bup” and pointing
at the cup on the table.
3. Active Engagement with Words
Identify Example & Non-Examples

Consider interior (as the central area of a
region—the area that is away from the coast, state
line, or border)
3. Active Engagement with Words
Identify Example & Non-Examples

Newport, OR
• Summer Lake, OR
• Ontario Municipal Airport,
OR
• Umatilla National Forest, OR
3. Active Engagement with Words
Identify Example & Non-Examples
leisurely or in a hurry?

Taking a walk in the park

Firefighters getting to a fire

Runners in a race

Sitting and talking to friends

A dog lying in the sun
T-P-S: Think of more situations that sound leisurely.
3. Active Engagement with Words
Identify Example & Non-Examples
glimpse
scrutinize
– Which can you do more quickly?
inspector
spectator
largo
ritardando
crater
caldera
– What would you probably call every person watching a
football game?
– Which tells me to slow down gradually?
– Regarding volcanoes, which is generally larger?
3. Active Engagement with Words
Generate Example & Non-Examples

Activate Student Knowledge
– Jake thought it would be fun to explore the interior of Alaska.
Why might you want to spend time in the interior of Nebraska?

Sentence Stems
– After a trip to the coast, we traveled to the interior of the
country because _____.

Non-Linguistic Representation
– Draw (or act, demonstrate, etc.) interior. Be ready to explain
how this represents the critical attributes of the word.
Research on Imagery as Elaboration
Students who used imagery to learn vocabulary,
on average, performed…
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were
using the terms in a
sentence.
(Pickering, 2007, ASCD presentation)
3. Active Engagement with Words
Answer Questions
Connect with Student Knowledge
– Why might someone want to spend time in the interior of
Nebraska?
– Can you describe a place you know about that is located in the
interior of Nebraska?
– What are the differences between how we use interior when
discussing a state, country, or region and when discussing a
room or an object?
3. Active Engagement with Words
Answer Questions
Consider Relationship to Previously Taught
Words
 Would you suppress a profound thought?

Would blurting out your thought be an example
of indecorum?

Could a seismogram indicate an impending
tsunami?
RECEPTION CHECK
FULL BARS…DECENT RECEPTION…DROPPED CALL?
Craft Knowledge
Lets take a minute to record the
strategies we have used to this point.
Building Academic
Vocabulary:
The Six-Step Method
Marzano, R. (2004). Building background knowledge for
academic achievement. Alexandria, VA: ASCD.
Marzano, R. (2005). Building academic vocabulary:
Teacher’s manual. Alexandria, VA: ASCD.
Building Academic Vocabulary
A Six-Step Process

Learning new words representing known or
unknown concepts
Massed
Practice
initial word
learning
Distributive
Practice
all previous
words
1.
Introduce word
2.
Students generalize meaning
3.
Students create nonlinguistic representation
4.
Engage students in word activities
5.
Discuss words
6.
Engage student “play” with words
(Marzano, 2004)
Elementary Example
April Kelley, ESU 6
 “reluctant”


http://voicethread.com/?#q.b1800817.i9462303
Experience & Observe

Strategy observer
– What steps/processes did you observe?

Participant observer
– What words, behaviors, evidence of student
learning did you notice?

Participants
– What did you learn? What worked for you?
How did you feel as a learner using this
strategy?
Please answer:

Yes or No: “Staycation” is a neologism.

Rate your understanding of the word neologism.
1
I’ve never heard this word before.
2
I’ve heard this word, but I don’t really know what it
means.
3
I know the general meaning of this word, though I may
not be able to specifically define it or use it myself.
4
Whether spoken or written, I know this word well and
understand its meaning.
neologism

neo (Gk, new)
Critical Attributes

logos (Gk, word)


-ism (noun,
recently coined (first
used)

not yet accepted as
mainstream
distinctive
condition, doctrine,
system, theory)
neologism or NOT?
neologism
neologism

Yes – No – Why?: “Staycation” is a

Rate your understanding of the word neologism.
1
I’ve never heard this word before.
2
I’ve heard this word, but I don’t really know what it
means.
3
I know the general meaning of this word, though I may
not be able to specifically define it or use it myself.
4
Whether spoken or written, I know this word well and
understand its meaning.
Experience & Observe

Strategy observer
– What steps/processes did you observe?

Participant observer
– What words, behaviors, evidence of student
learning did you notice?

Participants
– What did you learn? What worked for you?
How did you feel as a learner using this
strategy?
Building Academic Vocabulary
Steps 1 - 3
1.
Introduce word

Massed
Practice

Student friendly descriptions, examples,
explanations, images, etc.
Must connect to students’ prior knowledge
2.
Students generalize meaning
3.
Students create nonlinguistic
representation
Caution!


Monitor understanding carefully
May require more than one
session
Research on Imagery as Elaboration
Students who used imagery to learn vocabulary,
on average, performed…
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were
using the terms in a
sentence.
(Pickering, 2007, ASCD presentation)
Building Academic Vocabulary
A Six-Step Process

Learning new words representing known or
unknown concepts
Massed
Practice
initial word
learning
Distributive
Practice
all previous
words
1.
Introduce word
2.
Students generalize meaning
3.
Students create nonlinguistic representation
4.
Engage students in word activities
5.
Discuss words
6.
Engage student “play” with words
(Marzano, 2004)
V A K
Quantum Learning
Visual
Auditory
Kinesthetic
VAK

Visual
– Primary source of input
– More developed in digital natives

Auditory
– Coral response
– Both listening and speaking

Kinesthetic
– Least used
– Solid, liquid, gas example
Craft Knowledge
Lets take a minute to record the
strategies we have used to this point.
Going
Limbic
Emotions and the Brain
Cerebrum
(frontal lobe)
Thinking, memory, speech,
Problem solving, decision-making, muscular movement
Limbic “System”
Emotional Area
and memories
Brain Stem
Center of sensory reception
vital body functions: heartbeat,
breathing, swallowing, blinking, and digesting
Cerebellum
Coordination of mov’t. The
switching station for messages
from joints and muscles.
Limbic System
Related to emotions
 Emotions can enhance or inhibit memories
 Once students go “limbic” the only way out is
time.

– Students are not thinking logically
– Students are not in the frontal lobe
– Remember the brain does not mature until mid to late
20s
Limbic System
The only thing worse than a student operating
from the limbic system is a teacher and student
both in the limbic system.
 Don’t argue
 Spin and walk away
 When you are ready to talk reasonably let me
know.

Start Counting 5-4-3-2-1






5—start finishing sentence
4—well on way to finish sentence
3—sentence is over
2—stare at people still talking
1—glare at people still talking
0—talking magically stops
Clap Your Hands Once if You
Hear This (Clap)
Clap Your Hands Twice if You
Hear This (Clap, Clap)
Clap Your Hands Three Times if
You Hear This (Clap, Clap, Clap)
Vocabulary Instruction
and Learning
How might I encourage lasting and deep
understanding of important vocabulary?
Objectives

Understand the importance of distributed
practice

Identify relevant strategies for classroom
implementation
Building
Background
Knowledge for
Academic
Achievement
ASCD
Building
Academic
Vocabulary
Teacher’s
Manual
Robert Marzano
ASCD
Another Addition to the Curriculum?

Vocabulary is not more to teach, it is a way to
teach.

Strategies can be
– doors—an obvious and direct strategy
– windows—less obvious but still visible strategy
– secret passageways—writing in journals, written
explanations
Creating a
Personal
Dictionary
ASCD. (2005). Building Academic Vocabulary: Student
Notebook. Retrieved September 20, 2006, from
http://shop.ascd.org/productdisplay.cfm?productid=105
154e
Formatting

These cards could have holes punched and be
placed ring.

Individual pages could be created in a notebook.
Personal Dictionary

Draw rectangles on a paper (oak tag) so that
there are 6 to a page. If X, Y and Z are placed
together 24 boxes are needed.

This page serves as the table of contents.

Two column or three column table contents
pages are available on my web page.
Contents Page

These pages allow for quickly find terms that are
needed.

If additional information is provided the page
and be found.

Teachers can easily determine what vocabulary
words the student has been recording.
Dictionary Pages

Words are entered in the pages of the dictionary in the
order they are encountered.

Definitions in their own words

Students should be encouraged to draw pictures, give
examples and make connections to other terms.

Because additions and connections may be made in the
future allow lots of room between entries.
Vocabulary Matrix
Categories, Word, Description, Word
Parts, Related Words and Visual
Word
inequality
Description
a relationship that
is not equal
Word Parts
prefix: in- (not)
root: equal
suffix: -ity (changes
from adj to noun)
Related Words
equality
equation
equal
inoperable
inedible
intolerable
independent
Visual
joviality
individua
lity
neutralit
y
< , >, ≤
Friday is Vocabulary Day

Each student is to have a minimum of 5 new
entries each week.

Each student shares a new entry which is placed
on the white boards. Definitions in the students
own words are shared and other students may
add to the definition.

Continue until no new words are available.

This provides an opportunity to listen for the
“language of mathematics.”
Dictionaries

Looking words up is not the best way to teach a
words meaning

Students may learn a definition but not
understand what it means or how to use it
http://www.amathsdictionaryforkids.com/
 G is for Google by David Schwartz
 Q is for Quark by David Schwartz

Q
is for
Quark A
Science
Alphabet
Book
by
David
Schwartz
G
is for
Google A
Math
Alphabet
Book
by
David
Schwartz
Developing Definitions

Diamond
– Definition for G is for Google. “Diamond shouldn’t be in this
book. There are diamonds in rings and there are diamonds on
baseball fields, but there is not diamonds in math. If you take a
square and tilt it on one vertex (corner), it looks like a diamond.
But it isn’t. It’s still a square. If you squeeze it a little so that
it becomes pointier at two ends and less pointy at the other two
ends, its not a square anymore. But it isn’t a diamond, either.
It’s a rhombus. There are no diamonds in math. We put
diamond in this book so you would know it doesn’t belong here.
Strong vocabulary is built from
understanding what the words
mean and using them repeatedly in
meaningful ways.

Students need to hear or use a word correctly multiple
times before it becomes a part of their vocabulary.

This means your classroom must provide multiple
opportunities for students to use words because many of
these words are not used in mathematical context
outside of the classroom.
Massed vs. Distributed Practice

24 focused practices to achieve 80% competency
(Marzano et.al., p. 67)
Distributed Practice
Massed Practice
Massed & Distributed Practice
Week 1
Week 2
Week 3
Week 4
Week 5
Important Assumption:
“Learning” implies that students can recall, understand, and use
information for the long term.
A Word is Like a Suitcase Because
All things and connections are inside
 You fill it up over time
 You take it with you


Like a spider web, it is connected to many things.

Metaphors help develop understanding of
vocabulary by creating connections within the brain
A Cooperative Learning Activity
Line-ups

Participants line up as to knowledge about a topic, a
value about a topic, or just for class-building
information.
– Your knowledge and understanding about cooperative
learning
– Height, birthday (excluding year)
– Value (merit pay, tolerance of an issue, etc.)

Demonstration
Line up activity
Folding the line
 Split the line

Provide students with multiple
opportunities to
“MUCK AROUND”
Students need to construct
relationships.
Name that Concept!
Partner A: Provide clues to your partner without using
1.
the actual words, derivatives, or rhymes.
–
2.
definitions, examples, descriptions, contexts
Partner B: Name the concept or component or say
“pass” to move on to the next item.
Goal: Successfully communicate all
items in one minute.
Words From Geometry
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Square
Regular hexagon
Sphere
Congruent
Cylinder
Similar
Proportion
Google
Proof
Words from Algebra

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Slope
Y-intercept
Equation
Exponent
Parabola
Quadratic equation
Pythagorean Theorem
Linear
Pattern
Words From American History

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Abraham Lincoln
capitalism
industrialization
genocide
republic
Words from Language Arts

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autobiography
protagonist
cliché
pronoun
simile
TABOO
Have the kids make up the
game. Pick the words and
have them determine the
words that can’t be used.
They play the game as a
study/summarizing
technique.
president
Bush
White House
Republican
Washington
Lincoln
Games
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Taboo
Bingo
Jeopardy
Pictionary
Apples to Apples
Word Wall Password
Charades
 Crosswords


Word Toss
Vocabulary Clock Partners
________________
_
________________
_______________
________________
_______________
________________
_______________
________________
_______________
________________
_______________
_______________
Vocabulary Clock Partners

Place vocabulary words around the clock.

When the students meet with their 2 o’clock person,
they begin by sharing their understanding of the word.

A similar strategy could be used with lotus notes. Place
names in the concept boxes.
– Label the coordinate plane
 Quadrants, origin, axis ….
– Label parts of conic sections
 Vertex, focus, directrix, point of inflection
Inside-Outside Circle


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
Pass out cards to every student, duplicate cards
can be used
Number off students by 1 or 2
1’s form the outside circle, 2 form inside circle
Match up so that each person is paired with
another.
Outside circle shares their word and definition,
inside circle does the same
SWITCH CARDS, outside circle rotate left
Flash Card Plus

This is a spreadsheet that will create cards that can be
used for
– Flash cards
 Could have term on one side, picture on the other
–
–
–
–
–
Inside/outside circle
I have…who has….
Bingo
Jeopardy
Classify the cards into groups based on characteristics of the
word.
I Have… Who Has

I have a right triangle who has an angle that is
less than 90 degrees.

Student created cards from words selected from
student list.

Students practice pronouncing words, speaking
clearly and learning the definitions.
Craft Knowledge
Lets take a minute to record the
strategies we have used to this point.
Head, Heart, Foot Close

Something you thought differently about as
a result of today…

Something you felt today…

Something you will do, based upon the
information shared …
Play Bingo

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Have students put the words on a bingo sheet.
Teacher reads the definition
Students place beans on the words that match
the definition read by the teacher
Winner says back the word and the definition.
Students use the words in a sentence.
Classifying

Provide students with vocabulary cards
–
–
–
–

Picture of shapes (concrete and visual)
Vocabulary words
Definitions
Any combination of the above
Have the students place cards into categories
– label the categories
– see how other groups classified their cards or regroup
cards using a different criteria
Create a Jeopardy Board

Power Point Jeopardy
What’s My Shape (Word)?

Place names of geometric shapes on a piece of paper.
– Square, rhombus, parallelogram, rectangle, triangle, trapezoid,
quadrilateral, hexagon
Each student has one piece of paper taped on their
back.
 They move around the room, meet someone, they ask
one yes or no question about properties of their shape
 Students may not ask is my shape a square.

Get an answer to the student’s question and
answer a question from their partner.
 Continue until each student has their shape
identified.
 Have students record

– The question asked and answer
– Why they asked the question
– How does this effect the next question

My shape is ______ because
Children do not learn by
doing …..
They learn by thinking,
discussion, and reflection
on what they have done.
Willam Speer (NCSM)
Writing
Teacher Arrested
A public school teacher was
arrested today at John F.
Kennedy International Airport as
he attempted to board a flight
while in possession of a ruler, a
protractor, a set square, a slide
rule, and a calculator.
Charges Filed
At a morning press conference, the
Attorney General said he believes the
man is a member of the notorious Algebra movement.
 He did not identify the man, who has
been charged by the FBI with
carrying weapons of math
instruction.

"Al-gebra is a problem for us," the Attorney
General said. "They desire solutions by
means and extremes, and sometimes go
off on tangents in a search of absolute
value. They use secret code names like 'x'
and 'y' and refer to themselves as
'unknowns,' but we have determined they
belong to a common denominator of the
axis of medieval with coordinates in every
country. As the Greek philanderer,
Isosceles used to say, 'There are 3 sides to
every triangle.'"
Use of Math Terms
Follow up
 "If God had wanted us to have better
Weapons of Math Instruction, he would
have given us more fingers and toes."

Special Vocabulary Assignment

Use 15 of the 20 terms listed above in a
meaningful paragraph, story, poem or letter to
convince me of your understanding. Put a check
mark next to the terms you choose and
underline them in the writing.
Writing Using a Word Bank
Intercept
slope
decreasing
Parallel
constant
intersection
Increasing quadrant
perpendicular
Write a paragraph using the words
listed above in the word bank to
describe the graph that is shown at the
right.
See worksheet “writing slope”
Can you put that vocabulary
word(s) in a sentence?
Students are provided or have a list of
vocabulary words.
 Begin a topic of interest or relevant to the
students (curfew, athletics, famous person,
movie)
 Students then need to use the vocabulary words
in a sentence related to the topic.
 Bonus points are given for using two words in a
sentence.

Another Idea
Create a list of words.
 Students use most of the words in a favorite
genre; paragraph, story, letter, song, poem or
something else.
 Medium must show an understanding of the
vocabulary.
 This provides an opportunity for CHOICE and
CREATIVITY

Concept Maps and Graphic
Organizers
Show relationship between and among terms.
 Strategies to identify similarities and differences,
comparing, classifying, creating metaphors, and
creating analogies.

Frayer Model
Essential characteristics
or definition in your own
words.
Non-Essential Characteristics
topic
Examples
Non-Examples
(from own life)
(from own life)
Frayer Model
Definition
A whole number with
exactly two divisors
(factors)
2 is the only even prime
0 and 1 are not prime
Every whole number can be
written as a product of primes
Prime
Examples
Non-Examples
2,3,5,7,11,13
1,4,6,8,9,10
Summarization Pyramid
Great prompts for each line: Synonym, analogy,
question, three attributes, alternative title, causes,
effects, reasons, arguments, ingredients, opinion,
larger category, formula/sequence, insight, tools
Action Words To Jump-Start Great Summaries
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Analyze
Why did
Identify
Retell
Predict
Simplify
Suppose
Combine
Choose
Examine
Critique
Interview
Deduce
Explain
Decide Between
Compare Contrast
Classify
Define
Interpret
Expand
Paraphrase
Show
Infer
Formulate
Invent
Devise
Recommend
Justify
Create
Construct
Modify
Plan
Evaluate
Organize
Develop
Criticize
Outline
Revise
Liebherk Model
Word
Concept
Definition
Examples
Facts
NonExamples
Illustration
Craft Knowledge
Lets take a minute to record the
strategies we have used to this point.
Closing-Exit Card
Put your name at the top of the card.
 Chose a strategy related to vocabulary that you
want to add to your instructional repertoire.

Name the strategy.
 Describe the strategy/context.
 Explain why the strategy is good.


Turn in the card as you leave.