Vocabulary Development Article Way past Draft 1, so I guess I'll call it draft 2

Idea Brainstorming for Vocabulary Development



Using/integrating use of the word wall as an embedded structure in a mathematics classroom.
On the word wall- words from the unit, words that keep coming up in directions/assessment (evaluate, simplify, solve), number representations (fraction, decimal, percent), pictures, equations, formulas

Uses for the word wall activating prior knowledge as a brainstorming activity at the beginning of a unit, use the textbook to search for key vocabulary from the chapter to have students explore the text features and to read the book with a purpose (this is an intentional reference to reading to weave that thread through structures),
    • Cover ww, so that next period can create their own learning
    • Remove the cover to allow the two wws to be combined into one wall
    • Allows students to see what was done in first period, words that they knew that next period didn't and vice versa, words that first got from the book and next didn't vice versa
    • Repeat for each class to collect common understanding and one ww for this course (space saving device)
    • Be sure to keep compiled ww and share with first period to see what they started and how it grew
  • Allow students to create as many of the words as they can
  • Allow their versions unless their is something about the word that is wrong (spelling, unreadable- not necessarily perfectly written)
  • Add vocabulary that you want/need to get started (you can add all of it if you choose, or add it as it comes up in class) (to make sure major points are accessible from the very beginning, even though they may not know what it means yet)
  • After initial creation pair down repeats
  • Can change words with each unit or create a larger word wall that creates a vocabulary bank for the course
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  • Interactions with the word wall:
  • As a starter (if a bell-ringer type activity already in place choose three students to do ww activity as an alternative assignment for the morning):
    • use yarn to make with words, numbers, diagrams
    • use longer pieces of yarn to make more connections, shorter pieces if students don't have as much background to make a lot of connections
    • allow students to make categories (i.e. in measurement they might choose customary and metric or area, volume, linear) to classify the vocabulary
    • choose catagories for them (as a way of having them access prior knowledge before teaching a concept)
    • choose catagories that
    • In a unit on measurement, different conversions i.e. inch to foot, pint to liter, gram to ounce
    • In a unit on measurment, different conversions i.e. inch to foot, inch to cm, inch to mm
    • In a unit on measurment, different conversions i.e. inch to foot (using at least one number already on the ww)
    • Choose three words to make a mathematical sentence with (i.e. The domain of the conversions is 2 1/2, and 5., I converted 5 pints to 2.3 liters.)
  • In context (as opportunity arises in class- unplanned)
    • As a reference tool
    • when a student doesn't know/understand the word- allows a visual representation that can be used to go back and work with the word
    • Intentionally use the words in class as part of the instruction (i.e. measuring the length of the room using ft, inches, yards), measuring the area of some polygons uses length and width...)
    • when a student doesn't understand a certain number (2 3/5) add that number to the number line and have students brainstorm other ways of writing that number (2.75, 275%, 2 6/8, 11/4, two and three fourths) after creating the connection on the number line that number might be added to the ww
  • As part of my instruction
    • intentional classification
    • characteristics of words/concepts (linear 1 d, - area 2d, relationship between l and w)

Couch all of this in the Striving Readers grant. Collected from the experiences in the discipline specific trainings that were developed in response to specific questions that content areas were having in trying to implement content literacy into their classroom. Vocabulary development is one of six sub-domains of literacy. One of the goals of the Striving Readers grant in Kentucky is to increase literacy for all students. The whole school approach provides teachers with research-based strategies to increase the communication skills of their students around content. The project is a federally funded research grant to develop the literacy skills of struggling adolescent readers and in Kentucky to provide all students the opportunity to receive instruction that develops intentionally the use of reading, writing, and speaking/listening.

Outline of Article:
  • Introduction of an word wall activity in a classroom
  • Striving Readers information
  • development of the word wall strategy
    • how to introduce
    • how to use as a starter
    • how to use intentionally in instruction
    • how to use as a reference tool.
    • how to use for formative assessment as an exit tool

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