Words Their Way
Vocabulary for Elementary MathematicsLori Helman, Kathleen Cramer, Francine Johnston, Donald Bear
Dec 2017, Paperback, 192 pagesISBN13: 9780133376074
ISBN10: 0133376079
Description
- Table of Contents
- Features
- Author
This practical guide gives mathematics teachers vocabulary-rich activities and strategies that target the important content objectives they already teach, and reflect the expectations of their state or the Common Core standards. The book’s 12 hands-on teaching units address three areas of study covered in a typical mathematics class or textbook–geometry, measurement, and numbers and operations–and cover such topics as lines, angles, and polygons; properties of quadrilaterals; measurement area, perimeter, and volume and fractions. Each unit provides specific directions, language, reproducible materials, supporting activities, and assessments to help teachers effectively and efficiently target the different types of vocabulary needed for academic success–domain-specific and general academic vocabulary and language–all centered on the content that teachers already teach. Aimed at fourth and fifth grade teachers, but also useful to others who teach units on geometry, measurement, or fractions, Words Their Way: Vocabulary for Elementary Mathematics does not seek to replace the classroom mathematics text, but instead serves to explicitly support the learning of academic vocabulary so that students will do better when they work in their basal or other materials.
- Description
Table of Contents
- Features
- Author
Brief Table of Contents
Introduction
Unit 1 Naming Triangles Part
Unit 2 Naming Triangles Part
Unit 3 Properties of Quadrilaterals
Unit 4 Rectangles, Rhombi, or Squares
Unit 5 Contexts for Area and Perimeter
Unit 6 Comparing Areas and Perimeters of Rectangles
Unit 7 Finding the Volume of Rectangular Prisms
Unit 8 Problems Involving Volume
Unit 9 Fractions
Unit 10 Comparing Fractions with Like and Unlike Denominators
Unit 11 Equivalent Fractions
Unit 12 Fractions Greater than One
Detailed Table of Contents
Introduction
Part 1 The Crucial Role of Vocabulary Knowledge in Mathematics i
Three Essential Types of Vocabulary Knowledge ii
Principles of Vocabulary Instruction iv
Vocabulary Support for Multilingual Learners v
Part 2 Mathematics Units: Organization and Core Activities and Strategies vii
Domain-Specific Vocabulary viii
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge viii
1. Math in My World viii
2. Anticipation Guides ix
3. Telling Math Stories x
4. Concept Maps xi
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics xii
1. Seeing the Big Picture in Mathematics Graphic Organizer xiv
2. Concept Sorts xv
Step 3: Connecting Vocabulary to Context xvi
1. Text Frames xvi
2. Sentence Combining xvii
3. Working with Graphic Displays xvii
Step 4: Assessing Content Vocabulary xviii
1. Basic Assessments xviii
2. Extended Assessments xix
3. Vocabulary Self-Assessment xix
Generative Vocabulary xx
1. Analyzing Words xx
2. Generating Words xx
Moving on to the Mathematics Units xxii
Mathematics Units
Unit 1 Naming Triangles Part 1 1
Vocabulary Overview for the Unit 2
Spanish Cognate Connections 2
Contents
Domain-Specific Vocabulary 3
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 3
Anticipation Guide 3
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 3
Name the Pattern 3
Signal the Pattern 3
Verbalize the Pattern 4
Visualize the Pattern 4
Step 3: Connecting Vocabulary to Context 4
Working with Graphic Displays 4
Step 4: Assessing Content Vocabulary 5
Generative Vocabulary 5
Analyzing Words 5
Part 1 5
Part 2 6
Generating Words 7
Unit 2 Naming Triangles Part 2 13
Vocabulary Overview for the Unit 14
Spanish Cognate Connections 14
Domain-Specific Vocabulary 15
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 15
Math in My World 15
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 16
Name the Pattern 16
Signal the Pattern 16
Verbalize the Pattern 16
Visualize the Pattern 16
Step 3: Connecting Vocabulary to Context 16
Text Frames 16
Step 4: Assessing Content Vocabulary 17
Generative Vocabulary 17
Analyzing Words 17
Generating Words 18
Unit 3 Properties of Quadrilaterals 23
Vocabulary Overview for the Unit 24
Spanish Cognate Connections 24
Domain-Specific Vocabulary 25
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 25
Mathematics Hunt 25
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 26
Name the Pattern 26
Signal the Pattern 26
Verbalize the Pattern 26
Visualize the Pattern 26
Step 3: Connecting Vocabulary to Context 27
Working with Graphic Displays 27
Step 4: Assessing Content Vocabulary 28
Generative Vocabulary 28
Analyzing Words 28
Generating Words 29
Unit 4 Rectangles, Rhombi, or Squares 35
Vocabulary Overview for the Unit 36
Spanish Cognate Connections 36
Domain-Specific Vocabulary 37
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 37
Anticipation Guide 37
Dot Paper Sketches 37
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 37
Name the Pattern 37
Signal the Pattern 37
Verbalize the Pattern 38
Visualize the Pattern 38
Step 3: Connecting Vocabulary to Context 38
Working with Graphic Displays 38
Step 4: Assessing Content Vocabulary 39
Generative Vocabulary 41
Analyzing Words 41
Part 1 41
Part 2 41
Generating Words 41
Unit 5 Contexts for Area and Perimeter 48
Vocabulary Overview for the Unit 49
Spanish Cognate Connections 49
Domain-Specific Vocabulary 50
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 50
Telling Math Stories 50
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 51
Name the Pattern 51
Signal the Pattern 51
Verbalize the Pattern 51
Visualize the Pattern 52
Step 3: Connecting Vocabulary to Context 52
Working with Graphic Displays 52
Step 4: Assessing Content Vocabulary 53
Generative Vocabulary 53
Analyzing Words 53
Generating Words 54
Unit 6 Comparing Areas and Perimeters of Rectangles 60
Vocabulary Overview for the Unit 61
Spanish Cognate Connections 61
Domain-Specific Vocabulary 62
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 62
Math in My World 62
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 62
Name the Pattern 62
Signal the Pattern 63
Verbalize the Pattern 63
Visualize the Pattern 63
Step 3: Connecting Vocabulary to Context 63
Working with Graphic Displays 63
Step 4: Assessing Content Vocabulary 64
Extended Assessment 64
Generative Vocabulary 65
Analyzing Words 65
Generating Words 65
Unit 7 Finding the Volume of Rectangular Prisms 69
Vocabulary Overview for the Unit 70
Spanish Cognate Connections 70
Domain-Specific Vocabulary 71
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 71
Telling Math Stories 71
Building Model Basements 71
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 72
Name the Pattern 72
Signal the Pattern 72
Visualize the Pattern 73
Step 3: Connecting Vocabulary to Context 73
Working with Graphic Displays 73
Step 4: Assessing Content Vocabulary 74
Basic Assessment 74
Generative Vocabulary 74
Analyzing Words 74
Generating Words 75
Part 1 75
Part 2 75
Unit 8 Problems Involving Volume 81
Vocabulary Overview for the Unit 82
Spanish Cognate Connections 82
Domain-Specific Vocabulary 83
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 83
Vocabulary Map 83
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 83
Name the Pattern 83
Signal the Pattern 84
Verbalize the Pattern 84
Visualize the Pattern 84
Step 3: Connecting Vocabulary to Context 84
Working with Graphic Displays 84
Step 4: Assessing Content Vocabulary 86
Extended Assessment 86
Generative Vocabulary 86
Analyzing Words 86
Generating Words 87
Unit 9 Fractions 93
Vocabulary Overview for the Unit 94
Spanish Cognate Connections 94
Domain-Specific Vocabulary 95
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 95
Math in My World 95
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 96
Name the Pattern 96
Signal the Pattern 96
Verbalize the Pattern 97
Visualize the Pattern 97
Step 3: Connecting Vocabulary to Context 97
Working with Graphic Display 97
Step 4: Assessing Content Vocabulary 98
Generative Vocabulary 98
Analyzing Words 98
Generating Words 98
Unit 10 Comparing Fractions with Like and Unlike Denominators 102
Vocabulary Overview for the Unit 103
Spanish Cognate Connections 103
Domain-Specific Vocabulary 104
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 104
Math in My World 104
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 105
Name the Pattern 105
Signal the Pattern 105
Verbalize the Pattern 105
Visualize the Pattern 105
Step 3: Connecting Vocabulary to Context 106
Working with Graphic Displays 106
Step 4: Assessing Content Vocabulary 107
Basic Assessment 107
Generative Vocabulary 107
Analyzing Words 107
Generating Words 107
Unit 11 Equivalent Fractions 111
Vocabulary Overview for the Unit 112
Spanish Cognate Connections 112
Domain-Specific Vocabulary 113
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 113
Anticipation Guide 113
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 113
Name the Pattern 113
Signal the Pattern 115
Verbalize the Pattern 115
Visualize the Pattern 115
Step 3: Connecting Vocabulary to Context 115
Step 4: Assessing Content Vocabulary 116
Generative Vocabulary 116
Analyzing Words 116
Generating Words 117
Unit 12 Fractions Greater than One 122
Vocabulary Overview for the Unit 123
Spanish Cognate Connections 123
Domain-Specific Vocabulary 124
Step 1: Engaging with Vocabulary and Building Conceptual Knowledge 124
Math in My World 124
Step 2: Thinking Like a Mathematician — Finding the Patterns in Mathematics 126
Name the Pattern 126
Signal the Pattern 126
Verbalize the Pattern 127
Visualize the Pattern 127
Step 3: Connecting Vocabulary to Context 127
Working with Graphic Displays 127
Step 4: Assessing Content Vocabulary 128
Generative Vocabulary 128
Analyzing Words 128
Generating Words 128
Appendix
Templates and Resources 133
References 140
Index 00
- Description
- Table of Contents
Features
- Author
A comprehensive introductory chapter provides essential background information, including:
- An outline of the crucial role of vocabulary in mathematics.
- Coverage of three essential types of vocabulary knowledge—domain-specific, general academic, and generative—and principles of vocabulary instruction.
- A guide to a set of core vocabulary activities featured throughout the text that teachers can use to engage students and build conceptual knowledge, help students find the patterns in mathematics, connect vocabulary to context, and assess content vocabulary.
- Advice and suggestions for teaching vocabulary in a generative fashion.
12 hands-on units include a number of helpful features designed to ensure mastery of the complex concepts students will need to understand in order to succeed in mathematics classes and beyond, among them:
- Connections to Common Core Standards, or other rigorous state standards are made throughout the units.
- Scaffolding teachers’ instruction of vocabulary instruction is provided, including identifying important vocabulary, planning age-appropriate activities, and creating black line masters.
- Knowledge of generative vocabulary is built for teachers and students to help students see meaningful chunks of words and use them to learn and create related words that are important to reach high academic standards.
- Cognates in Spanish are included to help Spanish-speaking students make connections to their home language, and help monolingual English speaking students gain knowledge of other languages.
- Tips for multilingual students help teachers in linguistically diverse classrooms gain ideas on how to scaffold instruction to support all students’ needs.
- Interactive activities help students learn by sharing, doing, collaborating, and creating.
- The systematic series on instruction provided in each unit not only gives teachers specific lesson plans, but also lets them innovate on the format to use with other academic vocabulary in their curriculum.
- Description
- Table of Contents
- Features
Author
Lori Helman, PhD, is Associate Professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota and Director of the Minnesota Center for Reading Research. Her research investigates literacy learning and academic language development for elementary students. She works with teachers and administrators to implement continuous improvement in schoolwide literacy approaches. Dr. Helman is lead author of the Words Their Way with English Learners series. She also publishes books and articles related to literacy instruction and literacy development with multilingual students such as Literacy Development with English Learners (Guilford) and Literacy Instruction in Multilingual Classrooms and Dilemmas and Opportunities: Close Looks into Language and Literacy Learning for Linguistically-Diverse Elementary Students (Teachers College Press).
Kathleen Cramer, PhD, is Associate Professor in Mathematics and Elementary Education in the Department of Curriculum and Instruction at the University of Minnesota and Co-Executive Director of the STEM Education Center.
Francine Johnston, PhD, is Associate Professor Emerita from the School of Education at the University of North Carolina, Greensboro. She is a core author of the Words Their Way series.
Donald R. Bear, PhD, is Professor in the School of Education at Iowa State University and Director of the Duffelmeyer Reading Clinic. He is a core author of the Words Their Way series.