Comprehensive Vocabulary Report

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

All students need direct instruction of vocabulary, but it is especially imperative for ELLs. They need much more exposure to new vocabulary than their native-English-speaking classmates. ELLs need to learn cognates, prefixes, suffixes, and root words to enhance their ability to make sense of new lexicon. Beginning ELLs and more advanced ELL students should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for these students. If they memorize the meanings of the words on a list, they will not be able to use the words in their own writing or verbal production until they really understand the meanings. When vocabulary instruction includes explicit, implicit, and strategy instruction, students are repeatedly exposed to the target vocabulary in a variety of contexts which increases their individual vocabulary development and the other resources that help in doing so is the Semantic Mapping primary focus on visual relationships, which is helpful to students from all backgrounds.

Students will be able to read story problems that include division problems and read vocabulary words that pertain to the lesson.

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

The Fierce Five was the gymnastics team that won the gold medal in the 2012, Summer Olympics in London. The members of the team were all between the ages of 15 and 18. They were all very close

In this lesson, I will also differentiate instruction by targeting the EL learners in the classroom. The students will have appropriate think time and the opportunity to discuss questions orally with a partner or group. Sentence frames will be provided, to support appropriate responses and encourage students to use academic language

My awards include NJ LEEP: Most Diligent Student Award, NJ LEEP: Most Improved Essay, Cross Country Group Medal, NJ LEEP: Summer Law Institute Mock Trial, and NJ LEEP: Vocabulary Competition. In terms of personal growth, I overcame my fear of heights and public speaking. I was once afraid of riding rollercoasters because I was afraid of falling off the ride; however, the older I grew up, I began liking rollercoasters because the more I rode it, the more fun it became. I found that my fear of heights was a mental challenge I had to face myself, and, eventually, I overcame this challenge. In addition, as a freshman, speaking in public and presenting in front of a group of people were horrifying; however, as time went on, public speaking became

It has taught me that you should repeat words, show pictures with words, act out words, etc. These are all great strategies to use when teaching ELLs.

Each learning experience builds on the one prior to it as the students will gradually be introduced to the key vocabulary terms for this topic. Students will first use terms such as bigger or smaller quantity then continue onto learning the academic terms greater and less quantities; lastly, students will learn the mathematical symbols for the key vocabulary terms. Throughout the entirety of the learning experiences, students will use their prior knowledge from the other lesson in order to gain a deeper understanding of the current learning experience. The different levels of Bloom’s Taxonomy are implemented into the lessons as students will first learn to compare quantities, followed by comprehending the academic terms of greater, equal, and less, applying the terms to the symbols, and lastly, reaching the highest level of Bloom’s where students combine all learned information to compose their own problems. Students will be combatively assessed in order to conclude all the learning segments for this topic.]

What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need

The two lesson plans I selected are the “The Achievements of the Sumerian Empire” and “The English Settle America” to evaluate. Yes, both lessons connect new subject matter in ELLs background, with their experience and prior learning. Special activities build vocabulary related to specific content as well as to general academic language. ELLs at the beginning of language proficiency level because they are just learning English language at this level will listen and comprehend at this stage. Background knowledge all ELLs students have learned about the world. Both lesson plans use shared pairs group learning, for instance; the teacher will ask students to discuss and ask students for assistance. Yes, academic vocabulary addressed will allow

HI Joel. I chose to respond to your post because I thought it would be fun to think about a few more classroom ready vocabulary strategies that steered clear of the vocabulary notebook that would be shoved in a desk and forgotten. Here’s one that came to me after reading your post. It would be really great to make vocabulary chart, when beginning a unit, and then go baack and fill it in sort of klike you would a KWL chart. For example, if the class were starting a unit on energy, light and sound. If the whole class did a semantic map (p.65), and then went back and filled it in after the whole science unit then I bet the map would grow exponentially. That by itself could serve as an assessment right? It

The objectives of the lessons include reinforcing learned vocabulary, in order to produce greater comprehension. Other objectives include fundamentals of writing and the way words are structured on a page, drawing simple conclusions based on the vocabulary and content, and beginning to determine the meaning of words as they are used in the content. In order for teachers to truly help students develop English language proficiency, the integration of content areas is essential (Echevarria, & Graves, 2014). The listening and thinking objectives will allow

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)