Pre-Teaching Vocabulary
According to Dr. David Chard, language and vocabulary consultant for Houghton Mifflin Math and professor of reading, at the University of Oregon, it is vitally important for children to be pre-taught background information, such as vocabulary before the lesson so they are able to see it's importance and really be able to understand the word prior to the lesson. If students are taught the word during the lesson, it often gets misunderstood. The lesson then acts as a review to the word and students will be able to focus on how to use the term, as apposed to getting hung up on what the word means. The more students see and review the word before assessments, the better off the student will be (Chard, n.d.).
Procedure
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Kimberly Carey
Course: EEC 428 Professor: Dr. Lori Piowloski Minnesota State University, Mankato |
additional Resources |
Pre-Teaching Video
This teacher does an excellent job of telling her students synonyms and antonyms. She also asks the students to share with the class what they believe the word to mean.
(Panayotou, 2014)
Variation
No matter the variation the teacher and students use, it is important to select one that works best for their needs, helping the students to better understand. Pre-teaching is not only a technique to learn the information, but also to review and relearn what has been taught (Miller & Veatch, 2013, p.19). As a math teacher, I start every lesson with pre-teaching the vocabulary to students. I say the word, they repeat the word. I say the definition, they tell me in their own words the definition. We make a list of examples and throughout the lesson we add to the list as well as say the vocabulary words as often as we can and rephrase the definition, allowing the students many examples and opportunities to understand and relate the word to math.
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References
Almazan, A.
(2013, September 7). Kid friendly Marzano scale. Retrieved from
http://www.goingbacktokinder.blogspot.com/
Chard, D. (n.d.). Vocabulary strategies for the mathematics classroom. Retrieved from Houghton Mifflin Math: http://www.eduplace.com/state/pdf/author/chard_hmm05.pd
Little, E. (2014, January 9). [Chart]. Retrieved from https://littlelearnersblog.wordpress.com/tag/vocabulary/
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Panayotou, A. (2014, June 2). Pre teaching vocabulary [Video file]. Retrieved from https://www.youtube.com/watch?v=tIqqNhgM82U
Sutton. Retrieved from http://mrssuttonsthirdgradeadventures.blogspot.com/p/math-vocabulary-posters.html
Chard, D. (n.d.). Vocabulary strategies for the mathematics classroom. Retrieved from Houghton Mifflin Math: http://www.eduplace.com/state/pdf/author/chard_hmm05.pd
Little, E. (2014, January 9). [Chart]. Retrieved from https://littlelearnersblog.wordpress.com/tag/vocabulary/
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Panayotou, A. (2014, June 2). Pre teaching vocabulary [Video file]. Retrieved from https://www.youtube.com/watch?v=tIqqNhgM82U
Sutton. Retrieved from http://mrssuttonsthirdgradeadventures.blogspot.com/p/math-vocabulary-posters.html