The incidental learning of vocabulary requires that teachers provide opportunities for extensive reading and listening. In this article, these three approaches-incidental learning, explicit instruction, and independent strategy development-are presented as seven teaching principles. Learn abbreviations commonly used in math (e.g., in., ft.The purpose of this article is to present a systematic framework for vocabulary development by combining three approaches to vocabulary instruction and learning (modified from Coady, 1997a Hulstijn, Hollander, & Greidanus, 1996).Understand multiple meanings of words (e.g., column, table).Identify words that have similar meanings (e.g., add, total, combine, count up, sum).Learn the specialized mathematical meanings of familiar words.Providing a vocabulary chart to help students:.Asking students to create posters to demonstrate the processes they used for solving problems, and encouraging them to explain their posters to other students.
Allowing students to work in groups or with a partner to solve word problems and to facilitate using academic language, practice mathematical skills, and increase conceptual understanding.Below are additional student supports for word problems. Note: The information above pertains to the sample word problem. Asking students to write in journals to describe concepts used in word problems and encourage them to include illustrations to demonstrate these concepts.Encouraging students to rephrase or rewrite word problems in simpler terms to ensure that they understand the meaning (e.g., use the term cookies in place of graham crackers).Modeling the use of vocabulary words and encourage students to use them repeatedly during the lesson.Provide contextual support and comprehensible input (e.g., have the ingredients to make s’mores on hand in the classroom and use index cards to label the ingredients).Help teach vocabulary whenever possible.Using pictures and real objects (i.e., realia) to:.Previewing material before beginning a new unit or lesson to determine vocabulary terms that might be pre taught.Student support for the sample word problem includes: Words that a student from a different cultural background might not understand: VocabularyĢ. The students keep tally on each other as they hear students using the words correctly.ġ. Westerman expects her students to use these words at least five times during the day. The second of these words is a key science vocabulary term. One of these words is a preposition, idiom, or common word with multiple meanings that can be confusing for ELLs. She writes two words of the day on the board every morning. Westerman create words-of-the-day for her students. Using note cards to help students learn transitional words (e.g., first, also, finally)Įxample: The bilingual teacher suggests that Ms.Posting words on a word wall or chalkboard for students to learn (e.g., key vocabulary words, commonly used words or phrases).Helping students to organize related words in different ways (e.g., by category, degree, part of speech).Connecting vocabulary to words in students’ home languages and pointing out the cognates.Providing examples of vocabulary words to differentiate when they have several meanings.Helping students connect the words to their own lives and experiences.Showing pictures, diagrams, illustrations, and real objects to teach vocabulary.Using graphic organizers to help students learn new vocabulary terms, learn the relationships among different words, and make connections with previous knowledge.Rewriting instructions or emphasizing key words in the instructions.Teachers can help ELLs focus on acquiring new vocabulary by:
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