Vocabulary
An important component for this unit is the geometry vocabulary, which we will review throughout the unit and use during student discourse. When it comes to learning math, English language learners (ELLs) have a unique challenge because they have the task of learning academic language and learning math content simultaneously. I know that language plays a critical role not just in reading and writing, but in learning mathematics as well. As a teacher, it is important for me to make math lessons comprehensible for my students as well as providing them with the opportunity to develop their language skills. Providing students ample opportunity to interact with math vocabulary is an important strategy. Students need to understand math vocabulary in order to be successful in solving word problems, following instructions, understanding and using mathematical terms correctly in math discourse. We tend to think of mathematics as a subject that does not require a strong command of language. In reality, however, mathematical reasoning and problem solving are closely linked to language and rely upon a firm understanding of basic math vocabulary.
I dedicate a wall in my classroom to be used as a word wall. I always add key words important to the concept, along with their definitions, and short examples of the word for the class to refer to as they learn. I encourage students to contribute to the word wall as well. Some vocabulary terms that should be added to the word wall for this unit include evaluate, justify, evidence, describe, establish, area, perimeter, surface area, volume, congruent, similar, polyomino, hexomino, rectangular prism, cuboid, cube, cone, hexagonal prism, triangular prism, rectangle, square, triangle, cone, length, width, height, dimension, angle, plane, vertex, segment, edge, face, and other pertinent geometry terms as needed.
Activity: The class will begin the vocabulary part of the unit by defining the terms in their own words after the instructor has given them lessons on their meanings and has provided visual clarifications and discussions. Students will create a vocabulary list using index cards, the cards will be kept in the folder for them to use during instructional lessons and during intervention time in small groups or in pair-share. Vocabulary review cards supports their learning.
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