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I like the idea of using a word wall in math that includes the term and a visual component or formula rather than a verbal definition. This allows students to use the word wall for reference and see the terms in context. Here's an example of this full wall from YouTube: https://youtu.be/TuQEU41EYgg

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What I like about this video (link attached) is that the instructor actively uses two strategies of “ Looking Inside Words Working with Roots” and “Looking Around Words in Context”.

He not only writes the words of the same root in French and English, but also visualizes the meaning of the words within his drawing and his simultaneous explanations. His multimodal strategies to teach vocabulary can efficiently gain students attention and motivates them to explore some words’ stories and background that they already use in English. This is an effective strategy to increase the students’ Word Consciousness. Stahl and Nagy (2006) suggest the importance of developing students’ word consciousness, a phrase used to describe the interest in and awareness of words, which should be a goal of vocabulary instruction." (Siop, p.79)

French Phrases Hidden in English Words

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The vocabulary strategy on page 82 of SIOP, called a concept definition map, could be extremely useful in social studies. I think this strategy is helpful specifically for social studies because of the connectivity of terms. The chart asks students to answer three questions; what is it, what is it like, and what are some examples. I could implement this on a lesson about Whiskey's Rebellion, and students could make a concept definition map about the term rebellion as it relates to Whiskey's Rebellion.   - Jeremy D

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The vocabulary strategy on page 82 of SIOP, called a concept definition map, could be extremely useful in social studies. I think this strategy is helpful specifically for social studies because of the connectivity of terms. The chart asks students to answer three questions; what is it, what is it like, and what are some examples. I could implement this on a lesson about Whiskey's Rebellion, and students could make a concept definition map about the term rebellion as it relates to Whiskey's Rebellion.   - Jeremy D

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There is a section in Lou’s article which details the use of mnemonic devices. Lou writes that this literary strategy can help students learn new vocabulary or concepts by linking it to their prior knowledge (Lou, 2020). In my opinion, using mnemonic devices is a great way for students to recall and retain information in a history class. In fact, it is a strategy that is already commonly used. For example, the mnemonic device of MANIA (Militarism, Alliances, Imperialism, Nationalism, and Assassination) is used to recall the five primary causes that led to WWI. -J.C.

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A vocabulary strategy that interested me was the word card. This strategy provides a visual context clue of the word in context, definition, and the word itself to have a deeper meaning and understanding. Exposing students to a mold in multiple ways to understand vocabulary addresses the multiple intelligences and engages the learners. I would utilize this strategy to help students understand new vocabulary for my content area. I can also use the cards to prepare students for assessments.

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A vocabulary strategy that I liked from the reading is the word wall. I think this is important for all content areas so that students can resort back to it if they get confused. Specifically to social studies, there are going to be a lot of new words that go with the discipline of history. For example, students are going to need to know the 6 historical thinking skills which are: significance, periodization, cause and effect, change and continuity, analysis, historiography. The more our students are seeing concepts, the easier it will be to memorize them.

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The SIOP reading refers to the Insert Method in page 83. I believe this strategy is helpful because it allow teachers to have a clear understanding of where students are individually. The way I would use it is by writing a paragraph that summarizes a topic (The Cold War, the Industrial Revolution etc) and have students read it and use the different symbol to communicate their level of understanding.

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On page 86 of the SIOP reading, one of the strategies written is a concept definition map. Using a concept map to help define terms, formulas, and theorems would be a great tool for students. They can add the definition in their own words, examples, non-examples, example problems, and more on to the concept map. This could be done as an individual or collaborative activity as well. It could also be done as a class and hung up on a wall, so it could be referenced by the students. There are online websites that help create a template for this as well, such as mindmeister. The great thing about that website is that it allows collaborative work, so anyone with the link can add to the concept map.

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I think providing context (contextualizing key vocabulary) is one of the best strategies that was discussed in our SIOP textbook and researching more about it made me like it even more, especially for teaching a world language. This blog I found really emphasized that students need context in order to develop and remember meaning of vocabulary. It gives the example of showing images of a "chair" and writing the word "silla" in a sentence so that students are given context for how the word is used and its meaning.
https://languageseed.com/2014/10/03/the-key-to-learning-spanish-is-context/

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Context helps lock Spanish words in the long term memory Young Man learns speaks 11 languages fluently including Spanish I was struck by the recent news of a young man who is fluent in 11 languages. There is

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I feel that utilizing activity stations fulfills 3. Explicitly Model and Scaffold Comprehension and Process from the article by Lou. Since the physical education setting differs from traditional subjects it's more challenging to have a designated area for vocabulary. So to incorporate constant exposure to vocabulary and concepts activity stations may be a strong approach. Activity stations provide the scaffolding element since the signs will have a brief description of the task. In addition, students can refer back to the skill or activity since they have immediate access at all times. To further enhance student learning, if teachers have the resources, these stations can be digitalized such as having an iPad at every station. This allows even more opportunity for students to have a video model or even submit videos of themselves for analysis. This can also be seen as a form of scaffolding since utilizing the benefits of technology can further bring students to be able to complete tasks independently.

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Tips for using Stations when Teaching in PE Class |Physical Education|

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I feel a really good strategy to use in a chemistry classroom is "providing students with multiple sources of information to learn words through repeated exposures."(pg. 79) Some science words are hard for students to be able to read over and exactly what it is or what it relates to. So by presenting the same words in the form of assigned reading, group discussions, and different videos will allow students to hear and practice academic language. The 5E model is a structure that can make sure to hit different ways to present academic language. Here's an example of the 5E model in a chemistry classroom:
https://youtu.be/0BL1eXzKFDo

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I would use the explicit strategy instruction from the elicit and engineer the use of vocabulary learning strategies (VLS) section of the reading on PDF page 6. This strategy centers around creating visual links or ties to meanings of vocabulary words. I would display visual representations of the terms for the elements and principles of design in my classroom to illustrate their meanings in more than one way. I attached an example of the term "Space" that I created using Adobe Photoshop that was inspired by one of my favorite artists of all time, Keith Haring. :)

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The frayer model is a graphic organizer that may be used to teach math vocabulary terms. I chose this because it is a powerful way of teaching students what a math term means as well as provide examples illustrating the meaning of the term. In the model, students write the word down, its meaning, fun facts about it, and mathematical examples associated with the term. In my opinion, I feel it is a much more powerful reference for students to use because it goes beyond just writing down the term and its definition. It forces students to find an example of this term, facts, and non-examples. It is also a more organizable reference to have as it contains everything a student needs for that particular term.

For example, if a student wanted to learn what "complex number" means, they write the word down on the organizer, its definition, fun facts, as well as some math examples related to complex numbers. Whenever a student forgets the term or needs a reference, the frayer model is a reliable and organized source.

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Do the bolded words mean the same thing in the following examples?

The third cup was roughly two- thirds full of water. The kids were rough-housing and banged a foot into the table, which knocked over the cup. The water spill was a foot wide.

He placed an even number of spoons on the even surface of the table. If he takes one away, there will be 3 spoons left on the left side.

As educators, we know firsthand how tricky math vocabulary can be for our students- especially using exact, precise math words correctly.

Based on your experiences in the classroom, you probably already know that students with math disabilities- especially those who are also English language learners or have language disabilities- will have an especially hard time learning new math words. Using correct math words can seem like learning a new language!

While this is true, you should also know that YOU are an important factor in students' learning. YOU matter and there are actionable strategies YOU can implement to grow your students' knowledge of math words.

In this post, you will learn 5 actionable ways to improve your students' math vocabulary- 5 strategies that you can implement today and that work for students with disabilities.

AND, if you make it down to the bottom of the post, you'll find my FAVORITE resource that I use to help build my math word wall.

Language in the math classroom

When you think of learning new vocabulary words, English Language Arts class comes to mind first, right? We tend to think of math as all numbers, but there's actually quite a bit of language learning that goes on in the math class, too.

Students need to learn the two (or more) different meanings for certain math words. Words they thoughts they knew, like face, mean something else once math class starts.

They need to understand and use these hard to say words, like quadrilateral.

They finally understand and remember what those math words mean, like decimal point. But now they learn that we sometimes use different words in different contexts. When we read a number aloud that has a decimal point, we don't call it "decimal point," we say "and."

Oy vay! You know what else makes teaching math words so difficult? The fact that almost 50% of children with math disabilities ALSO have reading disabilities!

So not only do many of our struggling math students have a hard time understanding the meaning of math words, but they also have a hard time with expressive and receptive language.

A double whammy, but later I'll show you that all is not lost. Our students with math and reading disabilities CAN learn to understand and use math words correctly, with the right supports. We'll get into what those supports are later, but first:

Why should we focus on teaching math vocabulary?

Well, for a few reasons:

We use language to communicate.

Let's say you're working with Alice and you ask her to explain the steps she took to solve a fraction division problem.

She says, "I took this one and turned it like this, so now it's the other. Then I timesed the top and the bottom, which gave me the answer."

Does that sound like something some of your students might say? My struggling students tended to use a lot of vague words- "things" "this one" "like this"- instead of exact math language.

Using more precise language, Alice might have said, "I took the second fraction and turned it upside down, so it became the reciprocal. Then I multiplied the two numerators and the two denominators, which gave me the quotient."

Sure does sound a lot more mathy, right? But more importantly, I understand what Alice did. Her use of precise language conveyed her understanding of the procedure and helped me get an insight into what she was thinking and doing.

Using the right math language helps us to have a conversation and understand what the other person means.

If math language isn't explicitly taught, children learn to disregard math words and only pay attention to the numbers.

For example, let's say you give Alice the following problem: "Nancy has 32 pretzels to share with 8 friends. How many pretzels will each friend get?"

Instead of figuring out what all those words mean, Alice narrows her focus to the numbers. She chooses an operation based on an arbitrary metric, then voilà! She has an answer. Alice might think, "32 is bigger than 8, so maybe I need to subtract. 32 minus 8 is 24." Is it the right answer to the word problem? No.

But more importantly, did Alice have the chance to engage in critical thinking and flex her problem-solving skills? No.

If math vocabulary is so important, how do we teach it?

5 high impact strategies to teach math vocabulary:

1) Start with what they know and use student-friendly definitions.

Let students use their own informal language to describe math concepts and ideas when you first introduce them. For example, Ms. Williams is introducing parallelograms to her class and calls on Eduardo to share his thinking:

Ms. Williams: What can you tell me about this shape, Eduardo?

Eduardo: It looks like a diamond.

Ms. Williams: It does look like a diamond. We call these shapes that look like diamonds a rhombus. What else do you notice about the rhombus?

Eduardo: It's blue and has 4 sides and 4 corners.

Ms. Williams: Nice job noticing the rhombus' 4 sides. It does have 4 corners and we call the corners of a shape a vertex. Let's count each vertex together.

Notice that Ms. Williams acknowledged and repeated back Eduardo's observations about the rhombus, which reaffirms that he already has some knowledge about shapes. His teacher then builds on this knowledge by rephrasing his everyday language using the correct math words: rhombus instead of diamond and vertex instead of corner.

Teaching tip: Model the correct use of math language. You should be careful to use precise math language as you talk about math ideas with your students and rephrase new math words. For example, "Let's take a look at the area, or inside space, of the shape. We already know the area is 8 square units..."

2) Explicitly teach new math words and give students multiple exposures to math words.

When we teach vocabulary in Language Arts class, we don't expect students to understand the words on their own. We isolate the words, help students sound them out, provide definitions, and give examples. We review new vocabulary words many times before we expect students to know them.

Same goes for the math class.

Math words need to be made explicit to students, defined, and shown in context, with examples.

Students need to novel math words and practice using the words themselves many times before the words become part of the child's own language. You can increase children's exposure to math words by:

Pre-teaching: At the beginning of a new unit, tell students the new words they'll be learning throughout the unit. As you introduce each new word, show an image and explain what it means.

Will students fully learn what these words mean after you pre-teach them? No. But they will begin to develop foundational knowledge that you can build on when you delve deeper into the unit.

Knowledge is built on prior knowledge. Help students by growing their prior knowledge.

Teaching: Teach math words through explicit instruction. Pull out those images and examples you used when you pre-taught the words. Show how the novel math words fit together with concepts they already know. Add the new math words to your classroom word wall and/or students' individual word walls. Use the new words in conversations you have with students.

Re-teaching and reviewing: When the unit is over, review all the new math words you taught. Celebrate the fact that students learned new words and grew their ability to communicate mathematically. Have students turn and talk with a partner, explaining what each new math word means. Have students draw pictures that show examples and non-examples of each math word.

Teaching tip: Research on word learning has found that teaching vocabulary in context works better than teaching definitions in isolation.

In other words, don't show a word and its definition and expect students to memorize the meaning of the word. Try to show the meaning in context and have students draw or act out the meaning, as much as possible.

For example, don't say this: Perimeter is the measure of the boundary of a closed geometric figure. Who can repeat back what perimeter means?

Instead, say this: Perimeter is the distance around the outside of a shape. Think of the fence around the school yard. The fence hugs the perimeter of the yard. Let's take a walk around the perimeter of our classroom. Where should we start?

3) Set up a classroom math word wall and individual math word banks.

[Disclaimer: Some of the links below are affiliate links, which means I may get paid a commission if you purchase through those links, which comes at no cost to you.]

Math vocabulary words that are relevant to the current unit should be displayed visibly in the classroom. I like to print my math vocabulary cards on thick cardstock, like this one.

Each vocabulary card should include the word in large font along with a meaningful image and simple definition (sometimes I leave out the definition if the image makes it clear what the word means.)

Struggling to come up with kid-friendly definitions of a math word? My go-to resource is Mathisfun.com. If you look up the word in their search bar, you'll usually find a kid-friendly definition and image.

Sometimes it can be hard to get good images to use as part of your word wall. You can always draw an image directly on the cardstock. You can also do a google search for "royalty free stock images" or search for images on Teachers Pay Teachers, which has some low-cost clipart.

Once you set up your word wall, don't let it sit there, gathering dust! Make your word wall come alive with these 7 activities:

Scroll down to the bottom to get a FREE copy of our word wall activities checklist.

I also have my students create their own personal word walls or word banks.

Some years I have students fill out a graphic organizer (like the Frayer Model, which we'll see below) for each new math word. They keep their Frayer Models stored in a math journal or binder and can access their own personal math dictionary whenever they need to.

Other years I've had students create math dictionaries on index cards, which they keep on a ring. They write the math vocabulary word on one side of the index card and the definition or a picture on the other side.

What I like about personal word banks is that each student in my class had a unique collection of words. No two students are the same and no two students are trying to learn the same math words. This is a great way to differentiate for different levels of learners.

4) Use graphic organizers.

Use a graphic organizer for students to record and reinforce their understanding of math words. In addition to the Frayer Model shown below, you can use Venn Diagrams, semantic maps, word banks, etc.

Frayer Model

The Frayer Model is my favorite graphic organizer that I like to use when teaching math vocabulary.

In the Frayer Model, students write the word in the center of the graphic organizer. In the surrounding boxes, they list the definition, characteristics, and provide examples and non-examples.

The examples and non-examples that students draw in the Frayer Model are especially powerful ways to reinforce what a word means and doesn't mean.

Scroll down to the bottom to get a FREE copy of our place value arrow cards.

Example of how to use the Frayer Model:
Journaling is a great way to reinforce the use of math language. At the end of a lesson, have students answer specific prompts in their math journals.

For example:

Today in math, I learned...

One problem I solved was...

Two ways to solve this problem are...

As students write about what they learned in math class and how they solved specific problems, they are reflecting on the newly taught math concepts. They also have practice writing and thinking about new math words they just learned.

Encourage your students to use the word wall or their own personal graphic organizers to incorporate correct math vocabulary words in their journals.

Wrapping it up:

Think about the special education students in your class.

They might struggle to understand and use correct, precise words when expressing their ideas in all content areas, including math. But they won't absorb new math words automatically just by hearing the words during your lesson.

Instead, the best approach is to introduce new vocabulary directly through explicit instruction, in the context of meaningful math examples, and indirectly through conversation.

Hopefully, some of the strategies above will help you teach math vocabulary and help your students learn new math words.

If you want to learn more about vocabulary instruction, two of my favorite books are:

(note that these books aren't specific for math vocabulary instruction, but you can apply the knowledge in the books to teaching math words)

But before we go, I have one last resource to share with you...

MY FAVORITE MATH WORD WALL RESOURCE

Ok, I did promise you earlier in this post that I would share my favorite math word wall resource.

drumroll::

Not only do they list the words students should be learning in each grade, but they created cards, with definitions and images, that you can print and post on your word wall.

Here's an example:

So now that we've covered 5 actionable ways to reinforce math vocabulary in your classroom, tell me what's missing! How do you help your struggling students learn new math vocabulary?

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Use these 5 actionable strategies today to grow your students' math vocabulary

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Students with learning disabilities often struggle to understand and use the appropriate vocabulary when expressing their ideas in all content areas, including mathematics. Using correct mathematical terms can seem like learning a new language! Students won't simply absorb newly taught math terms when presented throughout the lesson.

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I feel that a Pair-Share-Chart mentioned on page 83 of the SIOP book would work effectivity when students are learning new vocabulary because it allows for them for me as an instructor to develop personalization in a lesson that takes into account what students know. One way this strategy might be effective in a lesson is with the introduction of poetry. Introducing vocabulary specific to poetry requires students to make connects to  what they already know. Asking students first what they know about poetry allows them to call upon prior knowledge and me as an instructor to understand what they. Introducing poems as a text set with song lyrics and rap can be a great way for students to forms connections between the two and create context behind vocabulary.

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I am choosing Vocabulary games, found on page 87 of SIOP. I am choosing this strategy because I believe games in the classroom can increase motivation, engagement, and class cooperation. We want to ensure students are motivated in the classroom and what better way than to gamify the learning experience. Games have a place in the classroom and all students can benefit. We are not playing games in the class just to waste time or have fun. Instead vocabulary games would be utilized with meaning and purpose. We want the students working together in teams and give ELL students various ways to recognize and recall the terms used.

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The vocabulary strategy that I would like to use is the Four-Corners Vocabulary Chart, mentioned on pg. 79 of SIOP, especially for intermediate or advance Spanish classes. It can also be modified to an "English translation" or "part of speech" section instead of "definition". This strategy works well because it offers flexibility and involves all students in active learning by creating their own sentence and visual.

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Students will be learning about the inequality in sports and how women have been affected by it. They will be required to watch a YouTube video before class to build background and then in class, they will be given an article on the same subject where they will then utilize the “Insert Method” and share with at least two different peers what they annotated and why.

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Equality, sports, and Title IX - Erin Buzuvis and Kristine Newhall

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I liked the idea of using Cloze Sentences because it allows students to pull context clues from the sentence to figure out which vocabulary word fits in the blank. Students need to be familiar with the word in order to fill in the blank and for ELA, vocabulary such as figurative languages would work well with these types of sentences.

pg. 67 - SIOP

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I would use elicit and engineer learning strategies VLS page 7 on the PDF. I would have students create a zine book at the beginning of the semester where they can have the elements and principles of design. They will be able to have definition, translation, and images to show examples of the elements and principles of design. This would assist students to have the vocabulary at hand during critiques to encourage them to participate using proper vocabulary.

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The learning strategy I found the most convenient for my subject matter was on page 6, use of vocabulary learning strategies (VLS). Especially as a Spanish teacher, I feel that students learn vocabulary words when it is presented in various formats- for example, through drawings (visual learners), cognates (auditory learners), and  conversations. A STUDENT can be in the high school level, yet still have elementary level vocabulary. As a result of this, we need to provide help when needed and accommodate to every student because everyone learns differently. We can help transform their understanding of generic to structural academic vocabulary by applying the strategies mentioned in the article.

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As I was reading the article Teaching Disciplinary Literacy to Adolescent English
Language Learners: Vocabulary Development and
Reading within the Disciplines by Yingling Lou (8). I found the strategy of Elicit Students’ Prior Background Knowledge. I Think that this a strategy I will definitely use with my students. I want to give my students to practice English while having the opportunity to access prior knowledge. Having students tell their different perspectives and experiences with the group as well as having another ESL student in the same table to help with translation and practice.

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Usually when students, including myself, see musical terms that they do not know, a simple way is to look up music dictionary (looking outside texts). It's because a lot of times the terms are not in the context ( especially when notated on the score) and either mostly Italian, French, or German. In a classroom, I think I would do a lot of show-and-tell. When students are first introduced to music, they learn musical symbols first like dynamic markings (p, f, <, >..etc.) I would also use four corners vocabulary chart for teaching the symbols as an illustration. For actual musical terms the article that I attached here suggests creative ways to teach music vocabulary. The author's strategy is "asking, finding synonyms, and personifying." I think that the third phase "personifying" allows students to engage in learning the words and expand their creativity by writing a story about "if a musical term was a person."

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English Vocabulary Strategies- Jade Prouse 

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English Vocabulary Strategies- Jade Prouse 

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I would utilize the four corners vocabulary chart that is mentioned in SIOP on page 79. This chart allows the student to view the one word in many different ways to solidify what they have learned. There is a visual illustration of the word, definition, used in a sentence, and the word itself. This would be an extremely useful tactic for ELL students to solidify their understanding of academic vocabulary in any class they take. The creating a sentence aspect of this chart allows the students a chance to put their knowledge of these vocabulary terms to use. Presenting this one word in for different ways is a great way for students to remember the vocabulary word among all the other words they are learning.

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On page 84 of the SIOP reading, one of the strategies I read about was word sorts. I thought this was a really neat way to introduce important graphs such as parents graphs, to students. I think this tool would be really useful for students so that they can have a visual and symbolic representations of math topics all in one place. The other thing I liked about it is that students will be able to have the definition and a sentence regarding the vocab along with their visual representation. It is common for students to sometimes not know how to use math terms in spoken/written English, so this would provide good practice with the math terms of the section/chapter.
I used a graph for my example and explanation but I could see this being used with learning new formulas and theorems, by changing the image box to an example box.

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2. Explicitly Teach the Discipline-Specific Meaning of a New Word (page 5)

I can do this at the beginning of every lesson and tell them new vocabulary words that they may use during the lesson. They should write down the vocabulary words in their notes to reference (ex: at the top) I chose this so that students can communicate their troubles when it comes to understanding math concepts. This way they can fully understand the lesson that I am teaching. They will also be able to use the vocabulary while doing examples.

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A strategy I will incorporate is translanguaging because I believe it will engage students to learn from each other, especially from emergent bilingual students who are in the class. Emergent bilinguals who are in my class will have the opportunity to use both of their languages to communicate what they know and can do. Not only will they learn and build their vocabulary, myself along with the other students will learn new linguistic abilities. This will be important in my art class because my students will learn about art from all over the world. I would have students make Word Clouds (SIOP 84) to demonstrate new art terminology and vocabulary that they’ve learned, and they can use both their home language and English if they choose to. The YouTube video emphasizes the benefits of translanguaging.

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The method I chose to include is the "Insert Method" (P. 83). I chose this method because it's a flexible study technique that can be applied across the majority of educational courses, and it's able to be used by students of all ages.

In the context of math, I think it's an effective organizational skill when reviewing concepts, especially in preparation for an upcoming quiz or test. By organizing problem types in categories based on a student's confidence level, students can more effectively allocate study time to develop understanding in weaker content areas.

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Chemistry students have a special challenge in trying to learn an entirely new vocabulary specific to the subject, so condensing the predictable parts and being able to separate them by topic (acids/bases from thermochemistry) will make learning easier. Like learning other languages, it helps to "immerse students in rich language environments that draw their attention to learning words" (SIOP p. 79). In line with this idea, I can see it happening through word matrices, first mentioned in the lecture presentation (attached example from https://mbsteven.edublogs.org/tag/word-matrices/). Here they use "therm" as the base word, but I think another large matrix can be created using the element names (hydr-, ox-, etc.) and similarly chart the prefixes and suffixes that make up a chemical's name. This can start as a series of blank or partially-filled charts they can fill in over the course of the semester, but also be shown as a series of class word walls that can be added to over the course of the semester.

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Dr. Lou provided several great examples of vocabulary strategies to use in the classroom!

In a piece of music, it's common to see Italian words for tempo markings. While presto and prestissimo represent different tempos, they share the same "root" and offer a clue to their definitions. Dr. Lou suggests that teaching students the structure of words can "facilitate an exponential expansion of ELL students' academic vocabulary" and "develop students' linguistic repertoire" (2020, p.6).

Musical symbols can also be confusing. Dr. Lou suggests creating "visual links" can help students differentiate musical symbols and "tie them to meaning" (2020, p. 7). For example, a "half rest" in music looks like a "hat" that students would wear. A "whole rest" in music looks like a "hole" that students have to be careful not to fall in. Though the symbols look similar, creating "visual links" can help students differentiate the two in a piece of music.

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The method I chose is the "Self-Assessment of Levels of Word Knowledge. I chose this method because it can be rather straight forward, and can apply to all kinds of students regardless of the subject.
When it comes to math, I feel this kind of assessment will be effect when starting out a new chapter/unit to gauge the readiness of the class before starting. By assessing the current level of the class/students, you can adjust your curriculum so you can more effectively teach the content.

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The Multi-Modal strategy for teaching vocabulary I feel would be best for my art classroom. With this strategy, students can create either a Word Card (Figure3.4, attached above, and on page 81 from the the SIOP reading chapter 3) a brochure, poster, and more! Generally, Art students tend to be visual learners so allowing them to have this way of learning disciplinary terms will be beneficial. This multi-modal strategy such as the Word Card has students write in the key term/word, the definition, an illustration, and asks them to include it in a sentence. I feel that this practice allows them to fully understand key terms and is a tangible reference that they can come back to.

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Luis Diaz (Math) - Concept Definition Map

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Luis Diaz (Math) - Concept Definition Map

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Page 86 of the SIOP reading lists multiple strategies for developing academic vocabulary. One strategy is a Concept Definition Map, where a class begins with a concept/vocabulary term, and the students connect other ideas that explore the meaning of the original concept. I like this strategy because certain concepts in Math tend to build upon on other concepts or they may be connected in some way. Before beginning a Chapter, a Concept Definition Map can help define an important concept, and how that concept can be defined/explored by others. A quick example would be exploring the concept of functions. Function would be the starting point, and we would slowly connect ideas such as a graph, ordered pairs, equations, inputs, outputs, etc to the map. Through the unit, students will have something to reference when they think about functions, and use academic vocabulary to describe functions.

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I think the strategy that stood out to me the most was, "be aware that ELLs cannot rely on the use of context clues
for vocabulary growth." (Lou, 2020, p.5).  Lou highlights that many descriptive words that are taken for granted within math (which can be extended to science), can have different interpretations.  It is important then, to be clear about what those words mean in your class and be explicit about exactly what you expect students to produce with them

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A strategy that I would consider implementing in my classroom is emphasizing certain word choices and often repeat those key terms. Since PE/APE teachers are limited to certain materials out on the field, this is a great way to help student remember key terms and vocabulary of skill that is being taught. For example if I am teaching overhand throw I would focus on terms such as follow through, shoulders, wind-up, etc. Emphasizing those types of word helps students remember the skill and recalling information. This also helps with ELL students too in the classroom stated on SIOP Ch 3 pg.74. The video I had chose is a demonstration overhand/underhand throwing's and the instructor also had visual images of the skills and key terms that he wants his students to focus on.

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How to Throw a Ball | Teaching Under and Overhand Throwing - Cues and Critical Features |

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SIOP p. 81-82
I would like to implement a combination of word sorts and four corners for vocabulary development in English courses. I think word sorts would really help students organize their growing vocabulary and help them remember definitions by forming connections between words whether the words are associated by parts of words, themes, events, maybe they're literary terms that describe the components of a novel, poem, and so forth. I would like the students to use the four corners strategy for each vocabulary word they learn, upload it to a virtual document, and then use word sort to categorize these vocabulary words so that when the student is struggling to remember definitions they have a personal database to turn to. This student-produced dictionary will help them retain definitions as they will have to rephrase definitions into their own words.

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A mathematics journal speaks for itself. It is a journal for students to use to write down their key vocabulary terms that they see in class, as well as write down examples presented in the class. The purpose of this: so students have something to reference to when they need help doing homework or a review assignment. The article "How Math Journals Help Students Process Their Learning" by edutopia author Nell McAnnely describes its usefulness for students with more clarity.

"Each entry helps organize and clarify thinking processes for deciphering mathematical situations. Students begin to make connections across mathematical ideas, see and use a variety of strategies, monitor and reflect on processes, and understand and use multiple representations. They can reference earlier work in the journal and revisit similar tasks to internalize and refine knowledge of problem-solving."

McAnnely also describes that math journals are more than just booklets for students to write problems and solutions down and that the instructor can initiate different prompts so that the students can enhance their level of knowledge with vocabulary and critical thinking and analysis. Math journal prompts can be reflective, where students enhance their critical analysis and draw similarities or differences between certain problems and vocabulary. Topic-Development prompts seem to fit the mold of having a student's vocabulary skills improve because the purpose of these prompts are to focus on specific topics. Within this specific prompt, the instructor can refine their student's skills.

So for example, I can begin the class with a daily warm-up question for students to write in their journals before moving onto the course topic, where they would write key words and definitions specific to the topic, while also providing examples to tie all the language together. Then, when students do homework or when they have to do a review assignment in class, they have all their notes in a booklet for them to review, conceptualize and perform any given task at hand.

The website link: https://www.edutopia.org/article/how-math-journals-help-students-process-their-learning

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I believe that using the Cooperative Learning model in Physical Education applies to #3 Explicitly Model and Scaffolding Comprehension and Process. By working together in groups, students will use 'modeling and comprehension' to work towards the same goal.

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One of the strategies to use in the PE class setting is "Elicit students prior background knowledge". Especially when the lesson plan includes an activity that incorporates similar skills or movements that students should be accustomed to. Allowing students to engage in the process of recreation, it may be an easier transition to learn new things.

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" To elicit students’ prior background knowledge, teachers could pose questions or use Anticipation Guides to intentionally fire up students’ intellect and engage them in tapping into previous learning and
experience. Another highly effective means is to have students discuss in small groups about what they already know about the topic to multiply learning for each other " ( Lou pg8)

I really like this strategy especially in the context of a health classroom. Many of the students will come into a health classroom with prior exposure to health concepts, but may not have learned the vocabulary to better understand the content to develop skills. For example in a topic about Stress Management, I can start by having students discuss what they think stress means as a class. Then, I can have them think write pair share a time when they felt stressed and how they handled that stress. I can move on by defining "stress management skills", in order to teach the students the content specific language.

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The strategy that I choose is the Four Corners Vocabulary chart of SIOP page 81. I choose this strategy because it allows students to understand a more profound idea. I think that visualization of vocabulary words is essential when learning vocabulary. This strategy enables students to be active learners by working in multiple areas simultaneously.

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2 strategies I found to seem really helpful to incorporate into my teaching were the "roots and affixes" strategy and the Interactive, Multi-modal cards mentioned in the YouTube video. For words that are more basic, such as biology, in Spanish the root is the same "la biologo," which could help an emerging bilingual student make a connection in understanding the word. For a term that takes deeper understanding of the elements involved, such as the solar system with multiple planets rotating around the sun, the multi-modal can provide a visual, a definition, and a sentence using the word that will help the student make a better connection with the vocabulary.

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The problem with many social sciences classrooms is that students have issues relating to the material, and thus they become disengaged or disinterested. One strategy to implement to combat this is to ask them to write something that relates a personal experience to the content. This will activate background knowledge and make the content more personal by allowing them to develop a narrative that may act as a gateway to deeper comprehension. -A.S.

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The strategy I would like to use is the word sorts chart and using visuals to help aid with vocabulary. Art is a useful tool in communicating and I believe these strategies will greatly help students of all literacy levels in my classroom. I would use the word sort chart vocabulary technique as a form of an ungraded assessment for the students. I would go over the vocab for the lesson on the board using visuals and then doing one word sort together as an example. I would then have them do a word sort for the other vocab words on their own or with a partner.

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A vocabulary strategy that I would like to incorporate into my class would be a word wall for common words such as the 5W's. In Japanese, the 5W's are similar to what we have in English, but there are more than 5 and have unique usage and necessity to know. By having the word up on the wall (without the meaning), students would remember the meaning by relying on the phoneme rather than looking up on the wall for help.

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One strategy I learned was from Youtube and it was Marzano’s Six Step Process. Marzano’s six step process entails 1. Students can do many different things to show that they understand the vocab word by either acting it out, providing examples, and making a story incorporating the word. 2. Correct students and guide them when their definition is not exact. 3. Make a visual representation of the vocab word whether it be through a drawing or computer generated image, etc. 4. Create activities for students to participate and have a deeper understanding of the word such as using root words to figure out the meaning of words, address previous misunderstandings in the previous step, have students come up with antonyms or synonyms. 5. Groups of 2 will describe what the words mean to each other or use think-pair-share. They compare or contrast words they find similar or different. 6. Students will play games with one another to explore the meaning of words. Through this strategy students can gain a deeper understanding of vocab words by having personal accounts of them. Students have different ways and levels of showing that they understand the meaning of a vocab word. Students have different ways that they can express the information that is best for them. Furthermore, teachers can assess students knowledge each step of the way. This may take more time to execute however, in the long run you are providing students with the tools to figure out the meaning for any word they find confusing in their personal life. In order to use this in my discipline, I will use vocabulary that is important for learning the concepts of the lesson and allow students to have the time to act or express the information in the way that they find is best for their learning. For example if the definition were the molecular phases of matter (solid, liquid, gas) I would have students act out the different phases as molecules. Then from there I would evaluate students based off their definitions and guide them to the correct path. Next I would ask them to make a drawing of the molecular phase based off the acting of the students. After I would have students write antonyms or synonyms of words such as a solid or liquid. Students will then have discussion with another student to determine what they believe a solid means or liquid. After students will play games such as Pictionary as another way to demonstrate that they understand the meaning of solid, liquid, or gas and yet they will have fun doing it. When students have fun, engagement increases which develops student interest in their learning.

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I liked the Active, interactive, Multi-modal strategies. When I was in ELD/ELS classes, my teachers used this strategy. It helped a lot because we had the meaning, a picture, and a sentence to help us understand the vocabulary better. This activity would help a lot in my Spanish classes at all levels. But instead of giving students a sheet of paper, I would like them to have their notebook just for vocabulary.

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Word Detective: While studying/engaging with a text have a list of words for students to find within it. Have them write a brief bit of the text for context/the page. Come back together in small groups to discuss the words they know and the ones they don't and what they think those words they don't know may mean. Then come back in large groups to learn what those words do mean and connect it back to the text.

Idea from:
https://www.teachhub.com/teaching-strategies/2019/10/teaching-strategies-5-ideas-for-instructing-vocabulary/