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Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
Academic vocabulary modeled lesson   math
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Academic vocabulary modeled lesson math

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  • Pronounce the word: Estimate –have students repeat the word with you several times.Explain the Meaning: Estimate means an educated guess or a judgment. For example, I would estimate that the book weighs two pounds. The boy estimates that there are 320 gumballs in the jar. I estimate the grocery bill will be around $50.00 I estimate we will arrive at grandma’s house in an hour. The mechanic estimated that the car would be repaired in two hours. The sports announcer estimated that the Lions would win the game by a touchdown.Cloze Procedure: Students fill in the blank using the term: When I’m trying to guess how much my book weighs, I would __________ (estimate) that the book weighs two pounds. When the boy is trying to guess how many gumballs are in the jar, he ___________ (estimates) how many gumballs there are. When I am grocery shopping, I try to ______________(estimate) the total bill so I make sure I have enough money. When my kids ask me, “How much longer?” I ______________ (estimate) for them the time we will need to travel to get to grandma’s house. When I took my car to be fixed, the mechanic gave me an _______________(estimate). The sports announcer gave the audience his ________________ (estimate) of who was going to win the game.Students act out the term: Have students make a thinking face that would show me you are thinking of an estimate to something.Think – Pair – Share: Have students think of a time they would estimate something. Have them tell a partner. Select a few to share with the class.
  • Pronounce the word: Distribute – Have students repeat the word with you several times.Explain the meaning: Distribute means to pass something out. For example, a student may wish to distribute his birthday treat. The mailman distributes the mail. People distribute Halloween candy. The card dealer distributes the cards. The teacher told the students to distribute themselves around the room because she wanted them to spread out. Sally’s mom distributed the cake by cutting it into equal pieces and then handing it out. In math we sometimes distribute the numbers.Cloze procedure: Students fill in the blanks with the term: Nathan was asked to _____________ (distribute) his birthday treat. The mailman’s job is to ______________ (distribute) the mail. When I was playing a game of cards, we took turns being the dealer so we could each ______________ (distribute) the cards to each other. The teacher wanted the students to spread out around the room, so she asked them to ____________________(distribute) themselves around the room. At my birthday party, my mom ______________________ (distributed) the cake by cutting it into equal pieces and then handing it out. When we are working with numbers in math, sometimes we _________________ (distribute) them.Act it out: Have students show how they would look if they were distributing something.Think – Pair – Share: Have students think of an example of something they might distribute. Have them turn and tell their partner. Select a few to share with the class.
  • Pronounce the word: Equivalent – Have students repeat the word with you several times.Explain the meaning: Equivalent means something that is equal in value or the same as. They have a one-to-one correspondence. For example, the area of the square might be equivalent to the area of the triangle. The weight of the twin brothers might be equivalent. The two workers made an equivalent amount of money. The two students received an equivalent score on their test. The kids all received equivalent treats at the party. Half of a pizza is equivalent to two out of four pieces of the pizza.Cloze Procedure: Students fill in the blank with the term: If the area of the square and the area of the triangle are the same, we would say they are ___________________ (equivalent). If twin brothers weighed the same, we would say their weight was _______________ (equivalent). Two workers making the same amount of money would receive ________________ (equivalent) salaries. Both students received the same score on their test, so their grade was _________________ (equivalent). While attending a birthday party, the kids all received the same treats, so we would say they received __________________ (equivalent) party treats. Half of a pizza is equal to 2/4 of a pizza, so we would say the pizzas are _______________ (equivalent).Act it out: Have students think of a way they would show that something is equal.Think – Pair – Share: Have students think of example of something that is equivalent. Have them tell a partner. Select a few to share with the class.
  • http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/hurricanes-101-kids/Click on photo for link to video.
  • Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
  • Have students think of something that is ___________(terrible). Share with a partner. Select a few partners to share with the class.
  • Read Article Aloud while on the document camera. Ask a fluent reading prompt for active listening: What evidence does the author provide to support her claim that hurricanes are the world’s mightiest storms?Students re-read the article, highlighting the vocabulary terms Have them underline any other words that they don’t know.List these words on chart paper.
  • Select one term for the concept wheel – terribleBrainstorm what kids know about the word and its meaning (chart on paper)Write the word in the first quadrant – terribleThink of three more key ideas about the word to add to the graphic organizer (examples) Add any non-examples on the outsideAdd a sentence using the word correctly in the last section
  • Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/
  • Transcript

    • 1. Academic Vocabulary Modeled Lesson - Math Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
    • 2. Estimate
    • 3. Distribute
    • 4. Equivalent
    • 5. Video
    • 6. Act it Out
    • 7. Think – Pair - Share
    • 8. Read Aloud • Engage students in a read aloud where students identify the vocabulary words as they are read.
    • 9. Concept Wheel
    • 10. Exit Ticket Something new that I learned today is…

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