Words are No Problem

Vocabulary Development

for

Mathematics

by

Dr. Bill McBride

Author of “Entertaining an Elephant”

Greek and Latin Roots - Math

Many English words are made up of word parts from other languages, especially Greek and Latin. These word parts are called roots. A root cannot stand alone, but knowing its meaning helps you figure out the meaning of the whole word. A group of words with the same root is called a word family. Study the chart of Greek and Latin roots below.

Root / Meaning / Example
graph/gram / write, draw, describe / paragraph
form / form or shape / formation, uniform
rupt / break / interrupt
fract, frag / break / fragment
junct / join / junction
meter, metr / measure / meter
circum / around, about / circumference
gen / birth, race, kind / generate
div / separate / divide
ques / ask, seek / question
grad / step, stage / graduate. gradual
fer / carry, bear / transfer, ferry
var / different / variety, vary
pon, pos, posit / place, put / deposit, position
funct / perform / function
equi / equal / equidistant, equilateral
cede, ceed, cess / go, yield, give away / recede
loc, locat / place / location

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Robert Marzano’s Six Steps for Learning Academic Vocabulary

1. Give a description, explanation, or example of the new term.

  • Provide learners information about the term.
  • Determine what the learner already knows about the term.
  • Ask learners to share what they know as a means of monitoring misconceptions.
  • Ask learners to share what they already know to use this knowledge as a foundation for more learning.
  • Utilize examples, descriptions, but not definitions. Definitions are NOT a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new words.
  • Instruct learning of proper noun terms through identifying characteristics of the proper noun.

2. Ask the learner to give a description, explanation, or example of the new term in his/her own words.

  • Remind learners to no copy, but use their own words.
  • Monitor students to determine if any confusion exists.
  • Provide more descriptions, explanations, or examples if needed.
  • Ask students to record new terms in a Vocabulary Notebook.

3. Ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

  • Provide learners with a nonlinguistic method of mastering vocabulary.
  • Share examples of other learners’ drawings or allow students to work in teams to help those who complain that they cannot draw.
  • Teach the concept of “speed drawing” for those who take to long.
  • Ask learners to share their work.
  • Have students find graphics from magazines or the Internet.

4. Have the learner participate in activities that provide deeper knowledge of their word in their Vocabulary Notebooks.

  • Remind learners not to copy definitions but to rephrase meanings into their own words.
  • Encourage learners to identify prefixes, suffixes, latin and greek roots, antonyms and synonyms.
  • If English is a second language, have them write in a translation of the word in his or her native language.

5. Have the learner discuss the term with others.

  • THINK: Allow time for learners to explore and review their descriptions, images and information about a new word.
  • PAIR: Put learners in pairs to discuss their information.
  • SHARE: Allow groups to share aloud their information.

6. Provide games that provide reinforcement and make learning words fun.

  • Use games such as Password, Jeopardy, Million Dollar Pyramid, Wheel of Fortune and Family Feud in Powerpoint, Puzzlemaker, and social networking games such as Twirl on Facebook or sng.com.

Source: Marzano, R., Pickering, D. Building Academic Vocabulary. Alexandria, VA: ASCD. 2005.

Bill McBride’s Two Steps for Learning Academic Vocabulary

1. Repetition.

2. In meaningful and fun contexts.

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Predicting ABC’s

Name: ______Topic:___Rocks______

A-B / C-D
/ E-F / G-H
I-J / K-L
/ M-N / O-P
Q-R / S-T
/ U-V / WXYZ

Predicting ABC’s

Name: ______Topic:______

A-B / C-D
/ E-F / G-H
I-J / K-L
/ M-N / O-P
Q-R / S-T
/ U-V / WXYZ

SummarizingABC’s

Name: ______Topic:______

A-B / C-D
/ E-F / G-H
I-J / K-L
/ M-N / O-P
Q-R / S-T
/ U-V / WXYZ

Vocabulary Knowledge Rating

Name: ______Topic:______

Term / Know It / Not Sure / Don’t Know / Definition

Vocabulary Knowledge Rating

Name: ______Topic:______

Term / Know It / Not Sure / Don’t Know / Definition

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