My 5th grade math book introduces a large number of math vocabulary words at the beginning of each new chapter. I do not go over all the new language at the same time. I wait until the lesson begins and do a minilessson on the vocabulary words needed for the underlying concepts being introduced. Words like “same and equal” are familiar to them but polygons that are similar and congruent are new pieces of language/information needed to answer the questions being asked of them.
The text asked students to distinguish between similar and congruent vs. non similar and non congruent shapes. The lesson assumes that there some prior knowledge. Tapping into prior knowledge is essential for understanding of the lesson.
At first students were having difficulty with the language. Once I began referring back to familiar words like same and equal, students were able to make the connection to prior knowledge of this language, and then they attached the meaning of these words to this new language. Once the connection of familiar language was made same/similar and equal/ congruent students became very comfortable using it throughout the lesson.
After reading chapter one, I would introduce new vocabulary and definitions by using a multiple intelligence approach for each new word. I would use his strategy is hopes that the information gathered in the working memory transfers to the long term memory.
Multiple Intelligence Strategy
1. See the word/definition
2. Hear the word/definition
3. Say/Sing the word/definition
4. Write/Draw the word/definition
5. Become/Act out the word /definition