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

ch 1 disc question response

A task I recently asked my students to complete was from a spelling worksheet and it involved reading across a row of 4 words then identifying the word that did not fit a pattern. Originally this was a homework assignment that we were reviewing in class the next day. I did not anticipate the amount of confusion the students experienced. Prior to reviewing the assignment, I broke the instructions down even further than what was written on the worksheet.
Specifically, the instructions I gave were:
1. read the 4 words in the row. 2. highlight the word endings (-ed, -s -ing) 3. identify the spelling pattern 4. cross out the word that doesnot fit the pattern.

This task involved working memory because the students had to remember what the endings of the 4 words were and that they were looking for the word that did not fit the pattern then cross out the one that didn't fit.

I simplified the task by having them highlight the endings. We completed the entire worksheet as a group. In order to make this an independent task, I could have added another step. After highlighting the endings, the students could write down the ending (-es, -ing, -ed) that appeared more than once ("the pattern")in the row. Then, go back and find the word in the row with the different ending.

By writing down what the ending pattern is, students don't have to hold it in working memory. It is now written on the paper so they can compare the words to it.

Another simplification would be to model, on the board, what the task is (ie; what the row should look like) with endings highlighted, the pattern written down, and 1 word "x'ed" out. This way, if students forget, they can look to the model on the board.