Putting It into Action--Part II

2. Developing Academic Language through the Generative Vocabulary Matrix & Collaborative Discussion 

THOUGHTS: In January 2015, I attended Dr. Sue Larson's presentation on the Generative Vocabulary Matrix (GVM) and Learning Workshop.  My main takeaway from the professional development is that content vocabulary should be taught in an authentic context and that teachers should be intentional about providing explicit instruction on the "brick and mortar" language structures that enable students to use key terms in meaningful ways.  Basically, Dr. Larson demonstrated how content vocabulary is much more meaningful to students when the words come from them and when they are given to tools to effectively use the terms in speaking and writing.

ACTIONS: I modified the GVM concept to fit within the constraints of the curriculum and school schedule and to meet my students' unique needs.  

My learning wall or GVM is structured as follows: the unit title--fractions--at the top, an area for "big idea" questions (e.g. How can I write a fraction?  How can I draw a model of a fraction?), a web organizer to record prior knowledge and student questions, a place to record "words mathematicians use"--including the subsections "language for thinking" and "word choice for math," and a blank open area for students to list content vocabulary words as they discover them.  My students requested that we add a "what we have learned" section where we could make notes throughout the unit, so I went with it!

Throughout our fractions study, students have self-identified key content vocabulary (e.g. fraction, numerator, denominator, bar model, decimal, percent, etc.).  These terms were discovered as students explored the text set mentioned in my first post in this series, and through mini lessons and center work.  These content vocabulary words were posted on the red sticky notes.  With my guidance, students also identified "word choice for math" (e.g. equivalent, equal, partition, amount, unlike, distribute, quarters, etc.).  These words were recorded on the blue sticky notes.  As I listened to student discussions, I made sure to draw attention to "language for thinking" words and phrases (e.g. if ___, then ____).  These were also added to the learning wall.

After having time to explore fractions with manipulatives, this student suggested adding the word "halves" to the GVM.

Similarly, this student suggested adding the words "whole" and "twelfths" to the learning wall.

As the unit progresses, students are naturally discovering connections between the content vocabulary terms.  When they have these epiphanies, I've tried to stop and give them the chance to share their thinking with the class.  Students have explained their ideas individually and in small groups and then re-stuck related terms together on the GVM.

A student groups the words bar model, circle model, and number line together after explaining how the three concepts are related.

A group of students discusses how the words fraction, decimal, and percent are related before sharing their ideas with the whole class.

It's been amazing to see students use the learning wall as a reference and resource.  Because everything on the GVM has come directly from my kids, the vocabulary is much more meaningful to them.  Contextualizing the terms with books, manipulatives, mini lessons, and opportunities for deep practice through center work has helped students truly understand the vocabulary.

In my next post, I'll describe how collaborating with students families has enabled me to make connections between the content and students' lives.