Vocabulary Homework

I posted a while back about my Homework Brainstorm and converting homework to be more about writing and vocabulary.

At the end of the school year I made my pacing guides for next year and included essential questions, vocabulary, and CCSS math practice standards.

Here is mine for Algebra 1, Algebra 2, and Geometry.

It was great to have my vocab words all laid out but what to do with them?

I stumbled on this post on Pinterest last night and I think this is what I want to do. (Go to her post to download the template!)  I'm going to borrow her picture so you can see:

I like her idea on the right where the bottom is folded up and fits 6 on a page. Right now I'm going through and typing my vocab words from each unit in my pacing guide into the glossary template. I'm also numbering them. 

I'm thinking that I will pass out all the templates for the unit at the beginning of the unit.  They can cut them out, fold them, and paste them on paper. My students will all have binders and at first I thought I would have the vocab be a section of their binder. But after thinking about it, I want the binders to stay in the classroom at all times. 

So now I'm thinking I will ask them to have a vocab notebook. If my whole vocab idea is homework then I kind of need them to be able to take it....well, home.

I'm thinking it will be my anorexic version of an INB. I'll have students to paste the vocab words on the left hand page only and then the right hand page will be where I can ask them deeper questions or things that relate to the unit essential questions. 

Here's the plan:

At the beginning of the unit I pass out the vocab templates for all the words in that unit. Students cut apart, fold and paste on the LHP of the vocab notebook.

Each day at the end of the lesson, I will assign them the 'vocab homework". That will be to fill out the vocab templates, using their notes, oh dang...if they have to use their notes then it still can't be homework. Unless they take their binders home. Ugh.

And they will probably just copy.

Well crap. I thought I had a great plan.

To be continued.


Ok I'm back.

Thank God for mothers!

Mom suggested I give them a handout to take home with definitions on them. They can use the handout to complete the vocab template and then toss it. I don't have to worry about them bringing it back or turning it in and theoretically it's something I could make ahead of time.

I kind of hate the idea of giving them a handout with the definition on it and having them just rewrite it. I wanted them to use their notes to form their own definitions. I know rewriting it isn't the best idea but I think having to develop their own examples and non-examples will be the true test of understanding the definition.

So then should I go ahead and type in the definitions? I wouldn't have to create a handout if the definition is already there. Then the only thing they have to write is the examples and non-examples. Is that enough?

Or should I give them the definition with blanks in it? They have to fill in the blanks and write examples and non-examples?

Please comment and give me your opinion!!


Ok I'm back. Again.

Thank God for instructional coaches!

Here's my best plan:

 At the beginning of the unit I pass out the vocab templates for all the words in that unit. Students cut apart, fold and paste on the LHP of the vocab notebook.

As we go through daily lessons, I will have a cute little glossary graphic in our notes. Whenever we see those, we stop and go to our glossary and develop our definition- as a class, in class.

Their homework will be to then go home and create the examples and non-examples on the LHP. On the RHP, I will have a slide with 2-3 questions that they will have to answer that takes them more in depth. 

I will stop early enough that they can copy the questions down into their notebook. That will help me stay on track and the questions can help be a closing.

I will collect notebooks once a week to grade. We have early dismissal every Monday for students so I think I will collect them on Mondays. That gives students the whole week and weekend to complete all the vocab assignments.

Grading: I think I will give them one point for each example and non-example they write and 2-3 points for each question they answer. They will have a weekly vocab grade but the amount of points will be different each week.

The questions will help feed into the unit essential questions which I hope to give as a summative assessment and have students help create a grading rubric.


The End

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