EDUC 3310
Word COnsciousness
Joseph Pendleton
HIGHER EDUCATION process
1a. Word Consciousness Def:
Word Consciouness is the idea of the student being aware what words are being used and how they are used. This encourages a deeper learning of the individual word as well as the language since they learn how it all fits together.
Learning Strategies
- Talking like a Mathmetician
- Word Walls
Info
HIGHER EDUCATION process
1a
1b. Talking like a Mathmetician
This strategy looks like creating opportunites for students to experiment using the academic language we recently learned. More Specifically I would present the class with a sentence such as "The X intercept is where the line intersects the Y Axis" or "Derivatives are used to measure the area under the curve" which misuses a vocab word we are learning. I would then ask students to write down why the sentence is wrong and how they would correct it. I would then call on students to say aloud what they wrote down. This would help my EB's practice writing, reading, and speaking also taking away down time needed to translate what is being asked and how they would respond since they would already have it written down.
1c
3a
3b
HIGHER EDUCATION process
1c. Word Walls
1a
Word walls are singular walls with different vocab words posted and short defitions or descriptions. Instead of singluar walls I would use different sections of different walls for different groupings based on subject matter. For example, I would have calculus words grouped together, algebra words grouped together, geometry words grouped together, etc. This would help students identify words before we learn them in the classroom allowing for deeper learning when we do go over them in class, and it would also help students who may have forgotten different terms in refreshing their memory or foreign words that we don't go over in class.
1b
3a
3b
HIGHER EDUCATION process
2. Where EB's might Struggle (1) and Succeed (2)
- Context Clues
- Cognates
1a
1b
1. As the book states, EB's would struggle with this learning style if they are unfamiliar with the surrounding words. Also the books states that students might need to read the sentence before or after but I dislike the necessity to do this because it still remains a guess, and the time it takes to read the other sentences would be too large taking away from the time I could use as an educator to actually teach the language. 2. EB's would probably do best with learning Cognates due to the fact that the spelling and pronunciation of Cognates is so similar. I know that when I was learning Spanish in my high school Spanish classes, I did well when the word was a cognate, so I would expect the same result for my students.
How I can Scaffold Context Clues for my EB's: One thing I could do to help my EB's who might struggle with using Context Clues is by defining the word so that they can see how the word is used. However this only works with Intermediate students and higher, so if I had beginner students in my class i would just avoid using context clues altogether. (I would prefer to avoid this altogether even if I have Intermediate and higher. The only time I would use this is with Advanced High students who have the tools necessary to make inferences.)
1c
3a
3b
HIGHER EDUCATION process
3a. What Learning Technique I will use and why it is Effective
I really enjoy the idea of using the "Speaking Like a Mathmetician" technique I mentioned earlier where students will be given a sentence that misuses a vocabular word and must identify why the sentence is wrong then explain why it is wrong , so I plan to use this technique heavily in my high school math classrooms.
1a
1b
1c
This technique is effective due to the fact that it does more than just teach the defintion. It will be used more as a contextual aid helping solidify the definition since students will be asked how it is used incorrectly indicating they know what it is like to be used correctly. I also love this technique since it hits Reading, Writing, Listening, and Speaking all in one simple technique.
3b
HIGHER EDUCATION process
3b. My lesson activity
What I plan to do: I would give the new vocab word and discuss the definition and continue with the lesson plan with the new word. I would then use the "Speaking like a Mathmetician as either an exit ticket or Bellringer the next morning. For example, if we were discussing integrals in Calculus, I would explain that it is the math procedure used to find the area under the curve of a graph. We would then perform problems where we have to find the integral. Then after the lesson I would write a sentence that uses the word incorrectly and each student must turn in a piece of paper with why it is incorrect after explaining to the class why it is wrong
How I plan to scaffold: I think that since the students will be explaining before anything is turned in, the students who are still struggling with the definition will have an opportunity to revisit the definition. I would also probably have them use any notes or previous work we did to help them write their own definition ensuring they have several supports to help describe the new vocab word.
1a
1b
1c
3a
Did you know that...
Did you know that 90% of the information we assimilate comes through sight? Visual resources are very helpful in reinforcing your message: images, illustrations, gifs, videos... Not only because they stay in memory, but also because they are more attractive and easier to understand.
Word Consciousness
Joseph Pendleton
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Transcript
EDUC 3310
Word COnsciousness
Joseph Pendleton
HIGHER EDUCATION process
1a. Word Consciousness Def:
Word Consciouness is the idea of the student being aware what words are being used and how they are used. This encourages a deeper learning of the individual word as well as the language since they learn how it all fits together.
Learning Strategies
Info
HIGHER EDUCATION process
1a
1b. Talking like a Mathmetician
This strategy looks like creating opportunites for students to experiment using the academic language we recently learned. More Specifically I would present the class with a sentence such as "The X intercept is where the line intersects the Y Axis" or "Derivatives are used to measure the area under the curve" which misuses a vocab word we are learning. I would then ask students to write down why the sentence is wrong and how they would correct it. I would then call on students to say aloud what they wrote down. This would help my EB's practice writing, reading, and speaking also taking away down time needed to translate what is being asked and how they would respond since they would already have it written down.
1c
3a
3b
HIGHER EDUCATION process
1c. Word Walls
1a
Word walls are singular walls with different vocab words posted and short defitions or descriptions. Instead of singluar walls I would use different sections of different walls for different groupings based on subject matter. For example, I would have calculus words grouped together, algebra words grouped together, geometry words grouped together, etc. This would help students identify words before we learn them in the classroom allowing for deeper learning when we do go over them in class, and it would also help students who may have forgotten different terms in refreshing their memory or foreign words that we don't go over in class.
1b
3a
3b
HIGHER EDUCATION process
2. Where EB's might Struggle (1) and Succeed (2)
1a
1b
1. As the book states, EB's would struggle with this learning style if they are unfamiliar with the surrounding words. Also the books states that students might need to read the sentence before or after but I dislike the necessity to do this because it still remains a guess, and the time it takes to read the other sentences would be too large taking away from the time I could use as an educator to actually teach the language. 2. EB's would probably do best with learning Cognates due to the fact that the spelling and pronunciation of Cognates is so similar. I know that when I was learning Spanish in my high school Spanish classes, I did well when the word was a cognate, so I would expect the same result for my students.
How I can Scaffold Context Clues for my EB's: One thing I could do to help my EB's who might struggle with using Context Clues is by defining the word so that they can see how the word is used. However this only works with Intermediate students and higher, so if I had beginner students in my class i would just avoid using context clues altogether. (I would prefer to avoid this altogether even if I have Intermediate and higher. The only time I would use this is with Advanced High students who have the tools necessary to make inferences.)
1c
3a
3b
HIGHER EDUCATION process
3a. What Learning Technique I will use and why it is Effective
I really enjoy the idea of using the "Speaking Like a Mathmetician" technique I mentioned earlier where students will be given a sentence that misuses a vocabular word and must identify why the sentence is wrong then explain why it is wrong , so I plan to use this technique heavily in my high school math classrooms.
1a
1b
1c
This technique is effective due to the fact that it does more than just teach the defintion. It will be used more as a contextual aid helping solidify the definition since students will be asked how it is used incorrectly indicating they know what it is like to be used correctly. I also love this technique since it hits Reading, Writing, Listening, and Speaking all in one simple technique.
3b
HIGHER EDUCATION process
3b. My lesson activity
What I plan to do: I would give the new vocab word and discuss the definition and continue with the lesson plan with the new word. I would then use the "Speaking like a Mathmetician as either an exit ticket or Bellringer the next morning. For example, if we were discussing integrals in Calculus, I would explain that it is the math procedure used to find the area under the curve of a graph. We would then perform problems where we have to find the integral. Then after the lesson I would write a sentence that uses the word incorrectly and each student must turn in a piece of paper with why it is incorrect after explaining to the class why it is wrong
How I plan to scaffold: I think that since the students will be explaining before anything is turned in, the students who are still struggling with the definition will have an opportunity to revisit the definition. I would also probably have them use any notes or previous work we did to help them write their own definition ensuring they have several supports to help describe the new vocab word.
1a
1b
1c
3a
Did you know that...
Did you know that 90% of the information we assimilate comes through sight? Visual resources are very helpful in reinforcing your message: images, illustrations, gifs, videos... Not only because they stay in memory, but also because they are more attractive and easier to understand.