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It defines purpose and payoff by guiding students to identify unfamiliar concepts, build clear visual references, connect prior knowledge, compare attributes and examples, and think critically about relationships. Practical tips cover previewing text, using word walls, grouping strategies, integrating tasks into lesson plans, and clarifying math terms with multiple meanings. 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A Verbal and Visual Word Association is a chart with 4 sections, where one section is reserved for a visual representation. The Frayer Model is also a chart with 4 sections which can hold a definition, some characteristics/facts, examples, and non-examples of the word/concept. A Concept Circle is an organizer which is divided into sections to hold words/symbols that are connected by a common relationship. Extending vocabulary using Verbal and Visual Word Associations follows.  \nPurpose  \nIdentify unfamiliar concepts and vocabulary.  \nCreate a visual reference for concepts and vocabulary.  \nPayoff  \nStudents will:  \ndevelop understanding of key concepts and vocabulary.  \ndraw on prior knowledge to make connections among concepts.  \ncompare attributes and examples.  \nthink critically to find relationships between concepts and to develop deeper understanding.  \nmake visual connections and personal associations.  \nTips and Resources  \nPreview by scanning text (see Skimming and Scanning to Preview Text, pg. 32 Think Literacy: Cross-Curricular Approaches, Grades 7-12) .  \nInclude targeted vocabulary/concepts in a classroom word wall. See Extending Vocabulary (Creating a Word Wall).  \nConsider using the back of a word wall card for the vocabulary/concept organizer. When necessary, students can refer to the flip-side of a word wall card to clarify their understanding.  \nDevelop vocabulary/concept organizers in small groups using different strategies, for example, use a graffiti strategy by posting large Frayer Model charts (with a different word/concept on each chart) . Students then move in small groups to add their knowledge to each posted chart. See Extending Vocabulary – The Frayer Model.  \nStrategically place the development of the organizer within the framework of the lesson/unit plan e.g. , the day before beginning a geometry unit, assign a homework activity that asks students to find pictures of hexagons, octagons, and obtuse angles from printed media. Then, during the next day’s “Minds On” activity, use the pictures in the  \ndevelopment of the organizers.  \nBe cognizant of math words that have different meanings in non-mathematical contexts (e.g. , mean, rational, root, odd, radical, similar) .  \nUse organizers for developing understanding of symbols as well as words (e.g. ≤ , 􀀡) .  \nEnsure that students understand that organizers such as the Concept Circle do not include all possible different types of examples.  \nSee Teacher Resource, Verbal and Visual Word Association – Samples.  \nSee Teacher Resource, Verbal and Visual Word Association – Template.  \nFurther Support  \nEncourage students to use the organizers for reference as they might use a glossary or dictionary.  \nConsider allowing students to use organizers during assessments.  \nUse vocabulary organizers as assessment for learning to plan next steps.  \nCombine the features of the organizers. For example, include pictures that provide a personal association within the sectors of a concept circle.  \nWhen students are familiar with each type of organizer, consider allowing student choice in which type of organizer is used.  \nT H I N K L IT E RA CY : C r o s s-C u r r i c u l a r A p p r o a c h e s , G r a d e s 7-1 2  \nR  \n\n| Getting Ready to Read: Extending Vocabulary – Verbal and Visual Word Associations |\n| --- |\n| MATHEMATICS |\n\n\n| What teachers do | What students do |\n| --- | --- |\n| Before\u003Cbr>Preview an activity or unit of study for key vocabulary and concepts.\u003Cbr>Modify the preview list using input from student preview lists.\u003Cbr>Use a graphic organizer to identify relationships among the words found ","cbCaiil69cgMO9FX","https://ap.wps.com/l/cbCaiil69cgMO9FX","pdf",210133,"English","# Getting Ready to Read: Extending Vocabulary - Verbal and Visual Word Associations\n## Purpose and Payoff\n## Tips and Resources\n## Further Support\n## What teachers do / What students do","[{\"question\":\"What is the purpose of using verbal and visual word associations?\",\"answer\":\"To identify unfamiliar concepts and vocabulary and to create a visual reference so students can connect new terms with prior knowledge.\"},{\"question\":\"How do students complete a verbal and visual word association chart?\",\"answer\":\"They draw a rectangle divided into 4 sections, write the term in one section, and fill the remaining sections with a visual representation, personal association, and definition.\"},{\"question\":\"What teaching strategies are suggested before, during, and after instruction?\",\"answer\":\"Before: preview activities for key vocabulary and use a graphic organizer to show relationships. During: guide students to complete the 4-section organizer and engage them in discussion. After: create incomplete representations, discuss non-examples, and plan how to store or further extend organizer content for future reference.\"}]","Getting Ready to Read - Extending Vocabulary - Verbal and Visual Word Associations - Mathematics | PDF",1790847139]