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Vocabulary instruction is essential to effective math instruction. Not only does it include teaching math-specific terms such as "percent" or "decimal," but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word...

Most teachers believe that students have a fear of word problems, but this article will have you second guessing that. The article will have teachers thinking that word problems should be used from the start of a lesson and not at the very end of a homework assignment. Students normally perform better on word problems then algebraic solving because they have context clues to help them solve the problem.

To sum up this article you can look at the following quote from it; And he warned that the tendency to wait before using word problems could exacerbate gaps for students who struggle with algebra early on, because they may not be exposed to many word problems at all. Students have a fear of word problems because they perceive that they are too hard before they even begin working on them. This combined with the gaps in the vocabulary knowledge are making word problems more difficult for them.

This is an article that explores the strategy of introducing word problems first during math instruction. As a math teacher, I tend to introduce concepts first then build up to applying those concepts to word problems. The strategy of introducing the word problems first acts to help students solve a problem using any method they are comfortable with, without getting bogged down with the math too soon and becoming unwillingly to solve it. This could address the SMART learning goal, by helping us to rethink the way in which students approach word problems.

Founded by Dr. Gianfranco Conti, Phd., the Language Gym. The site includes a language training system with a verb trainer, workouts, and a game room. The verb trainer reviews tenses, pronouns, types of verbs, and conjugations. The workouts have vocabulary and grammar modules by proficiency level. The game room uses sports themed games to practice language skills. Languages included are Spanish, French, German, Italian and English.

(Week 7: Adiatu, Julie, and Heather) This journal article was found by Adiatu on the UMUC Library, and is accessible through the link given above by accessing ERIC. The journal article is based on a study of 132 fourth-graders, and focused on examining the relationship(s) that exists among sustainable attention, reading fluency, and reading comprehension. According to authors Yildiz & Çetinkaya, "Sustainable attention is the type of attention that provides the ability to focus on a task for a long time. It is required to analyze the sentences in reading material and to utilize them actively at different times" ( 2017). The study results showed that students that lacked sustainable attention had poorer reading speed, comprehension, and word recognition. This journal article is useful to teachers because it provides information on useful activities teachers can arrange to increase the attention levels of students. For example, the authors of the journal suggest that teachers record their students' oral readings and play it back for them. This journal article is useful to our group because the teachers' artifacts are based on the reading comprehension and vocabulary gaps of their students, and the authors stress that teachers should strictly monitor the oral reading skills of students that are having reading comprehension difficulties. Reference: Mustafa Yildiz , Ezgi Çetinkaya (2017). The relationship between good readers' attention, reading fluency and reading comprehension. Universal Journal of Educational Research, 5, 366 - 371. doi: 10.13189/ujer.2017.050309., Universal Journal of Educational Research, 2017. (n.d.). Retrieved from https://eric.ed.gov/?id=EJ1134476