Anchor Charts: A Vocabulary Strategy

Guideline 1

Use and refine both language and mathematics over time

Strategic opportunities to use and refine both language and mathematics over time

Guideline 3

Regular and varying opportunities to learn

Regular and varying opportunities to learn, reflect upon, and demonstrate learning of mathematics using a variety of modes and forms

Guideline 6

Anticipating potential language demands and opportunities

Guidance for anticipating potential language demands and opportunities in student activities

Specification 1B

Materials guide teachers to encourage students to build their own understanding of mathematics actively, through sustained activities and experiences.

Specification 3B

Materials include prompts for students to reflect on their own thought processes, language use, methods, and learning of mathematical content.

Specification 3C

Materials encourage students to utilize interdisciplinary words and phrases as well as math-specific words and phrases.

Specification 6B

Materials demonstrate activities and ways to help students make meaning of typical mathematical texts such as word problems, graphs, tables, etc.

Specification 6C

Materials provide activities to help distinguish between common everyday meanings of language and mathematical meanings (table, round, product, origin, similar, etc.) as they emerge in the materials.