Content Area Literacyâ€Word Sorts Essay Example

Content Area Literacy–Word Sorts Essay Content Area Literacy–Word Sorts Name: Course: Date: We will write a custom essay sample on Content Area Literacy–Word Sorts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Content Area Literacy–Word Sorts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Content Area Literacy–Word Sorts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Content Area Literacy–Word Sorts Part A: Focus statement: The development of words sorts is aimed at providing students with an avenue for understanding unfamiliar terms this through the classification of terms with identical features into logical arrangements. The words sorts to be developed are for geometry in mathematics and are aimed at providing the students in grade 8 with an understanding of the topic through the introduction of the basic terms used in the topic (Manzo, Manzo, Estes, 2001). Part B: Critical Thinking Response: The selected words were based on their constant use in geometry lessons, in classroom settings. These words are widely used in majority of conversations in geometrical lessons. In addition, they are primary words used in geometry. Hence, providing students with an understanding of such words would enhance their interests and ability to understand the lesson. Additionally, the identified terms are usually considered as problematic by a majority of students, which inhibits their interests and comprehension in the classroom during teaching (Manzo, Manzo, Estes, 2001). These words are used widely in geometry; hence, providing students with an initial understanding or overview of the meaning of such words would increase their interests and participation in the lesson within the classroom setting. Shapes Calculation TermsPyramidCircumferenceCubeBisectorParallelogramCongruentRhombusVolumeVerticesAreaConeDiameterHexagonRadius Categories: The words are divided into two categories. The first category is set out for shapes learnt in the geometric lesson whereas the next group is made up of terms used in the calculation of sizes and areas of objects and shapes. The two categories are related in that the terms used in the calculation of sizes of the various shapes. Enabling students to make individual inferences about relationships between the terms for shapes and calculation methods is essential to ensure high interests in learning (Manzo, Manzo, Estes, 2001). Reasons for Word Placement: The words are categorized for easy identification by the students, and for them to identify existent relationships between any terms used in calculations of various shapes that are also categorized in the word sort diagram. Classification into two categories is done to provide students with an opportunity to use individual ideas as to the presence of relationships between shape and methods for calculating sizes (Manzo, Manzo, Estes, 2001). Critical thinking supportive Response: The development of words sorts in mathematics is aimed at providing students with an avenue for understanding unfamiliar terms. This is achieved through the classification of terms with identical features into logical arrangements. All the terms are separated into two distinct categories for establishing a relationship with other elements in the next group of terms. Enhancing student interest and participation is essential for ensuring that the students are able to understand the terms beforehand (Manzo, Manzo, Estes, 2001). This is a strategy for ensuring that an encounter with the identified terms by some students is relatively easy. Furthermore, this would provide students with the ability to engage in complex tasks using the identified terms. The word sort also provides the students with the ability to relate some approaches with the various shapes in the first category. Moreover, the classification as provided is essential to enable the students to make independent effort to relate the methodological terms with the identified terms for geometric shapes. Reference Manzo, A. V., Manzo, U. C., Estes, T. H. (2001). Content area literacy: Interactive teaching for active learning. New York: Wiley.