I believe Making Words approach would be more engaging than the traditional approaches. “Learning how these words parts combine to form words not only gives students tools for decoding and spelling thousands of polysyllabic words, but the morpheme patterns also gives clues to meaning” (Cunningham, p. 181). However, I haven’t used Making Words in my classroom, YET….
I am in a new school district this year and I am require to give spelling test to my 8th grade reading students. I am currently using the same system that the other teachers are using and I despise it! The students are given a list of words on a worksheet on Monday, then Friday they turn in the worksheet and are given the spelling test. After reading about Making Words, I would
I also do weekly spelling tests in groups and keep records of their progress in spelling area of Literacy.
It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the
Before a lesson “teachers should identify and clarify unknown words… They should be pronounced, defined, and made visible so students have the knowledge base to derive meaning from what they are attempting to decode and comprehend” (Fite, 2002). Fite (2002) states the importance for students to define new terms in their own words in connection with examples they thought of which connects the two in order to construct meaning from print.
One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”
For weeks 1-3, George was given 18 third-grade spelling words. His average score for weeks 1 to 3 was a 70%. At this time, George’s teacher altered his the instructional design and lowered the number of spelling words per week.
While they are reading the word with each inflectional ending, they are also practicing adding it to the word. This is a great way for them to learn how to add an inflectional ending to a word. Even though this activity can be used in partner work, the other student is still saying the word as well as adding the inflectional ending so they are just not sitting there watching the other student do the work. To CFU, the students will raise their hand when they have finished the worksheet and read the words with the inflectional ending to the teacher. This is a great way to get the students to actually practice reading the word with the inflectional ending instead of just writing it on the worksheet. I have seen where teachers have the students roll a dice with an inflectional ending, which I think works, but I want my students to practice reading the word with each inflectional ending instead of just that one that they
If time, ask students to come up with their own sentences using some of these vocabulary words.
What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need
During week 4 (November 9th) A.Q and I played a matching rhyming words games. Another child name L.B. joined us. A.Q. and L.B took turns matching the rhyming words and reading them a loud. Then, I had both students write sentences using rhyming words. One sentence A.Q. wrote was, “The box is in the box.” While, L.B wrote “A mouse live in the house.” Then, the students took turn reading their sentences a loud and they told me which word rhymed with which. I enjoyed the student being independent and sharing their thinking. (see binder).
This activity was utilized to promote word recognition and increase the experience of reading multiple syllabic words. Allowing Addison to recognize base words, word patterns, and affixes. Addison was required to locate new words contained in the word and use new parts to make a new word from the original word.
Language Arts: Use the vocabulary workbook (Advanced Vocabulary) to go over and define this week’s words with the whole class. Have students complete Exercises: 1, 3, and 4 independently. When students finish they can work on reading their Accelerated Reading (AR) book. They should all have brought it to class. If they didn’t pleas make a note of their name and have them pick a book off of the bookshelf at the back of the room to read for the class period.
I would teach this lesson in a fifth grade class room. As teachers we need to be awarded that students have background knowledge of several homophone. For example to, too, and two, but the problem is that students do not really understand the different meaning of each word and students are writing words they think it correct. In this lesson students will create a comic strip to help them understand the different type of homophone. The comic strips will be a guided to help the students to look back when they are not clears what word to use when they are writing.
Student will copy spelling words from his study guide with correct formation, sizing of letters, and orientation to line with 70% accuracy 3/5 sessions by April 29, 2016
“Effective vocabulary instruction is multidimensional and intentional” (Sweeny & Mason, 2011). It is important for teachers to find helpful strategies when teaching new science vocabulary to their students. Technology today has opened a whole new world of strategies for teaching science vocabulary such as, word games, scavenger hunts, graphic organizers, etc. instead of the old way of just having students write the words in a notebook and find the definitions in a dictionary or glossary. In order to keep students engaged in learning teachers need to make sure that their instruction is interactive and fun. To help with learning academic vocabulary teachers need to incorporate the following; helpful strategies and activities, provide students with instruction and development, and ways to differentiate in order to meet the needs of ELLs and students with learning disabilities.
Long Term Goal: The students will produce regular plural words at word level with 80% accuracy with visual cues provided.