Students can learn vocabulary in the classroom by increasing the exposure to books. Interacting with students beyond their vocabulary level can help the development of their vocabulary. Unfortunately, studies have shown that children under the age of 3 that come from low income families have a lower vocabulary due to the lack of speaking to children at a higher level. This can be resolved by exposing these children to a wider range of books and reading a lot more. I can help my students by introducing new words through literature. Using this methods can help students understand vocabulary words because they are able to connect the word to how the book used it. It is important to constantly repeat vocabulary words throughout the day. The more they hear the word, the easier it is to comprehend what they mean. With the use of different examples, images, and context clues, students will become successful at expanding their vocabulary. Labeling the class can help students understand their surrounding as well as connecting words to objects. Students spend most of their time in the classroom so it becomes essential to expand and develop of their vocabulary because there is no guarantee that parents are practicing this at home. To help students develop their vocabulary at home, it is important to send home assignment such as reading a short story and drawing a picture to ensure that parents are interacting with their children beyond their vocabulary levels.
Reading is more than just pronouncing words, it is developing an understanding for each word. Word-attack strategies help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle. Teachers can recognize a student’s word attack strategy by paying close attention to:
- Picture clues that students use to identify characters, objects, and actions that connect to their reading.
- Sounding out words to blend the sounds together to figure out if the unfamiliar word makes sense in that sentence.
- Looking for chunks in the word which may be a sound, symbols, prefixes, suffixes, endings, whole words, or base words to blend the chunk together.
- Connecting to a word they already know by thinking of a word that looks like a familiar word. For example, a student can confuse “grammy” as “grandma” because grammy may be a word they are not yet familiar with.
- Rereading the sentence more than once to think about what word might make sense in the sentence.
- Keep reading past the unfamiliar word can help the students look for clues.
- Using prior knowledge to think about what the student knows about the subject of the book, paragraph, or sentence.
Students can practice their syllables using index cards and a clothespin. In this activity, each student will be given multiple index card that have pictures and given a clothespin. If the picture is of a dog, the student should say the word aloud and figure out how many syllables it has. The word dog has 1 syllable so the student should place 1 clothespin on the index card and go onto the next card.
This video was great because the teacher decided to work with a smaller group of students to develop a better understanding. I like how she provided index cards with letter sounds and repeated the cards that her students did not say correctly. It was also important that the teacher gave her students clear instructions on what they had to do. I thought it was a great idea that she had them spell out words in the air with their fingers. After all this was done, she had them spell out words using “ay”.
This is another great video that displays phonemic awareness through rhyme. All the students are sitting on the carpet while their teacher is making their rhyming lesson into a fun little game. For each set of words that rhyme, they have to put their thumbs up or down. It was great to see active interaction between the teacher and students. She also changed up her lesson by going into several other concepts in which each student participated.
In this video, the teacher displays rhyming, counting syllables, blending words, and segmenting words. She is working with her student one-on-one. I liked how written words weren’t actually used in this video. During rhyming, she would say “this word rhymes with wig” and the student would respond with “pig” and proceed to say “wig rhymes with pig.” It was important for him to finish off like this because it indicates his understanding.
This video is a great example of teaching phoneme categorization. Four pictures and words that match them will be taped up. It is the students job to name each picture and distinguish which initial word does not belong. For example, in “fire, ant, flower, frog” the word “ant” does not belong because it does not start with an “f.”
Out of all the videos, Jack Hartmann made the most entertaining video for both the teacher and the student. He transforms phonemic awareness into a song that is easy for students to remember. This is a great video to use during breaks in the classroom that keeps students active and learning. Students are more likely to remember letter sounds using this song because it is catchy and fun to watch. With constant repetition, each student will be likely to know all their letter sounds.