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Vocabulary Learning Strategies and Concepts :: Read Naturally, Inc.
The Importance of Vocabulary Development
According to Steven Stahl (2005), “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.” We continue to develop vocabulary throughout our lives. Words are powerful. Words open up possibilities, and of course, that’s what we want for all of our students.
Teaching words and vocabulary-learning strategies with Read Naturally programs
Key Concepts
Differences in Early Vocabulary Development
We know that young children acquire vocabulary indirectly, first by listening when others speak or read to them, and then by using words to talk to others. As children begin to read and write, they acquire more words through understanding what they are reading and then incorporate those words into their speaking and writing.
Vocabulary knowledge varies greatly among learners. The word knowledge gap between groups of children begins before they enter school. Why do some students have a richer, fuller vocabulary than some of their classmates?
- Language rich home with lots of verbal stimulation
- Wide background experiences
- Read to at home and at school
- Read a lot independently
- Early development of word consciousness
Why do some students have a limited, inadequate vocabulary compared to most of their classmates?
- Speaking/vocabulary not encouraged at home
- Limited experiences outside of home
- Limited exposure to books
- Reluctant reader
- Second language—English language learners
Children who have been encouraged by their parents to ask questions and to learn about things and ideas come to school with oral vocabularies many times larger than children from disadvantaged homes. Without intervention this gap grows ever larger as students proceed through school (Hart and Risley, 1995).
How Vocabulary Affects Reading Development
From the research, we know that vocabulary supports reading development and increases comprehension. Students with low vocabulary scores tend to have low comprehension and students with satisfactory or high vocabulary scores tend to have satisfactory or high comprehension scores.
The report of the National Reading Panel states that the complex process of comprehension is critical to the development of children’s reading skills and cannot be understood without a clear understanding of the role that vocabulary development and instruction play in understanding what is read (NRP, 2000).
Chall’s classic 1990 study showed that students with low vocabulary development were able to maintain their overall reading test scores at expected levels through grade four, but their mean scores for word recognition and word meaning began to slip as words became more abstract, technical, and literary. Declines in word recognition and word meaning continued, and by grade seven, word meaning scores had fallen to almost three years below grade level, and mean reading comprehension was almost a year below.
Jeanne Chall coined the term “the fourth-grade slump” to describe this pattern in developing readers (Chall, Jacobs, and Baldwin, 1990).
Incidental and Intentional Vocabulary Learning
How do we close the gap for students who have limited or inadequate vocabularies? The National Reading Panel (2000) concluded that there is no single research-based method for developing vocabulary and closing the gap. From its analysis, the panel recommended using a variety of indirect (incidental) and direct (intentional) methods of vocabulary instruction.
Incidental Vocabulary Learning
Most students acquire vocabulary incidentally through indirect exposure to words at home and at school—by listening and talking, by listening to books read aloud to them, and by reading widely on their own.
The amount of reading is important to long-term vocabulary development (Cunningham and Stanovich, 1998). Extensive reading provides students with repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts (Kamil and Hiebert, 2005).
Intentional Vocabulary Learning
Students need to be explicitly taught methods for intentional vocabulary learning. According to Michael Graves (2000), effective intentional vocabulary instruction includes:
- Teaching specific words (rich, robust instruction) to support understanding of texts containing those words.
- Teaching word-learning strategies that students can use independently.
- Promoting the development of word consciousness and using word play activities to motivate and engage students in learning new words.
Research-Supported Vocabulary-Learning Strategies
Students need a wide range of independent word-learning strategies. Vocabulary instruction should aim to engage students in actively thinking about word meanings, the relationships among words, and how we can use words in different situations. This type of rich, deep instruction is most likely to influence comprehension (Graves, 2006; McKeown and Beck, 2004).
Student-Friendly Definitions
The meaning of a new word should be explained to students rather than just providing a dictionary definition for the word—which may be difficult for students to understand. According to Isabel Beck, two basic principles should be followed in developing student-friendly explanations or definitions (Beck et al., 2013):
- Characterize the word and how it is typically used.
- Explain the meaning using everyday language—language that is accessible and meaningful to the student.
Sometimes a word’s natural context (in text or literature) is not informative or helpful for deriving word meanings (Beck et al., 2013). It is useful to intentionally create and develop instructional contexts that provide strong clues to a word’s meaning. These are usually created by teachers, but they can sometimes be found in commercial reading programs.
Defining Words Within Context
Research shows that when words and easy-to-understand explanations are introduced in context, knowledge of those words increases (Biemiller and Boote, 2006) and word meanings are better learned (Stahl and Fairbanks, 1986).
When an unfamiliar word is likely to affect comprehension, the most effective time to introduce the word’s meaning may be at the moment the word is met in the text.
Using Context Clues
Research by Nagy and Scott (2000) showed that students use contextual analysis to infer the meaning of a word by looking closely at surrounding text. Since students encounter such an enormous number of words as they read, some researchers believe that even a small improvement in the ability to use context clues has the potential to produce substantial, long-term vocabulary growth (Nagy, Herman, and Anderson, 1985; Nagy, Anderson, and Herman, 1987; Swanborn and de Glopper, 1999).
Sketching the Words
For many students, it is easier to remember a word’s meaning by making a quick sketch that connects the word to something personally meaningful to the student. The student applies each target word to a new, familiar context. The student does not have to spend a lot of time making a great drawing.
The important thing is that the sketch makes sense and helps the student connect with the meaning of the word.
Applying the Target Words
Applying the target words provides another context for learning word meanings. When students are challenged to apply the target words to their own experiences, they have another opportunity to understand the meaning of each word at a personal level. This allows for deep processing of the meaning of each word.
Analyzing Word Parts
The ability to analyze word parts also helps when students are faced with unknown vocabulary. If students know the meanings of root words and affixes, they are more likely to understand a word containing these word parts. Explicit instruction in word parts includes teaching meanings of word parts and disassembling and reassembling words to derive meaning (Baumann et al., 2002; Baumann, Edwards, Boland, Olejnik, and Kame'enui, 2003; Graves, 2004).
Semantic Mapping
Semantic maps help students develop connections among words and increase learning of vocabulary words (Baumann et al.
, 2003; Heimlich and Pittleman, 1986). For example, by writing an example, a non-example, a synonym, and an antonym, students must deeply process the word persist.
Word Consciousness
Word consciousness is an interest in and awareness of words (Anderson and Nagy, 1992; Graves and Watts-Taffe, 2002). Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak (Graves and Watts-Taffe, 2002). Word-conscious students use words skillfully. They are aware of the subtleties of word meaning. They are curious about language, and they enjoy playing with words and investigating the origins and histories of words.
Teachers need to take word-consciousness into account throughout their instructional day—not just during vocabulary lessons (Scott and Nagy, 2004). It is important to build a classroom “rich in words” (Beck et al., 2002). Students should have access to resources such as dictionaries, thesauruses, word walls, crossword puzzles, Scrabble® and other word games, literature, poetry books, joke books, and word-play activities.
Teachers can promote the development of word consciousness in many ways:
- Language categories: Students learn to make finer distinctions in their word choices if they understand the relationships among words, such as synonyms, antonyms, and homographs.
- Figurative language: The ability to deal with figures of speech is also a part of word-consciousness (Scott and Nagy 2004). The most common figures of speech are similes, metaphors, and idioms.
Once language categories and figurative language have been taught, students should be encouraged to watch for examples of these in all content areas.
Teaching Words and Vocabulary-Learning Strategies With Read Naturally Programs
Take Aim at Vocabulary: Build Vocabulary in the Middle Grades
These intentional vocabulary learning strategies can be efficiently and effectively implemented using Read Naturally’s program Take Aim! at Vocabulary. Take Aim is appropriate for students who can read at least at a fourth grade level.
Take Aim is available in two formats:
- The semi-independent format provides differentiated instruction for students working mostly independently.
- The small-group format is designed for small-group instruction—up to six students.
Each Take Aim level teaches 288 carefully selected target words in the context of engaging, non-fiction stories. The target words are systematically taught using the research-based strategies described above. The intensive and focused lesson design helps students learn the target words and internalize the skills and strategies necessary for independently learning unknown words.
Learn more about how Take Aim teaches vocabulary and word-learning strategies:
- Take Aim at Vocabulary product page
- Take Aim samples
- Research basis for Take Aim at Vocabulary
Splat-O-Nym: Vocabulary Word Game for iPad
Read Naturally also offers a Splat-O-Nym app for iPad that teaches vocabulary using game-based technology.
Splat-O-Nym quizzes students with synonym questions, antonym questions, and meaning-from-context questions and awards points for correct answers.
Learn more about the Splat-O-Nym app:
- Splat-O-Nym product page
- Research basis for Splat-O-Nym
Other Programs That Support Vocabulary Development
These other Read Naturally programs do not focus on vocabulary but include activities that support vocabulary development:
| Read Naturally® Live Cloud-based software that develops fluency and phonics and also provides support for vocabulary with audio-supported definitions of key words. Learn more about Read Naturally Live |
| Read Naturally® Encore A print-based program with audio support on CDs that develops fluency and phonics and also supports vocabulary development with glossaries of key words.  Learn more about Read Naturally Encore |
| Read Naturally® GATE Teacher-led program for teaching small groups of beginning readers the foundational skills of phonemic awareness, phonics, and fluency with some vocabulary support. Learn more about Read Naturally GATE |
| One Minute Reader® Live A component of web-based Read Live for supplemental, independent reading that develops fluency and supports vocabulary development with definitions of key words. Learn more about the One Minute Reader Live |
| One Minute Reader® Books/Audio CDs Printed books with audio support on CDs that develop readers fluency and support vocabulary development with glossaries of key words.  Learn more about the One Minute Reader books/CDs |
Bibliography
Anderson, R. C., & Nagy, W. E. (1992). “The vocabulary conundrum,” American Educator, Vol. 16, pp. 14-18, 44-47.
Baumann, J. F., Edwards, E. C., Boland, E., Olejnik, S., & Kame'enui, E. (2003). “Vocabulary tricks: effects of instruction in morphology and context on fifth grade students’ ability to derive and infer word meanings,” American Educational Research Journal, Vol. 40, No. 2, pp. 447–494.
Baumann, J. F., Edwards, E. C., Font, G., Tereshinski, C. A., Kame'enui, E. J., & Olejnik, S. (2002). “Teaching morphemic and contextual analysis to fifth-grade students.” Reading Research Quarterly, Vol. 37, pp. 150–176.
Baumann, J. F., Kame'enui, E. J., & Ash, G. E. (2003). “Research on vocabulary instruction: Voltaire redux,” in J. Flood, D. Lapp, J. R. Squire, and J. M. Jensen (eds.), Handbook of research on teaching the English language arts, 2nd ed.
, Mahwah, NJ: Erlbaum, pp. 752–785.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life. Robust vocabulary instruction, New York: Guilford Press.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life. Robust vocabulary instruction, 2nd ed., New York: Guilford Press.
Biemiller, A. & Boote, C. (2006). “An effective method for building meaning vocabulary in the primary grades,” Journal of Educational Psychology, Vol. 98, No. 1, pp. 44–62.
Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind, Cambridge, MA: Harvard University Press.
Cunningham, A. E. & Stanovich, K. E. (1998). “What reading does for the mind,” American Educator, Vol. 22, pp. 8–15.
Graves, M. F. (2000). “A vocabulary program to complement and bolster a middle-grade comprehension program,” in B. M. Taylor, M. F. Graves, and P. Van Den Broek (eds.
), Reading for meaning: Fostering comprehension in the middle grades, New York: Teachers College Press.
Graves, M. F. (2004). “Teaching prefixes: As good as it gets?,” in J. Baumann & E. Kame'enui (eds.), Vocabulary instruction, research to practice, New York: Guilford Press, pp. 81–99.
Graves, M. F. (2006). The vocabulary book, New York: Teachers College Press, International Reading Association, National Council of Teachers of English.
Graves, M. F. & Watts-Taffe, S. M. (2002). “The place of word consciousness in a research-based vocabulary program,” in A. E. Farstrup and S. J. Samuels (eds.), What research has to say about reading instruction, Newark, DE: International Reading Association.
Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children, Baltimore, MD: Paul H. Brookes.
Heimlich, J. E. & Pittleman, S. D. (1986). Semantic mapping: Classroom applications, Newark, DE: International Reading Association.
Kamil, M. L. & Hiebert, E. H. (2005). “Teaching and learning vocabulary: Perspectives and persistent issues,” in E. H. Hiebert and M. L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice, Mahwah, NJ: Erlbaum.
McKeown, M. G. & Beck, I. L. (2004). “Direct and rich vocabulary instruction,” in J. Baumann & E. Kame'enui (eds.), Vocabulary instruction, research to practice, New York: Guilford Press, pp. 13–27.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). “Learning word meanings from context during normal reading,” American Educational Research Journal, Vol. 24, pp. 237-270.
Nagy, W. E., Herman, P. A. & Anderson, R. C. (1985). “Learning words from context,” Reading Research Quarterly, Vol. 20, No. 2, pp. 233–253.
Nagy, W. E. & Scott, J. A. (2000). “Vocabulary processes,” in M. L. Kamil, P. Mosenthal, P. D. Pearson, and R. Barr (eds.), Handbook of reading research, Vol.
3, Mahwah, NJ: Erlbaum.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769), Washington, DC: U.S. Government Printing Office, pp. 13–14.
Scott, J. & Nagy, W. (2004). “Developing word consciousness,” in J. Baumann & E. Kame'enui (eds.), Vocabulary instruction, research to practice, New York: Guilford Press, pp. 201–215.
Stahl, S. A. (2005). “Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction),” in E. H. Hiebert and M. L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice, Mahwah, NJ: Erlbaum.
Stahl, S. A. & Fairbanks, M. M. (1986). “The effects of vocabulary instruction: A model-based meta analysis,” Review of Educational Research, Vol. 56, pp. 72–110.
Swanborn, M. S. & de Glopper, K.
(1999). “Incidental word learning while reading: A meta-analysis,” Review of Educational Research, Vol. 69, pp. 261-285.
Methods of work in the study of vocabulary words
"Vocabulary work is not an episode in the teacher's work, but a systematic,
well-organized, pedagogically expediently constructed work."
A.V. Tekuchev
The leading pedagogical idea of experiment : to show the possibilities of using pedagogical techniques that facilitate the memorization of words with unchecked spellings in elementary school, to enrich the vocabulary of children; development of mental abilities, horizons of students. nine0011
Purpose: to share with colleagues personal pedagogical experience in the formation of students' spelling literacy when working with vocabulary words.
Tasks: to form techniques for working out with children writing vocabulary words through various activities, by applying an activity approach; to interest colleagues in the proposed type of work.
Relevance
The problem of vocabulary work at the Russian language lessons is currently the most urgent. Among the main tasks of teaching in a modern elementary school are the development of speech and thinking of younger students. One of the indicators of the mental and speech development of schoolchildren is the richness of their vocabulary, which is necessary for the language as a building material. nine0011
The richer the active vocabulary of a person, the more meaningful, intelligible, literate and beautiful his oral and written speech. Therefore, a necessary element of vocabulary work is the translation of words from the students' passive vocabulary into an active one. As well as the formation of the ability to correctly and competently express their thoughts in writing.
Primary school is designed to provide strong literacy skills. Practice shows that if these skills are not formed in elementary school, then in high school it will be almost impossible to do so.
nine0011
Any teacher is deeply concerned about the question of how to help students become literate, how to master the spelling of unverifiable words, traditionally referred to in school practice as "dictionaries".
Each of us accumulates our own theoretical and practical experience, comes up with our own original solutions.
– In order to write dictionary words correctly, what should be done?
- Learn, remember.
- Indeed, in traditional practice, vocabulary words are subject to rote memorization, which is ineffective, and children continue to make mistakes in these words. Why? The answer is simple. nine0011
When getting acquainted with "dictionary" words, the child is assigned, as a rule, a passive role. But after all, children are inquisitive, resourceful, inventive - this should be used.
- Today, at the master class, we will look at some work methods.
Dictionary words, like the multiplication table, must be known by heart. That's just the multiplication table is placed on one notebook page, and dictionary words - a whole thick dictionary.
They must be taught, often returning to the same word over and over again. nine0011
- How to avoid simple cramming when memorizing?
- How to diversify this monotonous boring business?
Ways and techniques to help memorize vocabulary words
These methods, of course, were not invented by me. I spied on them from different authors and put them together to help myself and, of course, my students in their work.
1. Appeal to the etymology of the word
The most important, in my opinion, is the acquaintance of children with the historical formation of dictionary words: etymology, epics and parables. If you explain to children how certain words were formed, then it will be easier for them to find an association and remember the spelling. nine0011
I refer to the etymology of a word not always, but only when the etymology helps to remember the spelling image of the word. Here are some examples.
The word " b e cut " in the old days meant "clear, bright".
The word "white" was formed from the same root. Birch - a tree with white bark, b e bark b e cut.
The word "zap a e" comes from the word "to sink". And the old saying: "the sun sets over the horizon" (instead of "the sun sets over the horizon"). Zap a e - the place where the sun "beyond a " over the horizon, p a gives.
The word "m e tel" comes from the verb "revenge". Wind m e it is snowing. (m ё l, m ё t).
The word "st about persons" comes from the word "st about l". In the old days, "holding the table" meant having power. Article o persons - the city where the one who "holds st o l" lives, i.
e. has power.
Words “PL A Thie” and “PL A current” came from one word “PL A T”, which means a square piece of matter.
2. Cue words
To attract an auditory clue means to associate a word with another that is always heard, easy to remember, and most importantly has a similar sound to a dictionary word. For example : P e t e carcasses; m e e for m e two; at C about nor from about tank; for M a shim a tire; To to to to styme; To about to to brown to to style; K a o Pat; tr a vma v tr a mvae; p and with p and sunk; no ur o nim ur o zhai; houses from d e reva v d e revne; e o horns e o horns.
Any teacher has in his arsenal many such helper words.
3. Distribution of words into groups according to the similarity of spellings
then - words with difficulties in writing consonants. For example, when studying vocabulary words on the topic “House, apartment” in grade 3, we first study words with an unstressed vowel “a”:0070 rtina, room a ta, b а lkon, z а bot. Then - with an unstressed vowel "o ": kr o vat, p o rtret, s o se. The study of the topic ends with the word sch astier.
4. Use of vowel (consonant) schemes
When studying words with complex vowel spelling, write down the vowel scheme and try to memorize it. For example, car (aooi), skyline (oio), bicycle (eoie), library (iioe).
And vice versa, in words where difficulties may arise in remembering the spelling of consonants, we draw up a consonant chart. For example, district (ryn), platform (prrn), happiness (hhst), territory (trrtr). Sometimes we write the dictation only in vowels or only in consonants. Children perceive this type of work as a game and perform such tasks with pleasure, which helps memorize complex words.
5. Games to help you master the spelling of vocabulary words
In the stage-by-stage game development, all the mechanisms (primarily arbitrariness) are formed that are necessary for successful learning and, in particular, for the formation of literate writing. Here are some games that you can use specifically for memorizing vocabulary words.
"Vocabular loto"
For the game, you need to make large cards with vocabulary words and small cards with the same words. The big cards are for the teacher and the small cards are for the students.
The teacher presents the word, and the student who has a card with such a word raises his hand, pronounces the word spelling and turns the card over. The student with the cards turned over first is the winner. nine0011
“Wise Dictionary”
Fill in the appropriate dictionary words. Underline the difficult letters.
- How to wall ______________.
- Keep your nose in the big __________.
- Live like a cat with ____________.
- Kui ____________ while it's hot.
- __________ will bring to Kyiv.
- The word is not ___________: fly out - you won’t catch it.
Velcro Letters (magnets)
A specific letter (spelling) or several letters are given. For a certain time, it is necessary to “magnetize” letters to it (on one or both sides) so that dictionary words are obtained.
-oro-
- frost
- cow
- magpie
- road
- crow
- sparrow
- good
- Now we will try to “magnetize” so that we get dictionary words.
- olo- (straw, about, milk, hammer)
Encryption - alphabet
Each letter of the alphabet corresponds to a serial number.
1 2 3 4 5 6 7 8 9 ...
a b c d e f h ...
In the Alphabet theme, you can encrypt and decipher dictionary words.
1, 13, 13 , 6, 33 - (A LL EY) - in this option, you can immediately notice that the word will have a spelling for a double consonant. Mnemonics Mnemonics include such poems, stories, puzzles, drawings that evoke certain associations in children, help to remember the spelling of a dictionary word. nine0011
Mnemonics - a set of techniques and methods that facilitate memorization and increase memory capacity by forming artificial associations.
Graphic associations
There is no need to bind children to their own associations, they can come up with their own, because our children are inquisitive, resourceful, inventive - this is what we need to use.
For example, these are. (frost)
The point is to see the similarity between the shape of the letter and the object. Children should make their own drawings, you can do it right in the notebook at the lesson or in individual dictionaries. nine0011
- Let's try to use this trick and make up the word dog.
Method of sound associations
The essence of the successful selection of consonant associations to the memorized word. May be accompanied by a bright pattern that reinforces the image.
STREET. I went outside and saw a lot of familiar FACES.
SPRUCE FURNITURE.
COAT. The COAT is worn by Dad. Pavel in COAT.
- I suggest you pick up a few associative images. nine0011
concert - note, chorus, newspaper-paper, gate-gol.
“Associative hooks” , with the help of which we will remember the spelling of “difficult” words.
For example, a group of vocabulary words: in front, behind, left, right - can be associated with a Russian hero who drove up to a stone at a crossroads.
The words fast, soon, fun, good will help you remember a bicycle, or rather, its wheels, which look like the letter “o”.
7.
“Chepushin” receptionThe essence of this technique is that we write down the vocabulary word that we met in the lesson in a column. For each letter of this word, we write down previously studied words. If they don't know the word by letter, they skip it.
M - bear
O - once
R - plant
O - about
Z - strawberry
In summer the bear eats plant roots and strawberries. nine0010
Once a bear made a lair for himself near a huge tree .
- I offer you the word city. Match each letter with a dictionary word. Then, from these words, compose a mini-text or separate sentences.
G - peas
O - cucumber
R - guys
O - vegetable garden
D - girl
- 1 gr.
"Morphology". nine0410 - 2 gr. "Phonetics". Make a sound-letter analysis.
- 3 gr. "Word formation" Single-root words are selected, parts of words (morphemes) are distinguished.
- 4 gr. "Spelling" Learns the spelling rule from a dictionary. Count the number of difficulties, determine the rules for checking.
Checking the operation of groups.
In the 4th grade, when studying vocabulary words, I combine several methods of work.
ACQUAINTANCE WITH A NEW WORD
It can take place in different ways. It can be an illustration, a rebus, a poem or a riddle. nine0011
RECOGNIZING THE WORD
The word is read orthoepic, spelling, stress is placed, the letter to be memorized is explained. I use words - images for memorization. The word is written on the board and in notebooks. I propose to find the word in the text. Work with phraseological units, proverbs and sayings.
WORK ON THE WORD
1) Change the word for cases.
2) Pick up words with the same root.
WORK ON THE WORD IN SENTENCE
1) Write down riddles, proverbs, excerpts from works of art.
2) Make up and write down a sentence with the learned word.
To consolidate the ability to write dictionary words correctly, I use the following methods of work:
1) write all dictionary words using a plot picture;
2) the teacher reads a poem, and after listening to it, the students must write down all vocabulary words.
One day, in a cold winter season
I came out of the forest; there was severe frost.
(one day, frost)
3) Piggy bank-minute
A group of vocabulary words is written on the board, not necessarily thematic. Words can be matched to a specific spelling, to a specific topic of the lesson.
For example, when studying the topic “Paired consonants”, a group of dictionary words with paired consonants, similarly doubled consonants, etc.
is taken. Such words must be at least 10. For memorization, 1 minute is given, during which the students silently pronounce the words. Then the teacher closes the words. nine0011
Again 1 minute is given, but this time for writing words. Task: remember and write down as many vocabulary words as possible. Work must be checked
(self-check, mutual check, underline spelling).
4) Use of interactive simulators.
Systematic and purposeful work on difficult words arouses students' interest in learning these words and contributes to their strong and successful memorization. It is necessary that the child uses the same word 5-7 times in various exercises. This leads to the fact that the student freely masters the vocabulary material and accurately applies it in practice. nine0011
This system gives a large percentage of students memorizing words with unverifiable spellings, and without special memorization; provides ample opportunities for creative application. A high result is achieved through the use of pedagogical techniques that facilitate the memorization of words with unverifiable spellings.
The use of which contributes to the development of spelling vigilance, the enrichment of vocabulary, the development of mental abilities, the horizons of students.
I want to end the master class with the words "A teacher is a student forever called to the board." (S.Soloveichik). Teaching others - learn yourself.
Many thanks to everyone for their work. p. Bogashevo, MBOU "Bogashevskaya secondary school named after. A. I. Fedorova,
primary school teacher, e-mail: [email protected]
Annotation. The article is devoted to methods of working on vocabulary words at Russian language lessons in elementary school
Key words. Active methods, vocabulary work, games, exercises.
Vasily Aleksandrovich Sukhomlinsky also stated that the methods used in educational and upbringing activities are required to intensify the children's interest in understanding the world around them, and the educational institution to become a school of joy.
The joys of knowledge, the joys of creativity, the joys of communication. This determines the main meaning of the teacher's activity: to form a situation of success for any pupil. nine0011
It is important for the teacher to observe such a method as a change in activities, since younger students are characterized by a decrease in their ability to work. Classes with students must be saturated with physical exercises, articulatory gymnastics, breathing exercises, exercises for the formation of fine and general motor skills. Active methods of upbringing and education are game methods, since for younger students the game remains the work in which their abilities are revealed to a greater extent. nine0011
As an example, I would like to dwell on the experience of learning vocabulary words in Russian language lessons.
In elementary school, the Russian language program takes into account the indispensable study of words, the spelling of which is not checked by the rules in any way.
We call them vocabulary words. And any teacher understands how difficult it is to master vocabulary words, how quickly the guys get tired of the monotonous repetition, how reluctantly they look into the book.
Therefore, specifically in elementary school, great importance is attached to vocabulary and orthographic work, the selection of methods and techniques that contribute to the study of words with unverifiable spellings by schoolchildren. nine0011
The peculiarity of vocabulary work at school is that it is carried out in the process of absolutely all teaching and educational activities of the teacher. It is important that the study of new words does not take place by chance, the teacher must manage this action and use such methods and techniques that will help the children simplify the process of memorization, give the correctness and completeness of the study of vocabulary words.
Apart from this, the work on vocabulary words cannot be separated from all other work on literacy.
And, therefore, before setting off with the guys on a long-term journey through the amazing and richest country of words, you need to support them in a simple but necessary discovery: all the words that are in Russian speech, according to the difficulty of writing them, can be divided into 3 large categories . We agreed to call these categories “mirror”, “dangerous” and “very dangerous” words (these definitions are taken from the book by G.G. Granik, S.M. Bondarenko, A.A. Kuznetsova “Secrets of Spelling”). nine0011
"Mirror words" - words where the same letter fits any sound. They are easy to write, everything is clear in them.
"Dangerous words" - words with obscure sounds. Before writing such letters, you need to test them by thinking. These are words with spell checkers.
"Very dangerous words" - words with indistinct, insidious sounds, which practically cannot be checked by any rules. However, since they already exist anyway, people have learned to memorize their correct spelling.
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The best practices of teachers and the conducted research justify that it is possible to rationalize the work on words with unchecked spellings. The essence of rationalization is that in order to teach the spelling of words of this variety, it is necessary to activate the mental function and memory of students. This can be achieved using these methods and techniques, in the basis of which game exercises are widely used, since the game is considered the usual habitat for children and does not stop occupying the main place in the life of a younger student, it is a more exciting and interesting activity for him: And most importantly, during the game, students acquire knowledge, feeling pleasure. For students, the game is primarily an interesting activity. This is what attracts teachers. Everyone in the game is the same. It is feasible, including weak pupils. Moreover, a weak pupil has the opportunity to become the first in the game: ingenuity and ingenuity here are sometimes more important than knowledge of the topic.
I use some of these exercises in my own lessons and would like to recommend them to you. nine0011
1. MAKE A SENTENCE WITH THE WORD(S).
This type of work can be used from grade 1, when vocabulary words are not yet learned enough. The children are invited to compose a sentence in which there is a learned vocabulary word.
2. COMMENTATOR (INSERT MISSING SPELLING, EXPLAIN).
Vocabulary words with missing spellings are given. It is necessary to insert a letter, give it a description. It is important to teach children to classify spellings. For example:
T_TRA_b or alternatively T(i,e)TRA(t,d)b
1.b/ch. E at the root of the word, unverified by stress;
2 pair acc. D, which can be checked (check the consonant sound - substitute the vowel next to it) - notebooks, where /D/ is in a strong position.
3. “MUTE” DICTIONARY.
Also one of the children's favorite activities. The teacher or the “leading” student, without saying a word, but clearly moving his lips, “pronounces” the dictionary word. Other guys guess the word, then also silently “pronounce” it again and write it down, explaining. This type of lesson develops the skill of commented writing, which is very important in any written work, and especially when writing dictations, when the child writes with silent pronunciation. The proportion of errors is reduced, especially those associated with the omission or replacement of letters. nine0011
3. "PICTURE" DICTIONARY.
These can be single subject drawings for a specific dictionary word. And perhaps this type of work to complicate. To do this, you need to either choose or draw a plot picture (which is easier to do if the words are studied by groups on a specific topic). You need to find as many vocabulary words as possible. Then you can select properties, actions for these words.
As a result, you can compose a small essay based on the illustration provided, using blanks.
4. "Mnemonic" Dictionary.
This is also a very exciting and unusual way of working with vocabulary words. With the support of a teacher or parents, or on their own (by analogy) using the method of phonetic associations, children compose a sentence with a dictionary word that is similar to part of another word in a sentence or phrase.
For example:
STREET. I went outside and saw a lot of familiar FACES.
FURNITURE FURNITURE.
COAT. The COAT is worn by Dad. nine0011
8. GUESSING CHARTS.
On the board or on the cards are given word schemes with the indicated "dictionary" spellings.
___О___О___ (sparrow, milk..)
_______LL__ (collective, collection…)
A group of vocabulary words is written on the board.
Not necessarily themed. This may be the selection of words for a specific spelling for a specific topic of the lesson. For example, when studying paired consonants, a group of dictionary words with paired consonants is taken, similarly, doubled consonants, unpronounceable consonants, etc.
These words must be at least 10. I give 1 minute to memorize the words. Please speak silently. Then I remove the words (erased). Again I give 1 minute to write the words. Task: remember and write down as many vocabulary words as possible. Be sure to check (self-check, mutual check ...), we emphasize spelling.
6. "EXTRA WORD".
This activity can be done at the beginning of the lesson instead of a warm-up or as a preparation for studying new material. For example. The topic of the lesson is “Inanimate and animate nouns”. nine0011
FORTY, CROW, COCK, COW, ROAD.
Words are carefully selected in advance so that more than one word can be singled out.
The most important thing is to justify the choice of the “extra” word (this perfectly develops creative thinking!). Further reasoning follows:
it took 6 letters to write all the words, and only 5 letters for the word rooster.
all words have 3 syllables, but this word has 2.
3….the word cock because all words end in a vowel, and this word ends in a consonant.
4…..the word road, because all words answer the question WHO?, and the word road answers the question WHAT? And so on. By saying each word several times, children quickly remember its spelling.
7. LETTERS - VELCOOLS (MAGNETS).
A specific letter (spelling) is given. For a certain time, it is necessary to “magnetize” letters to it (on one or both sides) so that dictionary words are obtained. nine0011
8. "CRYPTIONS".
I often give this work to children outside the lesson, because a task for quick wits, for logical thinking (requires quite a lot of time).
Moreover, each child has a different speed of thinking. What is important for me in this task is not speed, but a qualitative result. The most interesting thing here is the process itself. Children can join groups and work together if they wish. Encryption can be very different. Sometimes the children themselves come up with them or suggest an idea. nine0011
Encryption "syllabic addition".
Divide the given words into syllables.
Make a dictionary word from the received syllables, taking one syllable from each word.
Put the stress, highlight the spelling.
WEIGHT PER CITY PER CITY
TRAVA U GON VA GON
THE MALE TO FOUNTAIN TELE FON
You can give the reverse task by analogy: come up with your own encryption. I check this work, be sure to evaluate it, sign the author and use it in other lessons or classes, be sure to announce whose encryption we are guessing.
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Encryption - alphabet.
Each letter of the alphabet has a serial number.
1 2 3 4 5 6 7 8 9 …
a b c d e f h h …
In the Alphabet theme, you can encrypt and decipher dictionary words.
1, 13, 13, 6, 33 - (ALLEY) - in this option, you can immediately notice that the word will have a spelling for a double consonant.
Encryption "Remove the excess".
The letters of the dictionary word are mixed with other letters that can be removed according to some specific feature. For example:
K, B, P, E, S, R, Y, T, Z, K, A, Sh
Cross out the paired voiceless consonants and you will get a dictionary word (BIRCH).
This exercise is good to use as an introductory part of the lesson when repeating certain topics (for example, paired consonants).
Encryption "Parts of the word".
I use this type of task when repeating or consolidating the topic “Word Composition”. Most often, the result is not the dictionary word itself, but a related one.
Example:
A prefix in our word, like the word Ill.
The root is like the word FREEZER.
Suffix - like the word BEREZKA.
The ending is like the word SKATES.
The result is the word FROST.
Thus, vocabulary and spelling classes cannot be reduced only to mechanical learning of the spelling of words with unchecked spellings. These exercises will be effective and ensure that children learn the spelling of words firmly only if they use a variety of methods for studying and consolidating them. And also systematically check the ability of students to accurately write the words they have studied with unverifiable spellings.
