So many ideas and so many things I suddenly want to try as I could see how much the vocabulary ideas would enhance my current programme and give the students and myself some structure and scaffolding - deliberate teaching.
Share with the team/staff some practical ideas:
Pick Up and Go Syllable Activities
Morphology (Chapter 12) Orton Gillingham Teachers Manual 2019
The Morphology Project
Spelling Progressions (United Kingdom)
Matrix Maker (prefix, root/base, suffix
Base Word Plus suffix
Phoneme Activity
Pick Up and Go Syllable Activities
Morphology (Chapter 12) Orton Gillingham Teachers Manual 2019
The Morphology Project
Spelling Progressions (United Kingdom)
Matrix Maker (prefix, root/base, suffix
Base Word Plus suffix
Phoneme Activity
The plan to bring it all together helped me focus on three key areas I would like to work on.:
1) working with my team to start building a road map to phonemes, syllables and morphemes programme.
2) Integrate my syllables and morphemes skills with my guided reading and independent learning (handwriting, Pick It Up and Go activities)...3) Reduce the size of the text I use and look at it in greater depth..
I am looking forward to mote feedback to my students to see if it has a greater response than comments on their work - click replied but often not actioned : >
Follow up:
Examples of Vocabulary work.
Students and I adapted the chart so we had only one page - ticks pre-reading, highlighted post-reading. lots of great discussions.
Had to think hard to adapt the sentences to fit for our words. Again lots of discussions and laughs.
When asked which way they liked best to learn about the new vocabulary in our Novel Study, it was divided, so we agreed to repeat both ideas in the next two weeks.
This format really got the children thinking about prefixes, suffixes and base words. It became a competition to see who could find the most words with all 3. - they instigated this, and it continued for the following Morphemes Matrix the next week. They used Google, dictionaries and the text to find as many combinations as possible.
For mote responses and comments on their work, they thought the mote was fun but preferred it when we had discussions in class, individual feedback and peer feedback.
Hi Sharon, Great to see that you are sharing some of the corse materials with your team. We hoped that they would be practical to classroom teachers. I really like that you have identified areas you already cover in your classroom practise and how you aim to enhance these further for your students and wider for your teaching team. I had just started to use Mote as I was leaving the classroom so I am keen to hear how that works out for you.
ReplyDeleteKiri
Kia ora Sharon, you have completed some quality work with block on building the vocabulary with the children in your group. Your use of Mote with the children gives you another way of providing feedback for the children and also a way for the children to record their work for you to listen to. Sharing your mahi with the rest of the team will ensure that all of the children in the studio will get a chance to build their vocabulary and some of the spelling activities will link well with what Fi is doing with her structured literacy lessons. Keep up the great work, I look forward to seeing what you come back with next week.
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