I loved this lesson and the music. The word families were clearly taugh and the enagment level was high. The fish pond was great for getting students moving around, and so was the mucis. It was a fun way to leanr, great job!
The Language Arts lesson on Word Families and Rimes was very interactive and fun. The first part with “-ing Lake” was very fun and definitely something I could see using in a primary classroom. It was a great way to work on word families. The “ning, nang, nong song” was also a lot of fun. After the lesson was complete I still found myself humming the words to the song. The introduction of musical instruments made the lesson more differentiated and therefore more students would connect to it. Both of these mini lessons would help make students make connections with words.
Leah Pells July 14th-2009 Lesson #1: Word Families and Rimes: I loved this lesson. It was so interactive and fun. It did not feel like a lesson. The introduction was very clear and well organized, and the fish game as well as the singing was so much fun. I can really see the kids loving this type of lesson. I was so impressed with Sharon’s singing and guitar playing. That will be a really cool thing to bring to a classroom. The conclusion was summed up nicely as well, brining all the points of the lesson together. Thank you all for a really excellent lesson. Cheers, Leah
I really enjoyed participating in both of the activities for group one. First of all, I’m actually tutoring a grade 3 student at the moment who is really struggling with blends, and recognizing that similar sounds can often be pronounce the same. (ie: ing in spring, bing, ring, king, bring, etc). The way you presented the lesson was engaging and fun for us adults, so I can only assume that students would love it. It’s great fun to be active in your own learning, and I thought this really connected to that aspect of learning.
The ing, ang, ong song … what a hoot! Such a fun, interactive way to encourage everyone to participate and sing along. Even if students are shy and don’t feel comfortable participating, they are able to use an instrument as their voice instead. The explanation and coverage of all of the areas of the lesson were very well done, and I found myself thoroughly enjoying the playing of instruments while learning. Great job Group 1!
I thought that you guys did a really good job of tying in the PLOs into your lesson. I also thought your explanation of why onsets and rimes are important for students to learn, at an early age, was clearly explained. I loved the fishing game! I actually used something similar when I took EDUC 424 and the student I was tutoring absolutely loved it! The music lesson was also great because it would appeal to all kinds of learners – you had the song on chart paper (visual learners), music/singing (auditory learners), instruments (kinaesthetic learners). Also, the song involved a lot of repetition which is great for practicing sounds and you also sang the song in a number of different ways – changing it up would definitely keep the students interested longer. Overall this was a great lesson for getting students to build their sight/high frequency word vocabularies. Also, as you mentioned, this can also lead into strategies where if they recognize the rime in an unfamiliar word they can use that rime to decipher the word (if I know sing then I know thing). Both the lessons were engaging and a lot of fun! Good work!
I thought that your lesson was excellent from the beginning to the end. I absolutely loved the fish and the lake activity, I can see younger children being so excited about it. As a teacher, it’s important to make sure that each child gets to fish at least once, or else there will be lots of problems in the classroom. It was good how you asked us to participate because this section was supposed to be like you were teaching children. I also loved the music component of this, it’s great for children to hear different patters by using a variety of different instruments. Although, most of us don’t have all those great instruments or a nice voice like Sharon but like the group said, you can use anything. I really enjoyed this lesson a lot, it was engaging and fun. Great job you guys
+ I learned and liked how I as a teacher can incorporate musical instruments, singing, and kinaesthetic movements into a reading lesson on word families and word rimes.
? I wonder if I could use sprots instead of music I could use sports or a sport such as basketball and incorporate basketball skills instead of music? I ask because I am not as strong in music as I am in sports.
Ashok K. - God Bless... Good job I enjoyed fishing :)
This was such a fun lesson. I love the idea of teaching about word families using the fishing game. This is an idea I would love to use as an activity in my 424 Learning Disabilities class. It makes learning fun and engaging. The song and musical instrument was also another great addition. It’s a great way to review the previous day’s lesson. Also, having reviews the word family in a number of different ways also helps those who are struggling.
I really enjoyed this lesson, the tactic, visual, and oral aspect is really useful for students just learning word families and rimes. This lesson is especially helpful for ESL learners. Differentiated learning is also involved in the lesson as it offers many different ways of teaching. The song was super fun! It is a great way to either introduce or end off the lesson with a song that repeats the purpose of the lesson. Student will definitely need to be reminded to be not that loud when playing with the instruments. Great job! The lesson was fun and very useful in a primary classroom.
I really enjoyed the lesson that your group had planned for grade 3 students. I found myself humming the –ing, -ang, -ong song the rest of the class to myself. After thinking about it, the lesson that your group created had every element that you would want. The activities reflected the purpose your group was trying to attain, it was fun, engaging and gave every student an opportunity to be apart of the lesson. Well done!
This language arts lesson was phenomenal! As part of both this class, and my learning disabilities class, I have been reading about the importance of teaching children onsets and rhymes at an early age, and this lesson gave me a lot of really great, hands-on, and interactive ideas. The introduction was extremely clear, and the lesson itself was a great example of explicit instruction. I also thought the conclusion was very precise, and clear. Broken into two smaller lessons, this group did a really nice job of creating tasks that would benefit all learning styles and abilities. Like many of my classmates have mentioned, these activities were fun, and did not feel like traditionally structured lessons. Within the first lesson, involving “ing lake” I couldn’t help but think about how excited primary children would be to cast their fishing lines and snag a fish. It was an extremely cleaver idea and I think that most children would be so engaged and eager to participate that even children- completely comfortable with ing endings- would be invested in the activity. As this lesson was being taught I kept thinking about how it could be adapted to work for other word families, and I just think that the possibilities are so vast. As a side note I just wanted to let you know that since watching this activity (as copying is the purest form of flattery) I have been thinking of ways to incorporate it into my learning disabilities lab. I am planning on creating a similar activity where each fish would represent a different word, and each wave would represent a silent e. I think that this would really help the child I am tutoring to remember the silent e rule. Thanks for bringing this activity to my attention! The second part of this activity- with the ning, nang, nong song was also fabulous. It made me want to get back into music! The song, musical instruments, and visuals made this activity very fun. This is also something I would love to try in the future! Thanks!
Overall, I really enjoyed this lesson! Both the fishing activity and the song were very engaging, especially for kids who are not verbal/linguistic learners. As a musical/rhythmic learner myself, I really appreciated having the musical side of life integrated into a lesson, so I know a child in grade 2 would be even more happy to have this. A couple of suggestions would be to make sure that you are making sure that everyone can see (only the gentleman at the beginning took this into account), and to give more time to explore with the musical instruments before getting into the real activity (it will lessen the noise when you actually want to give instruction). I also really appreciated this lesson because word families are something I am working on with my student in the SFU CRECHE Summer Reading Camp, and so this gives me some great ideas on what activities to do with her! Thank you for the great lesson!
In the Ning, Nang, Nong... This has not gotten out of my head since Monday night!!! You all did a fantastic job. I thought the intro was very clear and purposeful. LOVED the fishing game and I think many of us are planning on using that again if we're in early elementary. I thought it was interactive, engaging and fun while clearly showing what joining rimes and onsets can form. Sharon's little sing-song rime time was really fun also. Again, the learning was interactive and fun. I can imagine kids would love this one! I know I always remember things better when put to music so this would be a great way of solidifying these sounds. Everything was summed up nicely and the whole lesson had an even flow to it. Fantastic job!
I loved the variety in this lesson. The music, the fishing, the visual, and tactile. It was wonderful! It was great to see the endings and their shape (water etc) change from each week. This is a great visual memory tool for students. It was somewhat reminiscent of Sesame Street’s two-headed monster that would sound out the onsets and rimes as they got closer and closer.
Scott, Mikki, Sharon & Lynea - Word Families & Music
This presentation was so great! I absolutely loved the song and the incorporation of music, it was a great way for students to work on their word families. The only thing I could think of, which is what all of us did Monday night, was play with the instruments a lot. I think it would need to be mentioned to the class that, yes it is okay to play with them, etc. but when you need them to stop, they should stop. I think that it's important to do so, so that it prevents students from getting out of hand with the instruments.
I loved the fishing with word families. Not only did was this activity fun, but Mikki, you also made the connection between the fish and water, and how the fish needs water, so the fish would swim to the water to blend the word. I think this was great because it wasn't just fish and water, but there was a purpose for the fish swimming to the water and it helped show the blending very well.
. Straight forward definitions and PLO’s are always an excellent way to start a presentation, I appreciate knowing straight up where we are at. The lesson was very practical and hands on for younger grades. I can see them loving the fishing for words. Music is so wonderful in the classroom even if you can’t sing, like me (the kids don’t seem to care!) It not only engages the children, and stimulates the brain in scientific and mathematical reasoning; it also cements the lesson in a different way, (and not just for the child who loves music). I found the instrument play not only fun but therapeutic! Thanks, I needed a stress reliever.
Thank you for beginning our second week of lesson presentations off with a bang, literally! I really enjoyed the way that you set up your lesson into two parts that complemented each other and was an extension of the learning that moved from mastery of concepts to the application of them. The fish pond of “ing” was interesting, I never would have thought of that as a way of teaching rimes but I believe that it would be something that students would be curious about and interested in doing. Thank you for showing us that learning about rimes can be made into fun and interactive activities. I believe that constructing lessons that are differentiated and use each learning style will demonstrate to your students that you take their interests and their needs into consideration when planning.
The “ing, ang, ong” song was great. I love the fact that your group incorporated music and movement into the lesson. It will not only draw students’ interests, but like we learned earlier music has a cross-over to developing spatial skills and reasoning in Math and Science. The singing was really well done, Sharon, I did not know that you were a music therapist. I appreciated this cross-curricular activity because it was engaging and each of the presenters looked like they were having fun.
Hi Everyone Thank you for all of the positive comments and feedback. I am realizing now that I probably should have taken the time to model some behaviour management regarding the use of instruments. Not that you were misbehaving, just that it sounds like a couple of you thought it was too loud or uncontrolled. One technique that I use is to match the noise by improvising something on my guitar and then I stop suddenly. The students respond by stopping too. It seems to do the trick every time. I realized that when I picked up my guitar it became out of tune from all the moving around so I was kind of embarrassed to play it loudly! If you don’t feel comfortable singing there is no reason why you couldn’t do this activity using poems and rhymes. Even the Ning nang nong song can be recited rhythmically instead of being sung. If you don’t have access to instruments I think it would be fun to use things in the student’s desks and everyday classroom objects. “Ing could be pencils tapping on chair legs, “ang” could be rulers tapped on the shoes, “ong” could be erasers tapping on desks and “oo” could be ripping paper. I could see this being done in some higher grades as a creative way of presenting a poem that has been learned and practiced (repeated reading exercise). Cheers Sharon
I loved the use of your word segmentation and the fish pond. This is a great interactive way to teach word families and segmenting. I’m currently tutoring a young girl in Kindergarten who is having difficulty blending. I find I’m having difficulty with her as she doesn’t like to sit still for some of the activities I’ve planned for her. I think this activity will engage her in a kinaesthetic activity that will help her to focus on the task at hand. I also really enjoyed the music aspect of your lesson. I enjoyed playing a drum, and think these materials could be used for a number of other subjects. I enjoyed how you used a guitar in the lesson and wish I was musically inclined as kids would love this aspect of their day. Great job.
The lesson was very creative and engaging. The fish pond game was a great idea! I would like to use the fish pond idea for my learning disability practicum. I felt like I was in music class. Singing “ning, nang, nong song and playing various instruments were interesting ways for students to be interactive and focused. I could see that even ESL learners could join in on this kind of lesson as they would not feel pressured and could attain knowledge about word families.
Group 1: Word families and Rimes Again, I am always jealous of people who can sing...and then to pull out the guitar...WOW!! Getting vocal and guitar lessons is on my bucket list :0). Excellent and engaging lesson, I too was humming the song well after the lesson ended. It is interesting how music assists recall, I think of when an old tune comes on the radio and I still remember every word, music is a great tool for learning. I found a series of CD’s at the teachers resource store that puts little jingles to a variety of topics including word families. They are expensive but for those of us who won’t sing in public (as a show of respect lol) they are worth the price. Great lesson.
Group 1: I liked the way Scott noted that the Word Families/Rimes help with comprehension, fluency and chunking (LOVE that word!). The fact that he touched on kinesthetic, oral and visual components was excellent. I thought that the fishing idea was brilliant – kids would love that. It reminded me of Dr Seuss with the shape and colours of the fish too! Sharon – what can we say about you? What a incredible delivery of material. The way you had us all participating was fantastic, and I loved the star wand too. Great job all of you!
Just reading the title of this presentation is so intriguing to me! I can only imagine how engaging it was to watch, so I’ll just give my own impressions for now. Word families are such a strong way to use phonemic awareness and blending to a student. In another one of my classes, we have been working on tutoring students one-on-one and word families have come up even with our strongest readers. One technique that I learned was the rhyme “If I know______, then I know _______”, filled in with words in the same word family. For example: “If I know caught, then I know taught”. It has worked really well for people, and taught the awareness of the similar sound as well as the similar spelling.
I loved this lesson and the music. The word families were clearly taugh and the enagment level was high. The fish pond was great for getting students moving around, and so was the mucis. It was a fun way to leanr, great job!
ReplyDeleteThe Language Arts lesson on Word Families and Rimes was very interactive and fun. The first part with “-ing Lake” was very fun and definitely something I could see using in a primary classroom. It was a great way to work on word families. The “ning, nang, nong song” was also a lot of fun. After the lesson was complete I still found myself humming the words to the song. The introduction of musical instruments made the lesson more differentiated and therefore more students would connect to it. Both of these mini lessons would help make students make connections with words.
ReplyDeleteLeah Pells
ReplyDeleteJuly 14th-2009
Lesson #1:
Word Families and Rimes:
I loved this lesson. It was so interactive and fun. It did not feel like a lesson.
The introduction was very clear and well organized, and the fish game as well as the singing was so much fun. I can really see the kids loving this type of lesson. I was so impressed with Sharon’s singing and guitar playing. That will be a really cool thing to bring to a classroom.
The conclusion was summed up nicely as well, brining all the points of the lesson together.
Thank you all for a really excellent lesson.
Cheers, Leah
I really enjoyed participating in both of the activities for group one. First of all, I’m actually tutoring a grade 3 student at the moment who is really struggling with blends, and recognizing that similar sounds can often be pronounce the same. (ie: ing in spring, bing, ring, king, bring, etc). The way you presented the lesson was engaging and fun for us adults, so I can only assume that students would love it. It’s great fun to be active in your own learning, and I thought this really connected to that aspect of learning.
ReplyDeleteThe ing, ang, ong song … what a hoot! Such a fun, interactive way to encourage everyone to participate and sing along. Even if students are shy and don’t feel comfortable participating, they are able to use an instrument as their voice instead. The explanation and coverage of all of the areas of the lesson were very well done, and I found myself thoroughly enjoying the playing of instruments while learning. Great job Group 1!
I thought that you guys did a really good job of tying in the PLOs into your lesson. I also thought your explanation of why onsets and rimes are important for students to learn, at an early age, was clearly explained. I loved the fishing game! I actually used something similar when I took EDUC 424 and the student I was tutoring absolutely loved it! The music lesson was also great because it would appeal to all kinds of learners – you had the song on chart paper (visual learners), music/singing (auditory learners), instruments (kinaesthetic learners). Also, the song involved a lot of repetition which is great for practicing sounds and you also sang the song in a number of different ways – changing it up would definitely keep the students interested longer. Overall this was a great lesson for getting students to build their sight/high frequency word vocabularies. Also, as you mentioned, this can also lead into strategies where if they recognize the rime in an unfamiliar word they can use that rime to decipher the word (if I know sing then I know thing). Both the lessons were engaging and a lot of fun! Good work!
ReplyDeleteI thought that your lesson was excellent from the beginning to the end. I absolutely loved the fish and the lake activity, I can see younger children being so excited about it. As a teacher, it’s important to make sure that each child gets to fish at least once, or else there will be lots of problems in the classroom. It was good how you asked us to participate because this section was supposed to be like you were teaching children. I also loved the music component of this, it’s great for children to hear different patters by using a variety of different instruments. Although, most of us don’t have all those great instruments or a nice voice like Sharon but like the group said, you can use anything. I really enjoyed this lesson a lot, it was engaging and fun. Great job you guys
ReplyDeleteGroup 1 (ING) (NONG) & (NANG)
ReplyDelete+ I learned and liked how I as a teacher can incorporate musical instruments, singing, and kinaesthetic movements into a reading lesson on word families and word rimes.
? I wonder if I could use sprots instead of music I could use sports or a sport such as basketball and incorporate basketball skills instead of music? I ask because I am not as strong in music as I am in sports.
Ashok K. - God Bless... Good job I enjoyed fishing :)
This was such a fun lesson. I love the idea of teaching about word families using the fishing game. This is an idea I would love to use as an activity in my 424 Learning Disabilities class. It makes learning fun and engaging. The song and musical instrument was also another great addition. It’s a great way to review the previous day’s lesson. Also, having reviews the word family in a number of different ways also helps those who are struggling.
ReplyDeleteWord Families & Rimes + Onset
ReplyDeleteThe lesson was very fun and engaging!
I really enjoyed this lesson, the tactic, visual, and oral aspect is really useful for students just learning word families and rimes. This lesson is especially helpful for ESL learners. Differentiated learning is also involved in the lesson as it offers many different ways of teaching. The song was super fun! It is a great way to either introduce or end off the lesson with a song that repeats the purpose of the lesson. Student will definitely need to be reminded to be not that loud when playing with the instruments. Great job! The lesson was fun and very useful in a primary classroom.
I really enjoyed the lesson that your group had planned for grade 3 students. I found myself humming the –ing, -ang, -ong song the rest of the class to myself. After thinking about it, the lesson that your group created had every element that you would want. The activities reflected the purpose your group was trying to attain, it was fun, engaging and gave every student an opportunity to be apart of the lesson. Well done!
ReplyDeleteThis language arts lesson was phenomenal! As part of both this class, and my learning disabilities class, I have been reading about the importance of teaching children onsets and rhymes at an early age, and this lesson gave me a lot of really great, hands-on, and interactive ideas. The introduction was extremely clear, and the lesson itself was a great example of explicit instruction. I also thought the conclusion was very precise, and clear.
ReplyDeleteBroken into two smaller lessons, this group did a really nice job of creating tasks that would benefit all learning styles and abilities. Like many of my classmates have mentioned, these activities were fun, and did not feel like traditionally structured lessons.
Within the first lesson, involving “ing lake” I couldn’t help but think about how excited primary children would be to cast their fishing lines and snag a fish. It was an extremely cleaver idea and I think that most children would be so engaged and eager to participate that even children- completely comfortable with ing endings- would be invested in the activity. As this lesson was being taught I kept thinking about how it could be adapted to work for other word families, and I just think that the possibilities are so vast. As a side note I just wanted to let you know that since watching this activity (as copying is the purest form of flattery) I have been thinking of ways to incorporate it into my learning disabilities lab. I am planning on creating a similar activity where each fish would represent a different word, and each wave would represent a silent e. I think that this would really help the child I am tutoring to remember the silent e rule. Thanks for bringing this activity to my attention!
The second part of this activity- with the ning, nang, nong song was also fabulous. It made me want to get back into music! The song, musical instruments, and visuals made this activity very fun. This is also something I would love to try in the future!
Thanks!
Overall, I really enjoyed this lesson! Both the fishing activity and the song were very engaging, especially for kids who are not verbal/linguistic learners. As a musical/rhythmic learner myself, I really appreciated having the musical side of life integrated into a lesson, so I know a child in grade 2 would be even more happy to have this. A couple of suggestions would be to make sure that you are making sure that everyone can see (only the gentleman at the beginning took this into account), and to give more time to explore with the musical instruments before getting into the real activity (it will lessen the noise when you actually want to give instruction). I also really appreciated this lesson because word families are something I am working on with my student in the SFU CRECHE Summer Reading Camp, and so this gives me some great ideas on what activities to do with her! Thank you for the great lesson!
ReplyDeleteIn the Ning, Nang, Nong... This has not gotten out of my head since Monday night!!!
ReplyDeleteYou all did a fantastic job. I thought the intro was very clear and purposeful. LOVED the fishing game and I think many of us are planning on using that again if we're in early elementary. I thought it was interactive, engaging and fun while clearly showing what joining rimes and onsets can form.
Sharon's little sing-song rime time was really fun also. Again, the learning was interactive and fun. I can imagine kids would love this one! I know I always remember things better when put to music so this would be a great way of solidifying these sounds.
Everything was summed up nicely and the whole lesson had an even flow to it.
Fantastic job!
I loved the variety in this lesson. The music, the fishing, the visual, and tactile. It was wonderful! It was great to see the endings and their shape (water etc) change from each week. This is a great visual memory tool for students. It was somewhat reminiscent of Sesame Street’s two-headed monster that would sound out the onsets and rimes as they got closer and closer.
ReplyDeleteScott, Mikki, Sharon & Lynea - Word Families & Music
ReplyDeleteThis presentation was so great! I absolutely loved the song and the incorporation of music, it was a great way for students to work on their word families. The only thing I could think of, which is what all of us did Monday night, was play with the instruments a lot. I think it would need to be mentioned to the class that, yes it is okay to play with them, etc. but when you need them to stop, they should stop. I think that it's important to do so, so that it prevents students from getting out of hand with the instruments.
I loved the fishing with word families. Not only did was this activity fun, but Mikki, you also made the connection between the fish and water, and how the fish needs water, so the fish would swim to the water to blend the word. I think this was great because it wasn't just fish and water, but there was a purpose for the fish swimming to the water and it helped show the blending very well.
Great job! :)
. Straight forward definitions and PLO’s are always an excellent way to start a presentation, I appreciate knowing straight up where we are at. The lesson was very practical and hands on for younger grades. I can see them loving the fishing for words. Music is so wonderful in the classroom even if you can’t sing, like me (the kids don’t seem to care!) It not only engages the children, and stimulates the brain in scientific and mathematical reasoning; it also cements the lesson in a different way, (and not just for the child who loves music). I found the instrument play not only fun but therapeutic! Thanks, I needed a stress reliever.
ReplyDeleteThank you for beginning our second week of lesson presentations off with a bang, literally! I really enjoyed the way that you set up your lesson into two parts that complemented each other and was an extension of the learning that moved from mastery of concepts to the application of them. The fish pond of “ing” was interesting, I never would have thought of that as a way of teaching rimes but I believe that it would be something that students would be curious about and interested in doing. Thank you for showing us that learning about rimes can be made into fun and interactive activities. I believe that constructing lessons that are differentiated and use each learning style will demonstrate to your students that you take their interests and their needs into consideration when planning.
ReplyDeleteThe “ing, ang, ong” song was great. I love the fact that your group incorporated music and movement into the lesson. It will not only draw students’ interests, but like we learned earlier music has a cross-over to developing spatial skills and reasoning in Math and Science. The singing was really well done, Sharon, I did not know that you were a music therapist. I appreciated this cross-curricular activity because it was engaging and each of the presenters looked like they were having fun.
Hi Everyone
ReplyDeleteThank you for all of the positive comments and feedback. I am realizing now that I probably should have taken the time to model some behaviour management regarding the use of instruments. Not that you were misbehaving, just that it sounds like a couple of you thought it was too loud or uncontrolled. One technique that I use is to match the noise by improvising something on my guitar and then I stop suddenly. The students respond by stopping too. It seems to do the trick every time. I realized that when I picked up my guitar it became out of tune from all the moving around so I was kind of embarrassed to play it loudly!
If you don’t feel comfortable singing there is no reason why you couldn’t do this activity using poems and rhymes. Even the Ning nang nong song can be recited rhythmically instead of being sung. If you don’t have access to instruments I think it would be fun to use things in the student’s desks and everyday classroom objects. “Ing could be pencils tapping on chair legs, “ang” could be rulers tapped on the shoes, “ong” could be erasers tapping on desks and “oo” could be ripping paper. I could see this being done in some higher grades as a creative way of presenting a poem that has been learned and practiced (repeated reading exercise).
Cheers
Sharon
I loved the use of your word segmentation and the fish pond. This is a great interactive way to teach word families and segmenting. I’m currently tutoring a young girl in Kindergarten who is having difficulty blending. I find I’m having difficulty with her as she doesn’t like to sit still for some of the activities I’ve planned for her. I think this activity will engage her in a kinaesthetic activity that will help her to focus on the task at hand. I also really enjoyed the music aspect of your lesson. I enjoyed playing a drum, and think these materials could be used for a number of other subjects. I enjoyed how you used a guitar in the lesson and wish I was musically inclined as kids would love this aspect of their day. Great job.
ReplyDeleteJuly 13, 2009
ReplyDeleteWord Families & Rimes + Onset
The lesson was very creative and engaging. The fish pond game was a great idea! I would like to use the fish pond idea for my learning disability practicum. I felt like I was in music class. Singing “ning, nang, nong song and playing various instruments were interesting ways for students to be interactive and focused. I could see that even ESL learners could join in on this kind of lesson as they would not feel pressured and could attain knowledge about word families.
Group 1: Word families and Rimes
ReplyDeleteAgain, I am always jealous of people who can sing...and then to pull out the guitar...WOW!! Getting vocal and guitar lessons is on my bucket list :0). Excellent and engaging lesson, I too was humming the song well after the lesson ended. It is interesting how music assists recall, I think of when an old tune comes on the radio and I still remember every word, music is a great tool for learning. I found a series of CD’s at the teachers resource store that puts little jingles to a variety of topics including word families. They are expensive but for those of us who won’t sing in public (as a show of respect lol) they are worth the price. Great lesson.
Group 1: I liked the way Scott noted that the Word Families/Rimes help with comprehension, fluency and chunking (LOVE that word!). The fact that he touched on kinesthetic, oral and visual components was excellent. I thought that the fishing idea was brilliant – kids would love that. It reminded me of Dr Seuss with the shape and colours of the fish too! Sharon – what can we say about you? What a incredible delivery of material. The way you had us all participating was fantastic, and I loved the star wand too. Great job all of you!
ReplyDeleteJust reading the title of this presentation is so intriguing to me! I can only imagine how engaging it was to watch, so I’ll just give my own impressions for now. Word families are such a strong way to use phonemic awareness and blending to a student. In another one of my classes, we have been working on tutoring students one-on-one and word families have come up even with our strongest readers. One technique that I learned was the rhyme “If I know______, then I know _______”, filled in with words in the same word family. For example: “If I know caught, then I know taught”. It has worked really well for people, and taught the awareness of the similar sound as well as the similar spelling.
ReplyDelete