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This is a handy Slideshare of the ten reasons why anyone should learn the English language.
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11 Word Banks and Word Sorts We visited an elementary school in our area not long ago. When entering Sam’s first-grade classroom, we were immediately struck by the variety of activity—children were reading, working with words, writing—literacy activity was everywhere. Little Jeremy soon approached us. “Hey!” he said, beaming. “I learned 17 words last week! Wanna see?” Of course we did, so Jeremy took us to his desk and proudly extracted several words from his word bank. “Here they are. These came from the poem we have been reading. Did I tell you I can read the poem? And these are from the science story we dictated to Mr. Johnson. Want me to read the words to you?” Jeremy was proud of his accomplishments and enthusiastic about the words he had learned. He was well on his way to becoming a reader. Upstairs, in Chris’s fifth-grade class, we saw small groups of students clustered around words written on slips of paper. Kids were talking and moving words around on their tables. Chris explained, “We just finished a social studies unit about the American Revolution. Students are sorting important vocabulary words into one of three categories: battles, government, or both. I’ve been eavesdropping. The discussions are fascinating, especially for words like liberty and independence. They’re really thinking!” Beginning readers like Jeremy need meaningful, familiar text to read and reread. They also need to work with words, particularly to develop and maintain their sight vocabularies and to discover features of the graphophonic cueing system. Older students, like those in Chris’s class, need opportunities to think about and use academic vocabulary. Word banks and word sorts, the focus of this chapter, are very useful for these purposes (Stauffer 1980). 11.1 What Is a Word Bank? A word bank is a collection of words that a child knows (or is in the process of learning). Beginning readers primarily use word banks to reinforce word learning. Beyond the beginning stages of reading, word banks are used as a reference for spelling and writing and as a source of words for instruction and practice in phonics or other related reading skills. Hall (1981) outlines several major functions for word banks: · To serve as a record of individual students’ reading vocabularies · To serve as a reference for writing and spelling · To serve as examples and context for group language study or skills instruction · To provide reinforcement through repeated exposure to words Word bank words can come from anywhere. In fact, the child’s own name, family members’ names, and words related to outsideofschool interests often appear in children’s word banks. Inside the classroom, dictations, predictable pattern books, poems, and songs are supportive texts for beginning reading instruction. As children read and reread these texts, they learn the words within them. Older students also keep word banks, in which they deposit interesting or important words they encounter from the liter ...
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11 Word Banks and Word Sorts We visited an elementary school in our area not long ago. When entering Sam’s first-grade classroom, we were immediately struck by the variety of activity—children were reading, working with words, writing—literacy activity was everywhere. Little Jeremy soon approached us. “Hey!” he said, beaming. “I learned 17 words last week! Wanna see?” Of course we did, so Jeremy took us to his desk and proudly extracted several words from his word bank. “Here they are. These came from the poem we have been reading. Did I tell you I can read the poem? And these are from the science story we dictated to Mr. Johnson. Want me to read the words to you?” Jeremy was proud of his accomplishments and enthusiastic about the words he had learned. He was well on his way to becoming a reader. Upstairs, in Chris’s fifth-grade class, we saw small groups of students clustered around words written on slips of paper. Kids were talking and moving words around on their tables. Chris explained, “We just finished a social studies unit about the American Revolution. Students are sorting important vocabulary words into one of three categories: battles, government, or both. I’ve been eavesdropping. The discussions are fascinating, especially for words like liberty and independence. They’re really thinking!” Beginning readers like Jeremy need meaningful, familiar text to read and reread. They also need to work with words, particularly to develop and maintain their sight vocabularies and to discover features of the graphophonic cueing system. Older students, like those in Chris’s class, need opportunities to think about and use academic vocabulary. Word banks and word sorts, the focus of this chapter, are very useful for these purposes (Stauffer 1980). 11.1 What Is a Word Bank? A word bank is a collection of words that a child knows (or is in the process of learning). Beginning readers primarily use word banks to reinforce word learning. Beyond the beginning stages of reading, word banks are used as a reference for spelling and writing and as a source of words for instruction and practice in phonics or other related reading skills. Hall (1981) outlines several major functions for word banks: · To serve as a record of individual students’ reading vocabularies · To serve as a reference for writing and spelling · To serve as examples and context for group language study or skills instruction · To provide reinforcement through repeated exposure to words Word bank words can come from anywhere. In fact, the child’s own name, family members’ names, and words related to outsideofschool interests often appear in children’s word banks. Inside the classroom, dictations, predictable pattern books, poems, and songs are supportive texts for beginning reading instruction. As children read and reread these texts, they learn the words within them. Older students also keep word banks, in which they deposit interesting or important words they encounter from the liter ...
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Dictionaries for children
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Dictionaries for Children
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