Transcript Document
Explanation of activities The activities are catagorised in terms of Howard Gardener’s Multiple Intelligences. I made an A2 sized chart that I stick the activity labels to each week. The chart helps me to make sure that I am covering a range of learning styles. Following each Activity name is a code giving Spelling Activities Verbal Linguistic information about Multiple Intelligences and Word Limit. (Word Limit explained below) Key: Logical Mathematical VL - Verbal Linguistic LM - Logical Mathematical Visual Spatial VS - Visual Spatial BK - Bodily Kinesthetic Bodily Kinesthetic Ia - Intrapersonal (self) Intrapersonal Ie - Interpersonal (people) Interpersonal MR - Musical Rhythmic Musical Rhythmic N - Naturalist Naturalist Strategy Catagories: Students need to develop an awareness of the 4 strategies of learning spelling and what kinds of words best fit each strategy. “Hear It” - Phonological knowledge (how words and letter combinations sound) “See It” - Visual knowledge (the way words and letter combinations look) “Rule Remembering” - Morphemic knowledge (the meaning of words and the way words take different spellings when they change form) “Building Blocks” - Etymological knowledge (the derivations of words) Before students begin any tasks they should sort their words according to how they should be learnt. They need to glue the four Strategy Catagories Icons into their books (or draw them). These icons are found in the Resources section. They then list their words below appropriate icons. Some words will fit into more than one category. Group Activities When students participate in activities such as Celebrity Head they must record who was participating and what words were used. Acronym: (VL, LM, 5) Because = Big Elephants Can Always Understand Small Elephants Alphabetical Order first letter: (LM, 10) List words in order by first letter. Alphabetical Order last letter: (LM, 10) List words in order by last letter. Antonym: (VL, 5) Students write an antonym (opposite) for 5 of their words. Celebrity Head: (Ie, 3) The leader in a group chooses a word from each participant’s list and writes it on the board above their head where they can’t see it. The participants take turns to ask questions that give ‘yes/no’ type answers in order to identify their word. If the response from the leader and any spectators is yes that participant can have another turn. Students have a maximum of 3 turns thus a word limit of three. Chalk: (BK, 10) Students write their words in chalk on the asphalt or on a blackboard. Coaching team: (Ie, 5) A student asks a partner to help them learn their words. This may be a discussion or the partner might choose any activity for the student to do. They might invent a new activity. Code: (LM, 10) Students invent their own code and write their words. Comic Strip: (VS, VL, 10) Students design a short comic strip. Dance Routine: (BK, Ie, 5) A group makes up a dance based on the words as wholes or by each letter. Dictionary Meanings: (VL, 10) Find and copy the most appropriate dictionary meaning for each word. Fingerspelling: (BK, Ie, 5) Use the chart to finger spell words to a partner. Glitter: (BK, 5) Students write one word at a time with a glue stick and sprinkle glitter onto the glue. Sand: (BK,5 ) Students write their words in a tray of sand and then write them in their books. Students can photograph their work. Hangman: (Ie, VL, 5) Play hangman with a partner, record in exercise books. Illustration: (VS, 5) Students draw pictures to represent their words to make a whole illustration. (See page 6 - the people are dancing around the world with many animals.The bear is holding healthy vitamin c!) Key features: (VL, 10)Write the words, underline the letter combinations that are tricky (ie - because). Lettering: (VS, 10) Write each word in fancy lettering, try to make it match the meaning of the word. Look Cover Write Check: (VL, VS, Ia, 10) Look at a word, Cover it, attempt to Write it, then Check it. Lyrics: (MR, VL ,5) Invent a new song - write the lyrics, including list words. Students could try substituting some of the words in Twinkle, twinkle, little star with their list words. Now, wouldn’t that sound strange! Media Hunt: (VS ,5) Students cut out letters from magazines and newspapers to make their words. They glue them into their book. Melody: (MR, LM, 5) Students write a melody to be played to the syllables of their words. They might like to try to sing them. A small glockenspeil with the names of each note written on the keys is handy for this activity. Memory (Ie, VS, 5) In pairs students cut 20 cards of equal size. Using 10 cards each they write 5 of their own words twice. There should be only one word on each card. Altogether there will be 10 pairs of words. They turn them upside down on the table or floor and shuffle them. Taking turns the students turn over two cards attempting to find a pair. If they don’t match the two cards are turned upside down again and the other player has a turn. The winner has the most pairs when there are no cards left. Metamorphosis: (LM, 2) Change one letter of a word to make a new word. Repeat if possible.If sand is the original word then : sand = land = lane = line = lint..... Mosaic: (VS,BK, 2) Students write 5 words on A4 paper. They cut coloured paper into little squares and then glue them within the outlines of the letters: help = One minute challenge (BK, 5) How many times can a students write one of their words correctly in one minute? Paint: (VS,BK, 10) Students write their words using paint and brushes on A4 cartridge paper. When it is dry they trim it slightly, fold it in half and glue one edge into their book so it can be folded out to reveal other activities. Paragraph: (VL, 10) Write a paragraph of prose, such as a story, to link together the words. IRP a Play: (Invent, Rehearse and Perform a Play) (VL, Ie, BK, 10) A student writes a dialogue using their words. They might be able to write it out as a script. They organise and a direct a small group to perform it. Rhyme:(VL, 5) Students write rhyming words for 5 of their list words. Rhythm or Rap: (MR, VL, LM, 10) Write the words in a sequence so that a rhythm is created. Say and clap them. Add other words to create a rap if preferred. Rules: (VL, 5) What are the spelling rules you should remember for each word? Write them (ie- i before e but not after c). Scrambled Words: (LM, 10) Students work in pairs. They swap books. Each student writes their partners words, mixing up the letters, in their partner’s book. When they swap back the students write the correct version of each word in their own book : odlc = cold. Sentences: (VL, 10) Students write a sentence for each each word to show their understanding of how it should be used. Sort by length: (LM, VS, 10) Write words in order by the number of letters in the word. Sort by vowels: (LM, 10) Write any words containing an ‘a’ in a group. Do the same for each vowel. Stare and See: (VS, Ia, VL, 5) Very similar to Look, Cover, Write, Check. However, in this case the students stare hard at a word, then close their eyes tightly. They might be able to see the word ‘on their eyelids’. They write it and then check it. Syllables: (LM, MR, 10) Write the words showing spaces or dashes between each syllable. Synonyms: (VL, 5) Words with the same meaning : old = ancient. 3D words: (BK, 3) Make words using playdough, craft materials or found materials. Ten x each: (BK, 5) Write words ten times each, concentrate on the hand actions used to make the words. Tickle Trace: (BK, Ie, VL, 10) In pairs, one student chooses a word from the other student’s list. They trace it onto their partner’s back with their finger. Their partner needs to try to work out what the word is. Repeat for 4 other words. The student writes the five words they were tested on in their book. Word Association: (Ia, 10) Students think about what their words remind them of: front back, because - why, drink - water... Word Building: (VL, 5) Identify the base word and build from there : (if the original word is knowledge) know, knowing, knowledgeable, knew. Wordfind: (VS, LM, VL, 10) Students use a computer program that generates wordfinds when they type in the words. They print it, highlight their words, cut it out and glue only one edge into their book so it can be lifted or folded sideways to reveal other activities. Word Shapes: (VS ,10) Show the shapes the words make - egg = Words within words: (VL, LM, 5) How many words can be found by mixing up some of the letters in each word? (ie - because = use, cub, us....)