Doing Things
Doing Things
Developing reading vocabulary
Developing writing vocabulary
Getting started
Getting started
Writing sentences
Encourage students to think about the words and pictures on the Vocabulary Starter. Ask: What do you think the girl is drinking? Can you think of three words to describe what it might taste like?
Introduce the word on each card. Point to the photograph and ask: What is this girl/boy doing? Can you see the word that says “run”? Ask students to look at the word. What do you notice about this word?
Ask students to think of a question using one of the words from the Vocabulary Starter. For example, “Can you jump as high as me?” Students can work in pairs to ask each other their questions.
Draw out information about:
Model using the words from the Vocabulary Starter as a writing resource. Say: I want to write the sentence “I like to run.” Write, “I like to” and then ask: How will I work out how to write “run”? Model referring to the Vocabulary Starter as a resource. Other short sentences could include: “I can run; Jenny likes to jump; This rabbit can jump; An elephant can’t jump.”
Vocabulary Starter The Vocabulary Starter Doing Things supports the vocabulary used in the Flying Start to Literacy Early Emergent stage books Me and Dogs.
Key vocabulary: drink dig jump eat swim sleep run Flying Start to Literacy Vocabulary Starters support the development of: • oral language • reading • writing They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support the curriculum, including science and social studies. This card can be: • read as a book; • opened up into a chart; • folded to reveal single images one at a time.
Vocabulary Starter
Developing oral vocabulary
Flying Start to Literacy Vocabulary Starters can be used: • to introduce new vocabulary; • as a word bank – displayed opened out on a bulletin board as a writing resource; • as a stimulus for discussion, e.g. What things can you do?; • to support students by linking spoken and written vocabulary with clear photographs; • to build confidence using the vocabulary.
Word webs Ask students to work in pairs to make word webs about one or more of the words from the Vocabulary Starter. They could share these with the group. For example: milk coffee tea
drink
juice water
Word families
• word shape; • number of letters; • first letter (e.g. Whose name has the same first letter?); • other words that sound like the word. Repeat with other words.
First letters Mask the key vocabulary words on the Vocabulary Starter using sticky notes. Ask: What letter do you expect to see at the start of this word? Unmask to check.
Word and picture match
Talk about different forms of each word. For example, drink, drinking, drinks, drank; dig, digging, dug. Build word lists in this way for each of the words on the Vocabulary Starter.
Write the words on small cards. Give each student one of the word cards. Encourage students to match the word to the correct picture on the Vocabulary Starter and then read the word aloud. Change cards and repeat.
Mystery word
Word groups
Ask each student to choose one word from the Vocabulary Starter without revealing it to the other students. Other students must try to work out what the mystery word is by asking five questions to which the answer is either “yes” or “no”. For example, Do you do this in the garden? Do you use a shovel to do it? Do you get dirty when you are doing this?
Provide word cards. Ask students, in pairs, to sort the words into groups of their own choosing. For example, “Things I like to do/Things I don’t like to do”. Students can share their groupings with the class.
Provide additional support for students who need it by cutting up the sentence and remaking it. Students can use the Vocabulary Starter to write about what they like to do.
Spelling Point to one of the words on the Vocabulary Starter, such as “run”. Say: How many sounds can you hear in “run”? What is the first sound? What sound does your mouth make at the end of the word? Focus the students’ attention on the letters in the word. How many letters are there in “run”? What is the first letter? What sound does the first letter make? Which letter comes next? Which letter makes the “n” sound? Encourage the students to make the word using magnetic letters. Students can take turns to mess up the words and then remake them.
Developing oral vocabulary for English Language Learners These activities are designed for students who are just beginning to learn English. What can they do? Show the students the photograph of the girl drinking. Say: What can this girl do? Model a response: She can drink. Model the question and answer with each photograph. When students are familiar with the words, have them respond to the question. Students could then take turns to ask the question. One student points to a picture and asks: What can this girl do? The rest of the students respond. Vary the question and response. What does this girl like to do? This girl likes to drink.
Who am I? Have the students work in pairs to play “Who Am I?” For example, one student can say: I am drinking. Who am I? The student’s partner can point to the picture that matches this action. Students can then swap roles.
I can run Have the group ask one student: What can you do? The student mimes the action and says, for example: I can run. Allow time for each student to be asked the question: What can you do? Then switch the roles around with one student miming an action and asking: What can I do? The other students guess the activity that is being mimed.
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