***WoRd WeB***

Vocabulary Activity

Activity: This activity is designed for K-2 readers. The teacher will read aloud a book called, “Very Busy Spider” by, Eric Carle. The teacher will use a prepared oat tag paper that has a drawing of a spider web. While reading the story the teacher will put the vocabulary words from the story on the “word web”.

Learner Outcome: The student will learn new vocabulary words from the reading and decode their meaning from within the text.

Explicit Instruction: The teacher will read aloud the story while the students follow along with their own copy of the text. The teacher will stop at chosen vocabulary words to talk about. When coming to an unknown word the teacher will stop and ask the students questions about the word such as; “What is its meaning”. If no one knows the meanings re-read the sentence to the students and ask them; “What in the sentence tells you what the word means?” The teacher keeps re- reading the text stressing on surrounding words to help the students try and figure out the meaning. Afterwards put the new words on the “word web” and display it in the classroom.

~~COME RHYME WITH ME MY LITTLE BUBBLE BEES~~

Phonemic awareness is learned in the emergent stage for beginner readers. It is usually taught between grades K-2. Phonemic awareness is crucial for a students so they can improve their reading skills such as help with manipulating sounds of words, spelling and reading comprehension. I have found a lesson plan that incorporates, rhyming words, partner interaction and also includes a sing along! Rhyming can help the student with patterns of words that will help them decode words in texts to better comprehend.When working with rhyming words its always fun to include some musical verses to get the students motivated
.

http://www.readwritethink.org/classroom-resources/lesson-plans/generating-rhymes-developing-phonemic-121.html?tab=4#tabs

1.	Say several rhyming words aloud and ask students what they notice about the words. Accept all responses and introduce the term "rhyming". Give a keyword (cat) and ask students to give words that rhyme with the keyword.
2.	Pass out the rhyming word pairs on index cards (from step 2 in Preparation), giving one to each student. Be sure to say the name of the picture aloud so students are clear about the word.
3.	At a given signal, have students walk around the classroom and find their "partner" with the matching rhyming word. Students should sit down with their partners when they have made a match.
4.	Once all students have found their rhyming partners, ask them if they know the song "Mary Had a Little Lamb." Tell students that they are going to be singing a different version of the song today . The song goes as follows: Who has a word that rhymes with________, rhymes with ________, rhymes with __________; Who has a word that rhymes with __________, Oh Yes! the word is __________.__(name)____ has ________ which rhymes with _______, rhymes with _______, rhymes with ________. ___(name)__ has _____ which rhymes with _______. ________ and ______ they rhyme! The song would go like this: Who has a word that rhymes with cat, rhymes with cat, rhymes with cat, Who has a word that rhymes with cat, Oh Yes! The word is bat. Jesse has bat which rhymes with cat, rhymes with cat, rhymes with cat, Jesse has bat which rhymes with cat. Cat and bat, they rhyme!
5.	Sing the song with students, calling up one student from the pair and having the second student (the rhyming word) call out their word at the appropriate time in the song. Ask all students to sing along and sing 12 verses so that all partners get a chance to participate with their rhyming words.