5Th grade vocab: Grade 5 Vocabulary Worksheets | K5 Learning
Grade 5 Spectrum Vocabulary Workbook Paperback
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Expand your child’s vocabulary to improve communication and comprehension. Effective communication starts with proper word choice—and Spectrum® Vocabulary for grade 5 is here to help! This best-selling, standards-based workbook is packed with lessons, strategies, and test-taking practice to help your child choose words with confidence.
Reading comprehension and clear communication are marked by a strong vocabulary. Spectrum Vocabulary for grade 5 is a workbook packed with progressive lessons that help children learn words through strategies related to word relationships, topic-specific vocabulary, and root and base words.
Strong communication can be applied across disciplines, and is essential for success both in and out of the classroom. Spectrum Vocabulary for grades 3-6 helps children systematically build their vocabulary while improving comprehension skills.
This best-selling series teaches strategies for test success and helps children understand that words matter.
For more than 20 years, Spectrum’s instructional methods have helped kids improve and build confidence, and the series is trusted by educators and parents alike. See how it can work for your students, today! Shop All Spectrum Language Arts Workbooks
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5th grade Vocabulary Word Search
What is a word search?
A word search is a puzzle where there are rows of letters placed in the shape of a square, and there are words written forwards, backwards, horizontal, vertical or diagonal. There will be a list of words for the player to look for and the goal of the player is to find those words hidden in the word search puzzle, and highlight them.
How do I choose the words to use in my word search?
Once you’ve picked a theme, choose words that have a variety of different lengths, difficulty levels and letters.
You don’t need to worry about trying to fit the words together with each other because WordMint will do that for you!
How are word searches used in the classroom?
Word search games are an excellent tool for teachers, and an excellent resource for students. They help to encourage wider vocabulary, as well as testing cognitive abilities and pattern-finding skills.
Because the word search templates are completely custom, you can create suitable word searches for children in kindergarten, all the way up to college students.
Who is a word search suitable for?
One of the common word search faq’s is whether there is an age limit or what age kids can start doing word searches. The fantastic thing about word search exercises is, they are completely flexible for whatever age or reading level you need.
Word searches can use any word you like, big or small, so there are literally countless combinations that you can create for templates. It is easy to customise the template to the age or learning level of your students.
How do I create a word search template?
For the easiest word search templates, WordMint is the way to go!
Pre-made templates
For a quick an easy pre-made template, simply search through WordMint’s existing 500,000+ templates. With so many to choose from, you’re bound to find the right one for you!
Create your own from scratch
- Log in to your account (it’s free to join!)
- Head to ‘My Puzzles’
- Click ‘Create New Puzzle’ and select ‘Word Search’
- Select your layout, enter your title and your chosen words
- That’s it! The template builder will create your word search template for you and you can save it to your account, export as a Word document or PDF and print!
How can I print my word search template?
All of our templates can be exported into Microsoft Word to easily print, or you can save your work as a PDF to print for the entire class. Your puzzles get saved into your account for easy access and printing in the future, so you don’t need to worry about saving them at work or at home!
Can I create a word search in other languages?
Word searches are a fantastic resource for students learning a foreign language as it tests their reading comprehension skills in a fun, engaging way.
We have full support for word search templates in Spanish, French and Japanese with diacritics including over 100,000 images.
Review of the 5th grade in the Ukrainian language
We hope that you already know that a new level from the Ukrainian language has appeared on our portal. Now for fifth graders! So, according to tradition, we invite you to take a look at level features and interesting exercises together.
General information:
Fifth grade was created for children 10-11 years old who are in secondary school. The age of a student may differ depending on his level of preparation and ability to assimilate new information. So, the course can be useful both for 4th grade students who are significantly ahead of the school curriculum, and for 6th graders who seek to improve their knowledge.
5th grade in the Ukrainian language consists of 25 separate sections, which together make up more than 266 tasks at the level.
Each lesson is a separate universe with new characters, interesting tasks and necessary knowledge.
What sections and tasks will be met?
1. Phonetics. Graphic arts. Orthoepy. A section that will once again remind the student what words consist of, what are the features of dividing into syllables and how to properly stress words. When writing a text, it is especially important to be able to transfer words in the right way, for this you need to understand the rules for dividing words into syllables. In addition, the lessons are aimed at working with the child on difficult cases of stress.
A.22 We complete the sentence using the rules of melodicity
The Ukrainian language is considered one of the most melodic languages in the world . To maintain this status, certain rules of melodicity must be observed. For example, with the prepositions “y”, “v”, “i”, “th”, “ta”.
A fifth grade student should easily determine which one can be used in a sentence for a beautiful sound. In this lesson, children will be able to practice arranging structures in a sentence.
During each stage of the task, a new sentence with a missing preposition or conjunction will appear on the screen in front of the student. The task of the child is to analyze what to add to the sentence so that it retains its melodiousness. It is important that the student rely not only on the general rules, but also on his own feelings of the language.
A.26 Counting the number of sounds and letters
Sounds and letters are far from a new concept for a fifth grade student. Already from elementary school, children know that a word consists of smaller particles – sounds. However, the number of sounds and letters in a word is not always the same. Consideration should be given to doubling letters, softening or using apostrophes before i, u, є, ї and the like.
Such a lesson will not be something new for a student. The task is aimed at improving and deepening the child’s ability to navigate in difficult cases of using letters and sounds. At this stage, the fifth grader will meet exclusively with unusual, difficult cases, when the number of letters will necessarily differ from the number of sounds. Therefore, it is necessary to be careful and extremely careful before indicating indicators from scratch.
2. The structure of the word. Word formation. She is also a morphology. This topic was created in order to understand the structure of the word. As you know, there are many morphemes in the Ukrainian language, such as roots, suffixes, prefixes, affixes, and the like. The task of the child is to learn to navigate in them in order to be able to create new words. Knowledge of this topic gives the child a clue to the meaning of new words.
B.7 Distribute words with / without prefixes
In this lesson, the child will be able to practice using such a morpheme as a prefix.
It is important to understand that the prefix is placed before the root and somewhat changes its lexical meaning, affecting the whole word. In addition, the student must know that a word may not always have a prefix, but absolutely always it contains such a morpheme as a root. Therefore, one should distinguish between words that have prefixes and those that begin immediately with the root.
So, in this exercise, the child sees two boards in front of him, between which there are words with and without prefixes. The main task is to move words with prefixes to the yellow board, and without prefixes to the green board. After the student decides that he coped with the task correctly, he must click on the “Finish” button. If there are no errors in the answer, then the student can move on to a new stage of the task.
D.12 Forming diminutive words
The Ukrainian language is characterized by tenderness and softness of speech. The point here is not only melodiousness, but also in the structure of the layer.
Some morphemes (for example, suffixes) can make our language softer by softening the word and its content. This is how diminutive words are formed in the Ukrainian language. And although it seems that when adding suffixes, the content does not become new, however, it receives a new lexical coloring and saturates the language.
During the passage of this lesson, the child will have to work with such suffixes, for example -enko-, -esenk-. From the initial form of the adjective, you will need to create diminutives. Morphemes are already known to help in this. After the student fits into the cavities with the correct answers, he can click on the “Done” button and check how well he coped with his task.
3. Parts of speech. This is a big topic, in which we will separately consider the features of independent and auxiliary parts of speech. Detailed study of nouns, verbs, adjectives or conjunctions will allow the child to focus on specific aspects of this particular part of speech, from writing verbs with the “not” particle to using punctuation marks in sentences with conjunctions.
This topic is a mandatory repetition and consolidation of knowledge gained in elementary school. Its main need is common core standards.
E.16 Choose the vocative case of nouns
The noun is an independent part of speech that indicates the name of an object or person. It has a significant number of characteristics, ranging from the category of gender to case forms. I would especially like to pay attention to the vocative case of nouns. The vocative case is the seventh of the seven possible cases of Ukrainian grammar. It is the latter for a reason: having a rather narrow specification, the vocative case is rarely formed, but not all nouns have it. Despite the fact that this case is quite rare, however, it is still relevant and common in the Ukrainian language. It is important to be able to correctly form the vocative case of nouns, since mistakes in them are common.
In order for a student to memorize the correct forms of the vocative case of nouns from childhood, we have created this lesson.
The task that the student faces is to choose from the list of presented words only those that are already in the form of the vocative case. Then – just click on them and go to the “Finish” button. If everything is done correctly, the student will be able to move on to a new stage of the task.
E.5 Determine tenses of verbs
One of the most important independent parts of speech is verb . It means a certain action or state. In addition, such a concept as times is inherent in it. Past, present and future. The past tense refers to an action that took place before the moment of speaking. The present tense refers to an action that is taking place during this moment. The future tense denotes an action that will begin after the moment of speech. Fifth graders already know about their existence, and therefore this will not come as a surprise.
This lesson will once again practice the ability of students to navigate the tenses of verbs.
On the screen, the student will see a tablet with four verbs in front of him. All of them have different times. There is an empty cell next to each word. It will need to put one of the apples that are under the words. Which one – our hint will tell (if you click on the question mark). So, a red apple would represent the present, a yellow apple would represent the past, and a green apple would represent the future. When the student places apples to each verb, he must click on the “Done” button, after which he will move on to a new number of verbs.
4. Lexicology . A large section aimed at expanding the student’s vocabulary. When going through this section, the student will come across such terms as, for example, homonyms, antonyms, synonyms, polysemantic and single-valued words, paronyms, foreign and professional words, and the like. Here you can also talk about the section “Phraseology”, which will teach the student to distinguish established statements from phraseological units.
Such a rich number of new words and expressions will help the child to better navigate the daily flow of information and expand the student’s worldview.
H.13 Compose phrases with homonyms
Homonyms are words that sound the same but have completely different meanings: 900 03 crane (mechanism for lifting and moving loads) and crane (pipe with a curve, which shuts off water, gas, etc.). It is easier and more efficient to work out homonyms with the help of context. This means that homonyms, despite the sameness and similarity of sound, have completely different meanings, and therefore are used in various texts, phrases, sentences.
It is in this lesson that the student will see two phones in front of him, on which there are two phrases. The word (common for both phrases) is missing. Under the phones, there are three variants of words that can complete the phrase. The task of the student is to choose one of these words so that the phrase becomes complete.
Thanks to this exercise, the child will see how one word can acquire several lexical colors at once.
Z.20 Distinguish between neologisms and obsolete words
The Ukrainian language is rich in various neologisms, obsolete words, homonyms, paronyms, ambiguous words, dialects, and the like. So, a fifth-grader must navigate both passive and active vocabulary of the language.
Neologisms are new words, phrases that have appeared in the language and have not yet become common. The general reason for the appearance of neologisms is the need to give names to those new phenomena and concepts that appear in the process of continuous development of human society. When the neologism was “computer”, and now it has become a common word. Obsolete words, like neologisms, belong to passive vocabulary. In the process of historical development, the vocabulary of each language undergoes various changes. Some words cease to be commonly used, understandable for native speakers, and gradually go out of use.
In order to make it easier for the student to understand neologisms and obsolete words, we have devoted a separate lesson to this topic. On the screen in front of him, the student will see two sheets and words between them. The main task is to group neologisms in one part, and obsolete words in the other. When the goal is completed, you can click the “Finish” button. If everything is correct, then the child proceeds to the next stage of the lesson.
Z.18 We select Ukrainian correspondences for words of foreign language origin
Adopting new words from other languages is normal. However, in order for not to lose its own authenticity, it is necessary not to forget about purely Ukrainian words.
This lesson will help the student to find Ukrainian equivalents for foreign words with the same meaning. The task is designed to supplement the student’s vocabulary and show that most often the use of words of foreign origin is not so appropriate.
Moreover, with the Ukrainian word, the phrase will sound more capacious and colorful.
There is a whole sentence with a missing word on the screen in front of the student. The following is an explanation of this word. The task of the child is to understand which word is missing (according to the list under the sentence), and then click on it. If everything is correct, then you can proceed to the next steps of the exercise.
I.4 Turning the phrase into phraseological units
0003 proverbs, sayings, established expressions and phraseological units . In this lesson, we want to address the latter. Phraseologisms (phraseological phrases) are stable phrases that are perceived as a whole and are used by native speakers in a stable design. Phraseologism is an indivisible, stable phrase that can be replaced by a synonymous word. In a sentence, a phraseological unit is one member of a sentence.
Pupils must have a certain vocabulary of phraseological units in order to make their language more diverse.
On the screen in front of him, the student sees two phraseological units, with one common word (for example, “hair”). In the second phraseological unit, one word is missing. To understand which one needs to be inserted, under the phrases there are three answers. Only one will complete the phrase so that, as a result, a phraseological unit is formed. The student clicks on the selected word, and then proceeds to the “Done” button. If everything is done correctly, then you can move on to new phraseological units.
5. Offer types. This section will tell the child that in Ukrainian there can be more complex sentences consisting of several grammatical bases. Students will learn how to use conjunctions and punctuation marks, as well as build schemes for complex sentences.
H.2 Determine the grammatical foundations in a complex sentence
As you know, there are two types of sentences in the Ukrainian language: simple and complex.
They differ in that the latter have several grammatical bases, and therefore are complicated by conjunctions, prepositions and punctuation marks. Quite often, the definition of grammatical foundations in a complex sentence can cause panic in a child. Indeed, with each year and class, the complexity of sentences increases, which affects the ability to successfully recognize all members of the sentence.
This lesson was created in order to teach the student to navigate the grammatical basis of the sentence, to easily find subjects and predicates. Thanks to this skill, the student will no longer get confused in the punctuation marks of each sentence. On the screen, the child sees a tablet with a sentence. It is complex. The task that is set before the student is to emphasize the grammatical foundations in the sentence. To do this, you first need to select a mark (for example, for the subject – one underline), and then click on the word that the child identifies as the subject. The last step is to click the “Finish” button.
6. Structure and structure of the text. Text outline. An important section that studies the definitions of the text, its main features, the differences between the text and the statement; explains the features of the structure; teaches you to determine the topic and main idea of the finished text, to draw up a simple plan; highlights key words, analyzes the structure; distinguishes texts by belonging to a certain type of speech, composes or restores the text, observing the content and compositional unity; performs selective translation of text of a certain type.
Listening should also be added here. A student should be able to: distinguish linguistic units by ear: words, phrases, sentences; identify by ear units pronounced in violation of the rules of pronunciation or agreement of components; listen to and understand oral utterance; fix the beginning and end, determine by ear the number of sentences and words in the text; answer questions on the content of the listened to; demonstrate understanding of the listened text by performing learning activities with it.
C.4 Finding out the topic of the text
The topic of the text is its rather important characteristic. As a rule, the topic matches the title. However, it cannot replace a conclusion. Like the title of the book, the topic should talk about what will be discussed in the text itself. In other words, this is his main idea, an idea that is read immediately. Similar tasks will be faced by fifth-graders and after 6 years, at the UPE, when they will need to read a large piece of text and single out one main idea from it – a topic. So it’s time to start preparing!
In this exercise, the student will see a very small text in front of him with two or three sentences. The task that is set before the child is to read this text and create a title from a couple of words. What exactly the title will be, the student will be prompted by the content of the text and logical thinking. You just need to carefully read and highlight the main idea. After that, click on the two necessary words.
When the task is completed, you can move on to the next stage of the task.
T.8 Determine the type and name of the text you listened to
In language lessons, it is worth training not only such an activity as reading, but also listening-comprehension of information ( listening ). The ability to listen and understand spoken language underlies the development of speaking, reading, and writing skills. In modern conditions, when there is an increase in the volume of information, there is a need for a quick and accurate perception of oral speech, understanding what has been heard, the ability to concentrate voluntary attention for longer periods of time. All this makes it necessary to improve the skill of listening and understanding (listening).
Students must be taught to follow the development of thought, adequately perceive information, notice words in the text that are important for understanding the statement, highlight certain facts, be aware of the content of the listened text, taking into account the general tone, timbre, tempo, the strength of the voice of the one who voices the text.
In order to practice these skills, we have created a separate section – “Listening”. It includes a significant number of various tasks aimed at understanding and audio perception of texts. In lesson “ Determine the type and title of the listened text “The student will have to listen to a short text, determine its type (description, reasoning or story) and choose the best title for the listened text.
L.2 Unique phenomena of nature
This lesson is also included in the “Text” category. Its main goal is to expand the horizons of the student by telling him about the amazing natural phenomena. Interestingly, not every adult knows about a significant number of these encrypted facts! However, there is a small problem – in order to read this text in full, it must be restored in accordance with the rules for structuring the text. And in order to find out what phenomenon we are talking about, it will be necessary to decipher its name using a special key.
A hint on how to complete the exercise is located next to the task (you must click on the question mark).
Thanks to this lesson, the student will not only practice structuring texts once again, but will also feel like a real Sherlock, deciphering the hidden names!
7. An important part of the Ukrainian language course 5 class are final sections. In addition to the fact that they form the socio-cultural and activity competences of students, they also consist of educational aspects. Since each lesson, in addition to general educational materials, offers certain learning activities with a word, sentence, text and dialogue.
F.6 Young paramedic course
This exercise belongs to the section “Me and society”. It speaks of an extremely important public matter – the provision of first aid. Thanks to such a task, the student perceives, analyzes, evaluates the information read or heard, selects and uses those that are necessary to achieve a specific communicative goal.
The child forms a value position regarding civic patriotism, love for the Motherland, respect for its history, culture and historical monuments, family values, recognition of the value of one’s own and others’ health, optimism in the perception of the world.
In this lesson, the student will need to resume the dialogue. Namely, its order. After that, you need to give an answer to the last remark. If the student has done everything correctly, he can proceed to the next stage.
As you can see, the 5th grade in the Ukrainian language is incredibly busy. Students are waiting for a wide variety of exercises from different topics, bright characters and real rewards. We hope that our young and adult users will really like it. Therefore, let’s explore!
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Study of vocabulary words learning strategies in Russian language lessons
References:
Reznitskaya, IG Research of vocabulary words learning strategies in Russian language lessons / IG Reznitskaya.
– Text: direct // Pedagogical excellence: materials of the II Intern. scientific conf. (Moscow, December 2012). – Moscow: Buki-Vedi, 2012. – S. 134-138. — URL: https://moluch.ru/conf/ped/archive/65/3126/ (date of access: 07/25/2023).
Study and
not to think – to waste time in vain,
to think and not
learning is destructive.
Confucius “Conversations and
judgments”
Many
teachers repeatedly faced difficulties in mastering the material
students. It would seem that a simple topic causes difficulties for the student,
and vocabulary words, even those that are regularly memorized in the classroom,
are written with errors. The apparent simplicity of the material also brings
complexes to the child, he develops self-doubt and
the motivation for learning weakens: “no matter how you teach, it doesn’t matter
nothing is remembered.” Failure to understand and apply
the studied material entails a number of psychological problems.
Our
view, to help the student cope with such problems can
personality-oriented approach (I.
S. Yakimanskaya) [1], within
which conducts personality-oriented developmental education, and
also targeted development of cognitive strategies. Author
article is a member of the city experimental site
“Study of cognitive strategies of schoolchildren” under
management of Pligin A.A. [2], within which a number of
research aimed at mastering the rules of the Russian language and
effective ways have been developed to apply these rules to students in
practice [3]. Research has also been carried out to identify
vocabulary learning strategies below. IN
as a result of this experimental activity, I came to
conclusion that such work enabled students to learn
deal effectively with complex and voluminous material, determine
own learning strategy. System for identifying strategies
memorizing vocabulary words and translating the experience of successful students inside
class helps students not mechanically, but consciously memorize words
and successfully, without errors, apply them in practice.
For
it was obvious to me: in order to acquire any knowledge,
it is necessary to analyze not only the material with which you
you work, but also your actions while working with it. interesting in this
sense of the words of the ancient philosopher Confucius: “ Listen to
– and you will forget, look at
– and you remember, do
– and you will understand. To paraphrase, we say: “Analyze –
and you will understand.”
First of all,
I analyzed part of the vocabulary in a lesson with fifth grade students
words placed in the textbook and proposed for memorization, and
demonstrated different ways of working with them. We shared
words into groups according to the type of spelling, remembered spelling rules
some words, selected for some part of the test. second group
unchecked, dictionary words, we left for more detailed
analysis.
Pursuing not
one year of the problem of working with vocabulary words with students of different
ages by participating in various seminars, attending trainings and
master classes, I realized that in a number of sections of the Russian language
there are no regulatory strategies.
Therefore, having analyzed
own work experience, I decided to formulate and describe my
strategies to use them as normative by checking them
efficiency in working with students.
Thus,
on the basis of introspection, I have identified the following own
strategies for memorizing complex unverifiable words: etymological,
associative, sensory-semantic.
Etymological strategy
includes the study of the origin of the word in the event that it
affects memory. Consider, for example, the word “reflect”,
occurring
in the textbook of the Russian language M.M. Razumovskaya for grade 5 [4]. IN
etymological dictionary [5] gives the following interpretation of the origin
of this word: « TIME .
General Slav. The derivative of is .
Times
– original
“hit”. Wed reflect ,
about times » .
Thus, correlating the etymology with the modern word, we get
verification, which was previously not suspected.
Similar
working with a dictionary has a number of advantages: first of all, it is useful for
the student’s own experience of working with reference material – a dictionary,
in addition, a painstaking search for a word helps to correlate the whole image
the searched word in the etymological dictionary with its fragments. And also ←
back
forward
→
when implementing
etymological strategy, students also remember various forms
of this word and similar, cognates, for example: irresistible
image, education, etc.
Associative strategy
allows based on the selection of associations by similarity and adjacency
consonant words and images to reveal the brightest word, allowing
memorize an unchecked dictionary, for example, dahlia
– George .
like this
Thus, I formulated a search strategy for an associative word
in the following way:
-
I carefully read the word
starting the search for a consonant. -
Search result
a certain image appears, either phonetic or visual. I’m writing down
All. -
I choose from the general
quantity is the brightest. -
I mark first on the sheet
paper, writing both words side by side, highlighting it in different colors
parts. -
memorize visual image
and mark it in memory. -
I speak
both words to have not only a visual, but also a phonetic image
words. -
When it seems to me that I
remembered quite firmly, I try to distract myself by working in the same way
way with other words. -
At the last stage
I combine the analyzed words together and write them down from memory.
If this work goes smoothly, without any
difficulties, it means that I reached the goal.
Sensory-semantic
strategy involves working with a word based on its deep
analysis. An example is the word “person”.
We will check the first letter “E” with the word servants ,
logically assuming that in ancient times these words were related,
the next letter “O” will be correlated with the word “ chelo »
– forehead.
U
it turns out that « people poison
beats people”
way, picking up two “test” words in which
doubtful unstressed vowels were under stress and connecting them
into a single concept, remember the spelling.
Using and
interpreting the above material, I familiarized the students with
etymology of those words in which the spelling depended on the history of their
education. Then I gave them as homework
try to apply in my own practice the suggested by me
different ways of remembering those words that cannot be
check: draw, rhyme or pick up your own
way of remembering, as well as to find in the etymological dictionary those of
suggested words that are presented there. Ultimately
students had to prepare for a vocabulary dictation,
by analyzing the words proposed in the textbook exercise.
Dictation,
written in the next lesson, demonstrated quite good results:
The students didn’t get a single C. Unfortunately, through
some time I found out that many used their old
proven way – rote memorization to save
time spent preparing.
Then I decided to repeat
experiment: a month later, without warning in advance about the upcoming
work, gave the same dictation. The result was quite predictable by me –
There were many more mistakes made. Of course, mechanically
learned words during this time were safely forgotten. Exactly these
results and served as the main argument in further work with
vocabulary words and helped formulate target:
to identify strategies for memorizing vocabulary words by students in order to
to enrich the less successful students with the most successful strategies and
adjust them that way.
Next
the stage of work was the analysis of the actions of students, which was studied during
the help of a survey. For this purpose, a questionnaire was created for them,
which the students had to complete. How do they work with questionnaires?
fifth graders, that is, children who have just crossed the threshold of secondary
schools and for the first time dealing with this type of activity, then to their
the questionnaires also had to make an explanation to which they
could apply without the help of a teacher.
|
How What How |
|
|
Write |
|
|
What |
|
|
Describe 1. 2. 3. Etc. |
|
|
How are you How |
|
|
What Describe all your activities |
|
|
How |
Explanation:
-
B
the first column asks the question: “How did you decide that you would
memorize vocabulary words? Describe in detail what worked
reason, motive that made you turn to memorization
these words, how did you understand that it was necessary” -
Remember how
memorizing words taught you in elementary school and fifth
class, what methods did come up with
you yourself
learning process (the latter is very important, therefore it is highlighted in bold
font). -
Explain why you chose
this time exactly
this one
way, and not another, than it is more interesting and effective for you
others -
It is necessary to remember and
describe each, even the smallest stage of working with the rule from the moment
opening the textbook and until the complete assimilation and memorization of each
words, breaking all their actions into stages. -
Describe your feelings. How
you realized that you are going in the right direction, how do you check yourself
at every stage of learning? -
Describe in detail what
You experience feelings and thoughts if errors occur during verification. What
you are doing to make knowledge more solid. How are these mistakes
liquidate? -
Describe how you understand
that he reached the goal: learned vocabulary words?
I bring
examples of several completed questionnaires of successful students:
-
I decided to learn the words
different ways that we were shown in the lesson. It was
homework, and
the teacher promised to give a dictionary dictation with these words. -
I know several ways
memorizing words: read and learn several times, write them out on
leaflet, draw words, pick up associations. -
I chose the method of parsing
words. I read a lot and know a lot of words, so I’m trying to figure out what
they mean and why they are written like that, how they are formed, because it
sometimes explains the spelling of words, such as “vermicelli”
came from the word “vermis” – a worm (“E”
stands under stress) and “pel” + men (big ear) –
dumplings. -
I open the textbook
I read the words carefully. I put aside the ones that I know how
are written. I dismantle the rest, trying to understand why they are so
written. I speak them all the time. I must understand why
Each letter in the word is written exactly like this, otherwise I will make mistakes. -
If I understand the meaning
spelling words, what they mean, I learned them.
-
If
If it doesn’t work, I’ll start over from the beginning -
I understand that everything
I did when I have no questions for myself.
It was
More
interesting example:
-
I started learning because
I want to be literate. -
I know many ways
sketching instead of difficult letters of different pictures similar to letters,
division into several parts, remember, reading words, do
cheat sheet. -
I chose this time
way of dividing into groups, because it is the most convenient: I know
only two groups of words – with a checked unstressed vowel in
root and unverifiable words. -
I open my textbook
I carefully read the words aloud, divide them into groups, write them down into different
leaflets: first – you can pick up a test word
(I select, designate spelling) and put the leaflet aside.
I take unverifiable words, find difficult letters, invent others
words that are similar to these but easy to remember or draw
something like that, then I write a cheat sheet with them when you write it,
everything is in memory. -
I close all textbooks and
with each group of words I dictate them to myself again. If there are no errors –
remembered. -
I can do everything
because I always come up with something. -
I wrote my mother’s dictation
on “five”, and she praised me.
Next I
I would like to offer only the most interesting strategies for working with
in dictionary words, written out from the questionnaires (in my version):
-
I divide into two groups: the first
– “verifiable and easily explained”, the second –
only “memorable”. In the second group I divide into parts:
the first – all with unverifiable “O”, the second – with “E”
etc.. Then I look for some system in memorizing words,
making associations. Sometimes associations are easy to come up with,
for example, a quiz – Victor. And sometimes it takes a long time
invent. -
By the way, I don’t
could pick up an association. I had to split the word into syllables
economy. Then I looked at the first syllable and remembered how we
mother bought new shoes at a discount in the Ekko store.
So the association came by itself: we saved on Ekko
– economy – “Eco” -
I make associations
because often a successful association is recalled when dictating
faster than the word itself: first you remember the association, and then
the word comes to mind. And it happens that when you pick up an association
difficult, you often repeat a word in search, divide it into parts, so
you suffer for a long time that you remember the work itself (the process of work – approx.
author). It turns out that the association itself is no longer needed:
it is remembered how the word came up with a specific letter.
Then I looked at the first syllable and remembered how we No. to
Unfortunately, not everyone wants to spend time on such a deep
preparation, respectively, the result is not long in coming.
I will give an example of filling out the questionnaire by the least successful student:
-
I started learning because
said the teacher. -
I know many ways (not
not one is indicated, – approx. author) -
I chose learning because
that it is the lightest. -
Found a page
teach, I teach for half an hour: I read and repeat the words, then I check myself. -
Mom helps me understand
whether I learned well, checks me every time. -
If it doesn’t work, I sit down
and learn again. -
If the last dictation
I wrote from my mother without errors, which means I learned it.
Certainly
The result of such a system will not be long in coming. If the first
this student wrote the dictation the very next day after a similar
work with three mistakes, then a month later in the same words he made them
much more.
These problems have led to
next step in my work. I gave this student
take advantage of the strategies of his more successful comrades. He chose
selection of associations. The first work with words we did with him
together, he spoke the invented words aloud, and I
edited, leaving the most successful.
In subsequent lessons
my editorial activity was no longer required, the student understood
meaning of work. Valuable, from my point of view, is already the fact that such
activities he began to broadcast and to work with the rule, as well as
used to memorize everything that is difficult to remember
mechanically.
Of course, for comparison
analyzed only the strategies of the most successful and least
successful student to illustrate how they differ
from each other and thus conclude what the problems are
poor performing average student. Summarizing
the foregoing, I can say with confidence that the mechanical
memorization
leads to mechanical “forgetting”.
the same
difficult is opportunity convince
in this very student, explain to him that the problem is in the wrong
organization of work, since the child sincerely believes that it is easy for him
things are not going my way. Precisely to convince such lovers
memorize, and they are the majority, I gave the second test work, in
during which many realized that the chosen system is not “easier”,
but much more difficult, as it involves a longer preparation,
which could have been avoided by spending time on other, more
efficient ways of remembering.
At the next stage of work
from the whole variety of methods proposed by students in the questionnaires,
selectable collectively
the most interesting and is compiled jointly with the students universal
memorization of vocabulary words:
-
Read carefully
word. -
Divide it into pieces
put stress, underline unstressed vowels and doubtful
consonants. -
Determine which morpheme
spelling, is it possible to explain the spelling of a word by a rule or
you just need to remember. -
If the spelling of a word
cannot be explained, refer to the etymological dictionary, perhaps its
the spelling is explained by etymology. -
If the word cannot
explain or check, try to find an association to everything
word or to a separate part of it, draw difficult letters. -
Write down the whole word
using invented associations, say it out loud. -
If with oral and
you don’t experience any difficulties with written verification, which means that vocabulary
you remember the word well.
Next I
I suggest students to analyze another group of vocabulary words right at the lesson
words, using the new training system: the strategies of comrades and
compiled memo. Undoubtedly, special attention should be paid
“lovers of cramming”, helping them to reorganize
work in a new way. The following vocabulary dictation prepared by
similarly, showed a much higher result:
70% of students wrote their work with excellent marks, 25% with
“good”, and only 5% demonstrated low knowledge
(this is partly due to speech therapy problems).
Thus, it is possible
say with absolute certainty that if you do such a job
regular and systemic, then it will bear its rich fruits, and
the number of mistakes made by our students in writing,
will decrease significantly, because, as the Professor said
Neuhaus, “Knowledge,
acquired without personal effort, without personal effort, is dead knowledge.
Only what goes through your own head becomes yours
property.”
References:
-
Yakimanskaya I.
