Vocabulary 2nd graders: Academic vocabulary words for 2nd graders

Second Grade Vocabulary Curriculum YEAR-LONG BUNDLE – Miss DeCarbo

This YEAR-LONG Vocabulary Curriculum BUNDLE for second grade includes 32 weeks of vocabulary instruction, lesson plans, activities, discussions, word play games, digital and printable books, passages, synonym and antonym sorts, vocabulary puzzles, writing response printables for vocabulary and word application, word guides for the teacher, vocabulary cards for vocabulary notebooks, research and rationale guides, and assessments! The year-long curriculum will expose your students to a wide variety of Tier 2 vocabulary words in order to help them build skills for oral language, writing, reading, and real-world experiences. Each lesson can be completed within twenty minutes, and offers the teacher flexibility and differentiation along the way!

Your students will build essential skills in the areas of:
• writing
• reading
• oral language skills for discussions, conversations, and speaking in complete sentences
• real-world experiences and connections to books and passages
• Tier 2 vocabulary skills and essential understandings for Tier 2 words with multiple meanings, synonyms, antonyms, how to use words correctly within context, and more!

This Vocabulary Curriculum for Second Grade is a Year-Long Bundle and includes FOUR sets. Each set contains eight weeks of instruction:
• Vocabulary Curriculum for Second Grade SET 1
• Vocabulary Curriculum for Second Grade SET 2
• Vocabulary Curriculum for Second Grade SET 3
• Vocabulary Curriculum for Second Grade SET 4

Five detailed and descriptive “Master Lesson Plans” are used each week to help you facilitate the vocabulary instruction and activities. In addition, an At-A-Glance Weekly Guide and a Teacher Word Guide are included each week. These pages will give you a quick glimpse of your weekly words, your day-to-day activities, and important vocabulary information such as kid-friendly definitions, example sentences, synonyms, antonyms, and multiple meanings (when applicable).

Is this curriculum based in research?
YES! A four-page Research and Rationale guide is included in the resource and in the free preview file for your convenience. A complete list of vocabulary research citations has also been included so that you can see what I read and used in my own vocabulary research over the past three years.

“What is the weekly vocabulary routine?”

Day 1: Introduction You will introduce a very short reading passage to your students. The passage is set up as a “cloze text.” After completing a quick word prediction activity, you will share the week’s new focus words with your students. Then, the students will help you place the week’s focus words into the context of the story. Detailed and descriptive “Teacher Discussion Questions” are included for Day 1. These discussion questions help you explain each word’s meaning and its relation to the text. It also includes prompts and vocabulary games that help students connect the vocabulary to their own lives. I recommend writing the short passage on sentence strips and placing them on a pocket chart. This helps the students interact directly with the text and physically manipulate the word cards. If you prefer not to do so, a projectable page is provided for you. Student copies of the passage are included if you would like students to fill in the words on their own throughout the lesson.

Day 2: Story Time Your students will gather to listen to a short read-aloud booklet that puts the focus words into a new context and situation. The book is provided in a digital format so that you can project it onto your screen for the class to follow along. (Printable versions are included, too. Digital booklets open on any device that has Microsoft PowerPoint installed on it.) Seeing and hearing the words in a new situation and scenario helps the students to make connections between the words and better understand each word’s meaning (and multiple meaning, if applicable). Once again, detailed teacher language and discussion questions are provided. After the read-aloud, your students will complete a quick writing response activity. The writing prompt is connected to the read-aloud topic and helps students apply the words they are learning to their real lives.

Day 3: Connections It’s synonym and antonym day! Today, you and your students will complete one of two activities. You can choose to revisit the story from Day 1 and replace the week’s focus words with synonyms and antonyms. Or, you can complete a synonym and antonym word sort together using the word cards. Your students will be exposed to MANY wonderful Tier 2 words through these activities! An optional student copy of the word sort is included. This would make a great small group activity, or the printable can be completed by the students as you are working on the lesson together.

Day 4: Word Play A vocabulary word play menu is included within each set. This menu contains different hands-on activities to help your students “play” with and use the words they are learning. Each set includes new word play activities! The following vocabulary games and activities are included:
•Word Drama – Students will participate in a game in which they will act out the meaning of various words.
•Word Colors – Students will color a crayon template based on the color he or she thinks represents or describes the meaning of each week’s focus words.
•Word Emojis – Students will hold up an emoji stick to show and explain how each word makes the student feel.
•Word Theater – Students will orally create a story or “play” that uses the week’s focus words, synonyms, and/or antonyms using character sticks with a partner or a small group.
•Word Chat – Students will assign each focus word to a picture card that they think best represents the word’s meaning.
•Word Chant – Students will participate in a word rap to practice synonyms, antonyms, and definitions.
•Synonym Sing-along- Students practice synonyms with a fun sing-along song!
•Antonym Sing-along- Students practice antonyms with a fun sing-along song!
•Word Puzzles- Students experiment and play with synonyms by completing puzzles that provide an understanding of how words are related using meaning and context.
•Word Wonderer -In this fun game, students will guess the focus word as other students give clues, definitions, and synonyms to explain and describe the words.
•Word Artist – Students will illustrate the word before the timer runs out as their friends guess the mystery vocabulary word.

Day 5: Application Your students will complete a “Sentence Stem” writing activity. Sentence starters have been provided for each of the week’s focus words. Your students will complete the sentence in order to practice using the sentence correctly and within the appropriate situation. This activity also helps your students apply the words to their own lives, and truly “own” the words!

What else is included?

Optional Quick Sketch Assessments are included each week. These can be used to assess your students’ understanding of the words, or, used as an additional activity.
• Optional cloze assessments are provided.
• Label the Photograph printable – This activity is a printable version of the “Word Chat” activity and can even be used as an assessment. The students will cut, label, and glue a word to each picture that he or she believes best shows the word’s meaning.
• Vocabulary Word Cards – Use the word cards on a Vocabulary Word Wall within your classroom to show off all of the great Tier 2 words you and your students are learning, or, use them in personal vocabulary notebooks.

You can use as many lessons as you want each week or as few as you would like! One of the beautiful parts of this program is the flexibility it provides. If you have a short week, you can easily pick and choose the lessons that work best for your students. It can also be as “rigid” as you would like by sticking to the detailed plan. While I cannot give an exact time frame for each lesson plan due to varied classroom structures, management, student needs, etc., you should plan on roughly 15-20 minutes a day for your vocabulary routine.

Your students will be immersed in vocabulary instruction that uses best practices and brain-based research. As teachers, we know that students who are provided with isolated vocabulary instruction often fail to retain the words, meanings, and connections to their own lives. This second-grade curriculum teaches vocabulary words within the context of short, kid-friendly passages and stories. Your students will always be exposed to vocabulary words that are embedded in text and real-world situations. We also know that students retain words when they have ample opportunities to use the words and apply them to their own lives. Each set focuses on rich and robust classroom conversations, word play activities, word association games, and the connections between words as your students are exposed to synonyms and antonyms on a weekly basis.

I strongly encourage you to download the free PREVIEW FILE to learn how this curriculum works and how easy it is to teach! A SAMPLE WEEK has been included in the preview so that you can better see the learning activities. Additional FAQs have also been included in the preview file for your convenience.

This vocabulary resource is part of a vertical curriculum for Grades K-6!
Click HERE to find the Kindergarten Curriculum 
Click HERE to find the First Grade Curriculum

I am very excited to share this vocabulary resource with you and I hope you find it to be a wonderful instructional tool for your classroom! If you have any questions regarding the curriculum, please contact me via email at christina@missdecarbo. com and I would be more than happy to help! I sincerely thank you for joining me in this vocabulary journey and I hope you and your students have so much fun with it!

Christina DeCarbo-Wagers
Miss DeCarbo, Inc.
All Rights Reserved.
Copyright 2017

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20 Meaningful Vocabulary Activities for Every Grade

Learning new words is like adding to your writing wardrobe. Your writing becomes so much more interesting and engaging when you have more options available. These vocabulary activities work for all ages, K-12, and provide kids with a variety of learning options to help them build their own word bank.

1. Make a word map

Word maps help deepen understanding of a vocab word by relating it to other words and concepts students already know.

Learn more: Word Map/Upper Elementary Snapshots

2. Use the Frayer Model

Frayer models are a popular way to learn new words and concepts. Kids define the word in their own terms, then list facts and characteristics, examples, and non-examples.

Learn more: Southern Fried Teachin’

3. Draw vocabulary sketchnotes

Kids and teachers love sketchnotes! Rather than writing out definitions, have students draw a sketch that sums up each word instead. It’s a lot more fun and gives kids an image for visual association and to help remember the meanings.

Learn more: Now Spark Creativity

4. Bump words along

Group vocab words together with a few other words with similar meanings and one that’s an antonym. Students identify the antonym and “bump” it to the next box, filling in the next group of words. They continue until the worksheet is full.

Learn more: Reading and Writing Haven

5. Post a Graffiti Wall

Think of a vocabulary graffiti wall like a collaborative word wall. In the classroom, post the words on the wall and have kids add sticky notes to illustrate the term (they can use words or pictures). Online, try a tool like Padlet or Google Slides.

Learn more: Digging Deeper

6. Match words to describe character

This is a terrific way to practice vocab words pulled from books you’re reading. Ask students to use various words to describe the different characters in the book and their feelings, thoughts, and actions.

Learn more: The Sassy Apple

7. Fill in words from A to Z

This vocabulary game is fun and challenging, and you can play it at any age. Choose a word, then challenge kids to come up with related words for as many letters as possible. These could be synonyms, antonyms, examples, and more. Trickier letters are worth more points!

Learn more: A to Z/Lit in Focus

8. Try Flipgrid for vocabulary activities

Forever a Teacher at Heart/Twitter

Are you on the Flipgrid bandwagon yet? It’s perfect for vocabulary activities! Have kids record a quick video for each word, using their creativity to make it fun and meaningful.

9. Battle it out in Vocabulary Jeopardy

Good vocabulary activities encourage more than just memorization of definitions. That’s why we like this Jeopardy game idea. It explores synonyms and antonyms and how words are used in real sentences.

Learn more: Not So Wimpy Teacher

10. Use RAFTs to write vocabulary stories

Writing a story using vocab words is a perennial favorite, but the RAFT method gives it a new twist. Students are assigned a Role (the point of view from which they’ll tell the story), an Audience, a Format, and a Topic. For instance, they might be an astronaut (Role) writing a postcard (Format) to their friends back home (Audience) about what they’ve seen on Mars (Topic). RAFTs are especially great for kids who claim they don’t know what to write about.

Learn more: RAFT/Teaching Writing

11. Discover the power of words

Vocabulary words take on greater meaning when students incorporate them into their daily lives. Challenge kids to use their vocab words in conversation and writing outside the language arts classroom. Use the free printable worksheet here to help them keep track of how often they use them.

12. Create graphic organizers

Colorful organizers like these are terrific vocabulary activities. Want to go digital? Have kids make a slideshow, one slide per word. They can include the same information, but instead of drawing a picture, have them find one online that illustrates the concept.

Learn more: Graphic Organizers/Upper Elementary Snapshots

13. Focus on a Word of the Week

Give really important terms the attention they deserve. Choose a new vocab word each week, then explore it in depth day by day.

Learn more: Lit In Focus

14. Join the Million Dollar Word Club

Post a list of target vocab words. If a student uses one of the words in class (outside of vocabulary activities), they become a member of the Million Dollar Word Club! You can have them sign their name on a wall in the classroom or award a badge online. You could even develop this into a reward system for homework passes or extra credit.

Learn more: Million Dollar Words/The Sassy Apple

15. Explore shades of meaning

This is a cool idea for exploring synonyms and the slight differences that make words unique. Ask for paint sample strips at your local hardware store, or buy a clip art set. In the classroom, use these paint strips to make crafts for a bulletin board. Working in a virtual environment? Have kids print clip art strips at home or use the images to make slides or digital worksheets.

Learn more: Around the Kampfire

16. Personify a word with social media

This is one of those vocabulary activities kids will want to do over and over again! Assign each student a word and have them create a fake Facebook, Instagram, or other social media page for it. They can draw them freehand or complete a template like these from Teachers Pay Teachers. Post the images to a shared Google slideshow so other students can use them for review.

Learn more: Reading and Writing Haven

17. Play vocabulary word Taboo

In this game, the goal is for one student to get their partner to guess the word by describing or giving examples of it. The trick? There’s a list of additional words they’re not allowed to use! Let other students see the card in advance to help keep the players honest. (Flash it on a whiteboard and have the guesser face away.)

Learn more: Teaching Talking

18. Roll a die for vocabulary activities

Choose a vocab word, then have the student roll a die (these virtual dice are handy) to see which activity they get to complete.

Learn more: Roll a Word/Lucky Little Learners

19. Write an acrostic

Write an acrostic poem for each vocab term, using the letters to determine the first word in each line. This can get really challenging when words are longer!

Learn more: Vocab Acrostic/Upper Elementary Snapshots

20. Become a Word Collector

This is one of those picture books that grown-up kids will enjoy as much as little ones. Use it to remind your kids that they don’t need a vocabulary list to learn new words—new words are all around them. Encourage them to keep a word list or journal of their own to record new words they want to explore and use more often.

Looking for more language arts ideas? Try these 11 Essential Tips for Teaching Theme.

Plus, get all the latest teaching tips and ideas when you sign up for our free newsletters!

Second Grade (Grade 2) Vocabulary Questions for Tests and Worksheets

You can create printable tests and worksheets from these

Grade 2 Vocabulary questions!

Select one or more questions using the checkboxes above each question.
Then click the add selected questions to a test button before moving to another page.

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Which word BEST completes the sentence below?

A tree has the                 stem of all the plants.

1. hard

2. harder

3. hardest

Which word BEST completes the sentence below?

January is                 than May.

1. cold

2. colder

3. coldest

Which word BEST completes the sentence below?

The red ball is                 than the green ball.

1. small

2. smaller

3. smallest

Which word BEST completes the sentence below?

Toby                 a horse around the farm.

1. road

2. rode

3. raid

4. ride

Choose the word that is different.

1. doctor

2. lawyer

3. teacher

4. summer

When I add the suffix -ing it means it is happening right now.

1. True

2. False

If your teacher tells you to rewrite something, you

1. write it again.

2. write it for the first time.

3. erase it.

4. write more.

When something is not fair, it is

1. fairest.

2. fairer.

3. refair.

4. unfair.

Someone who is joyful is

1. without joy.

2. full of joy.

3. joyless.

4. a little happy.

When you are upset about something, you are…

1. happy

2. unhappy

3. happiest

4. unangry

When you want to watch something again you                 it.

1. unwatch

2. watchless

3. rewatch

4. watched

Ken filled his cup with too much milk and it                .

1. overflowed

2. reflowed

3. underflowed

4. preflowed

Night is to the moon as the sun is to the day.

1. True

2. False

Choose the word that is different.

1. kitchen

2. bathroom

3. shelf

4. hall

Which word SOUNDS the same as too?

1. two

2. tune

3. tool

4. tall

Which is the opposite of zip?

1. rezip

2. unzip

3. zipper

4. prezip

The earthquake                 the ground.

1. shock

2. chuk

3. shook

4. chooke

save someone from danger

1. instinct

2. rescue

3. fast-paced

4. family

Which word BEST completes the sentence below?

I will send a letter in the                .

1. male

2. mall

3. malt

4. mail

Choose the correct possessive to fill in the blank.

I think                 a very good student.

1. your

2. you’re

3. your’e

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Ohio 2nd Grade Academic Vocabulary – Social Studies

Grades: 2-2

Ages: 7-8


Series: Gallopade Curriculum, State Experience

Pages:

ISBN: 978-0-635-10287-4

Size:

Product Code: 102870

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$29. 99

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• Description

The Ohio Academic Vocabulary books helps students better understand vocabulary social studies content! Both Ohio Academic Vocabulary Teacher’s Edition and Student Edition for 2nd Grade includes 60 grade-specific words selected based on Ohio’s New Learning Standards for Social Studies AND Common Core State Standards for English/Language Arts!

The Ohio Academic Vocabulary Teacher’s Edition for 2nd Grade includes a “week of words” in a straightforward, thought-provoking, and FUN format. Every day for first four days of the week, you’ll give students a new vocabulary word. On day five, students will take a quiz on the four words using the Ohio Academic Vocabulary Student Workbook. Both books include an assessment for each word and a concise student dictionary. There are 15 weeks of quizzes. A must-have for every teacher!

The Ohio Academic Vocabulary Teacher’s Edition for 2nd Grade:
1. includes key vocabulary words hand-picked and correlated to selected based on Ohio’s New Learning Standards for Social Studies AND Common Core State Standards for English/Language Arts!
2. uses a focused approach to build students’ comprehension of the social studies standards by developing their understanding of integral vocabulary.
3. has a consistent format that is easy for teachers and effective for students.
4. includes reinforcing activities that engage students and strengthen vocabulary retention.
5. helps students learn how to apply their new words.
6. includes assessments for each vocabulary word.

This Ohio Academic Vocabulary Teacher’s Edition for 2nd Gradeis a valuable test-prep tool when used with the companion Ohio Academic Vocabulary Student Workbook for 2nd Grade!

This standards-based vocabulary resource will improve students’ ability to:
• Read grade-appropriate texts with fluency and understanding
• Determine the meaning of words and phrases
• Comprehend and analyze complex texts
• Answer text-dependent questions with close analytical reading

The vocabulary words for Second Grade are:
Accountability • adapt • artifact • artistic expression • bar • graph • biography • borrow • calendar • choice • climate • conflict • courtesy • creek • culture • dam • day • environment • explorer • fertile • flood • goal • goods heritage • hill • human characteristics • income • inventor • island • job • lake • landform • language • leader • location • map • map key • money • month • mountain • ocean • physical characteristics • plateau • pond • population • religion • resources • respect • responsibilities • rules • save • self-direction • services • shelter • specialization • symbol • technology • timeline • valley • week • year

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Second Grade Spelling Words – Free 2nd Grade weekly List, Worksheets

The second grade spelling program below spans 36 weeks and includes a master spelling list and five different printable spelling activities per week to help reinforce learning. Feel free to print materials for your classroom, or distribute to parents for home use. (read more about the spelling curriculum design.) To take full advantage of the program, consider using the spelling program together with the companion 2nd grade reading comprehension worksheets.

Teacher / Parent Materials (PDF Format)

2nd Grade Master Spelling List (36 weeks/6 pages) Download Master Spelling List (PDF)
This master list includes 36 weeks of spelling lists, and covers sight words, academic words, and 2nd grade level appropriate patterns for words, focusing on word families, prefixes/suffixes, and word roots/origins.

2nd Grade Dictation Sentences are now included in each week’s activity set: The teacher/parent will read each sentence aloud and the student will write each sentence on the provided worksheet. This helps ensure that students are making the connection between the spelling words and how they are used in context. It also allows you to check and correct problems with language conventions such as capitalization and punctuation.

Each week includes 5 Different Spelling Activities! 

Note: If you need to access the previous spelling list program you can access it here for a limited time:

Student Materials – Second Grade Spelling List Worksheets (PDF Format)

	Master 2nd Grade Spelling List Master Spelling List for all weeks
	Week 1 Word List Week 1 Spelling Words (List B-1): Sight words, r-controlled “a” and academic vocabulary
	Week 2 Word List Week 2 Spelling Words (List B-2): Sight words, -ai- pattern, and academic vocabulary
	Week 3 Word List Week 3 Spelling Words (List B-3): Sight words, -aw pattern, and academic vocabulary
	Week 4 Word List Week 4 Spelling Words (List B-4): Sight words, r-controlled “i”, and academic vocabulary
	Week 5 Word List Week 5 Spelling Words (List B-5): Sight words, -ight pattern, and academic vocabulary
	Week 6 Word List Week 6 Spelling Words (List B-6): Sight words, -ol- pattern, and academic vocabulary
	Week 7 Word List Week 7 Spelling Words (List B-7): Sight words, -ou- pattern, and academic vocabulary
	Week 8 Word List Week 8 Spelling Words (List B-8): Sight words, -ue pattern, and academic vocabulary
	Week 9 Word List Week 9 Spelling Words (List B-9): Sight words, r-controlled “u”, and academic vocabulary
	Week 10 Word List Week 10 Spelling Words (List B-10): Sight words, Long –ea pattern, and academic vocabulary
	Week 11 Word List Week 11 Spelling Words (List B-11): Sight words, short e –ea pattern, and academic vocabulary
	Week 12 Word List Week 12 Spelling Words (List B-12): Sight words, – ew pattern, and academic vocabulary
	Week 13 Word List Week 13 Spelling Words (List B-13): Sight words, r-controlled “e” -at family words
	Week 14 Word List Week 14 Spelling Words (List B-14): Sight words, -or- pattern, and academic vocabulary
	Week 15 Word List Week 15 Spelling Words (List B-15): Sight words, final blend – mp and academic vocabulary
	Week 16 Word List Week 16 Spelling Words (List B-16): Sight words, final blend – st, and academic vocabulary
	Week 17 Word List Week 17 Spelling Words (List B-17): Sight words, final blend – nd, and academic vocabulary
	Week 18 Word List Week 18 Spelling Words (List B-18): Sight words, final blend – sk, and academic vocabulary
	Week 19 Word List Week 19 Spelling Words (List B-19): Sight words, final digraph – ch, and academic vocabulary
	Week 20 Word List Week 20 Spelling Words (List B-20): Sight words, final digraph – sh, and academic vocabulary
	Week 21 Word List Week 21 Spelling Words (List B-21): Final – es pattern, and academic vocabulary
	Week 22 Word List Week 22 Spelling Words (List B-22): Final – ing pattern, and academic vocabulary
	Week 23 Word List Week 23 Spelling Words (List B-23): Final digraphs – gh/-ph, and academic vocabulary
	Week 24 Word List Week 24 Spelling Words (List B-24): Final digraph – th, and academic vocabulary
	Week 25 Word List Week 25 Spelling Words (List B-25): Final digraph –ck, and academic vocabulary
	Week 26 Word List Week 26 Spelling Words (List B-26): Final digraph –nk, and academic vocabulary
	Week 27 Word List Week 27 Spelling Words (List B-27): Final blend –ft, and academic vocabulary
	Week 28 Word List Week 28 Spelling Words (List B-28): Final blend – lt, and academic vocabulary
	Week 29 Word List Week 29 Spelling Words (List B-29): Initial wh – pattern, and academic vocabulary
	Week 30 Word List Week 30 Spelling Words (List B-30): Words with the suffix – ly and academic vocabulary
	Week 31 Word List Week 31 Spelling Words (List B-31): Words with the suffix – er. and academic vocabulary
	Week 32 Word List Week 32 Spelling Words (List B-32): Words with the suffix – est, and academic vocabulary
	Week 33 Word List Week 33 Spelling Words (List B-33): Words with the suffix – ful, and academic vocabulary
	Week 34 Word List Week 34 Spelling Words (List B-34): Words with the suffix – ness, and academic vocabularyy
	Week 35 Word List Week 35 Spelling Words (List B-35): Words with the suffix – able, and academic vocabulary
	Week 36 Word List Week 36 Spelling Words (List B-36): Final – sion/-tion, and academic vocabulary

Vocabulary Lessons for Grade 2

Second Grade Vocabulary Lessons

• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
• Lesson 9
• Lesson 10
• Lesson 11
• Lesson 12
• Lesson 13
• Lesson 14
• Lesson 15
• Lesson 16
• Lesson 17
• Lesson 18
• Lesson 19
• Lesson 20
• Lesson 21
• Lesson 22
• Lesson 23
• Lesson 24
• Lesson 25
• Lesson 26
• Lesson 27
• Lesson 28
• Lesson 29
• Lesson 30

Various vowel sounds.

Vocabulary Lesson 1

Click here to Practice Vocabulary List 1 »

Vocabulary Lesson 2

Click here to Practice Vocabulary List 2 »

Long sounds of vowels.

Vocabulary Lesson 3

Click here to Practice Vocabulary List 3 »

Vocabulary Lesson 4

Click here to Practice Vocabulary List 4 »

Vocabulary Lesson 5

Click here to Practice Vocabulary List 5 »

Vocabulary Lesson 6

Click here to Practice Vocabulary List 6 »

Various sounds of vowels.

Vocabulary Lesson 7

Click here to Practice Vocabulary List 7 »

Vocabulary Lesson 8

Click here to Practice Vocabulary List 8 »

Vocabulary Lesson 9

Click here to Practice Vocabulary List 9 »

Vocabulary Lesson 10

Click here to Practice Vocabulary List 10 »

Long sounds of vowels under the accent.

Vocabulary Lesson 11

Click here to Practice Vocabulary List 11 »

Vocabulary Lesson 12

Click here to Practice Vocabulary List 12 »

Vocabulary Lesson 13

Click here to Practice Vocabulary List 13 »

Short sounds of vowels under the accent.

Vocabulary Lesson 14

Click here to Practice Vocabulary List 14 »

Vocabulary Lesson 15

Click here to Practice Vocabulary List 15 »

Vocabulary Lesson 16

Click here to Practice Vocabulary List 16 »

Various sounds of A.

Vocabulary Lesson 17

Click here to Practice Vocabulary List 17 »

Vocabulary Lesson 18

Click here to Practice Vocabulary List 18 »

Vocabulary Lesson 19

Click here to Practice Vocabulary List 19 »

Vocabulary Lesson 20

Click here to Practice Vocabulary List 20 »

Various sounds of A.

Vocabulary Lesson 21

Click here to Practice Vocabulary List 21 »

Vocabulary Lesson 22

Click here to Practice Vocabulary List 22 »

Vocabulary Lesson 23

Click here to Practice Vocabulary List 23 »

Various sounds of E.

Vocabulary Lesson 24

Click here to Practice Vocabulary List 24 »

Vocabulary Lesson 25

Click here to Practice Vocabulary List 25 »

Vocabulary Lesson 26

Click here to Practice Vocabulary List 26 »

Various sounds of I.

Vocabulary Lesson 27

Click here to Practice Vocabulary List 27 »

Vocabulary Lesson 28

Click here to Practice Vocabulary List 28 »

Vocabulary Lesson 29

Click here to Practice Vocabulary List 29 »

Various sounds of O.

Vocabulary Lesson 30

Click here to Practice Vocabulary List 30 »

Spelling Lists Based on McGuffey’s Eclectic Spelling Book, by W. H. McGuffey.

Vocabulary work in elementary school grades 1-2 | Article (grades 1, 2):

Vocabulary work in elementary school (grades 1-2)

The most important task in elementary school is to enrich vocabulary. At 6-7 years old, the child is aware of the language means that he mastered in the preschool period, as he has a relatively mature attention and memory.

Often the vocabulary that a child hears and uses is not enough for him to express his feelings, thoughts, emotions, understanding the material being studied.

Poor vocabulary often interferes with successful work in the field of spelling. When checking spelling, students often do not find the necessary test words, because they are not in the active vocabulary of students.

A word is an element of the vocabulary only if it corresponds in consciousness to a known reality or a known concept. This can be done based on the figurative memory of children 7-10 years old.

Vocabulary work is a means of enriching the vocabulary of schoolchildren.

The dictionary can be made richer in quantitative and qualitative terms.

Students’ vocabulary grows quantitatively by 4-5 words every day. Working on the quantitative side of the dictionary allows you to eliminate such shortcomings as “does not remember the word, does not know its meaning”, “does not know the meaning of the word, it is not in its active dictionary”. Familiarization of younger students with different meanings of words, including figurative ones, is also an element of quantitative enrichment of the dictionary.

Russian language textbooks in the School of Russia program contain words from orthoepic, spelling, explanatory dictionaries, a dictionary of synonyms and antonyms.

In the spelling dictionary of the 1st grade – 29 words, in the 2nd grade 74 more words are added. Familiarization with them occurs gradually in the lessons of teaching literacy and the Russian language.

• Every day the students get to know each other and repeat 4-5 words.
• We write new words in the “Dictionary”, note which topic they belong to, keep the Thematic Dictionary.
• In the 2nd grade we write down vocabulary words in our Homework.
• From time to time we fill in vocabulary cards, write vocabulary dictations (including those composed by the children themselves), make cards of words in which mistakes were made, and compose “funny” texts from these words.
• In vocabulary cards we include words from the orthoepic dictionary, in which students put stress.
• In dictionary dictations for the interpretation of a word, schoolchildren recognize and write down the right word, antonyms and synonyms are selected for words.
• We expand the “Dictionary” by adding the name of the locality where we live, words from other educational programs.
• We play vocabulary games.
• At the end of the school year, we fill out a summary card of all vocabulary words, write the final vocabulary dictation.
• We celebrate the success of children in expanding their vocabulary.

Thematic dictionary

Grade 1

1. School

Girl, Boy, Student, student, student, ignorant, guys, teacher, class, poem, pencil, pencil case, notebook, portfolio, backpack, furniture, furniture language, alphabet, atlas, drum*, sofa, cardboard, suitcase, painting, Saturday.

2. Animals

Sparrow, crow, magpie, starling (birdhouse), locust, hare, fox, bear, rooster, dog, cow, ram.

3. Plants

Birch, beetroot, sorrel, bluebell, willow, mountain ash, apple tree, vegetable garden, basket.

4. Mood

Fun, good, cakes, boring, light, of course, what, what, more.

5. Place of residence

Village, city, St. Petersburg, Moscow.

6. Clothes, shoes

Coats, shoes, shoes, bows, prettier, pockets, boots, skates.

7. Mechanisms, professions, tools

Car, driver, escalator, kilometer, tools, cranes, work, worker, milkman, axe.

8. Food

Milk, carrot, cabbage, potato, plate, glass, tomato, apple, berry, lunch, breakfast.

9. Actions

Took – took, waited – waited, called – called, call – rings, repeat – – repeat, understood – understood, walked.

*Words from other educational programs are in italics.

Thematic Dictionary

Grade

1. Gymnasium

Girl, Student, student, guys, comrade, surname, teacher, teacher, class, director – director, pencil, pencil case, notebook, portfolio, furniture, language , alphabet, picture, drawing, assistant, understood – understood, sentence, monologue, dialogue, antonym, synonym, subject, predicate, spelling, intonation, suffix, prefix, poet, story, knapsack.

2. Time

Month, April, September, October, November, December, January, February, quickly, soon, suddenly, Saturday, today, first, once, then, sometimes, then.

3. Polite words

Hello, goodbye, sorry, goodbye, thank you, fine, thank you.

4. Rodina

Rodina, Russia, coat of arms – coats of arms, people, father, Russian, city, village, road, street, metro, Moscow, St. Petersburg, museum, statue, Fatherland, person, citizen, theater, citizen .

5. Mood

Fun, good, messing around, beautiful – more beautiful, loud, of course, on purpose, boring, what, to.

6. Plants

Birch, strawberry, cabbage, raspberry, carrot, aspen, harvest, sorrel, apple tree, berry, watermelon – watermelon, plant, vegetables, mountain ash, bluebell, chamomile.

7. Food

Shop, milk, lunch, dishes, sugar, glass – glasses, plate, apple, cottage cheese and cottage cheese, cake – cakes, scrambled eggs, bread – bread box, – took.

8. Animals

Poultry, Sparrow, Crow, Magpie, Bullfigure, Rooster, Chicken, Bindingman, Mammar, Beast, Hare, Fox, Bear, Monkey, Dog, Cow, Horsema, Assect, Dragonfly, Earthwater, Frog, Brush .

9. Work

Factory, shovel, machine, hammer, worker, axe, teacher, engineer – engineers, director – directors, tools, carpenter – carpenters, driver – drivers, crane – cranes, start – start – started – call, artist, tram, bus, trolleybus, profession.

10. Natural phenomena

Wind, hoarfrost, blizzard, frost, cloud – clouds, frost, rain, weather.

11. Clothes, shoes

Coats, boots, clothes, scarf, yellow, black, skates, shoes – shoes, scarf – scarves.

12. Location

Walked, be – was – was, gate, ahead, kilometer – kilometers, left, left, soon, how much.

At the end of the literacy period, elements of etymological analysis can be introduced. This increases the efficiency of memorizing words, develops interest in the word.

1st class

1. duty officer

ignoramus – does not know, does not know dash” – stone (elm – ebony, Karakum – black sands)

pencil case – “foam” – pen

notebook – “tetra” – four, fourth part of the sheet

briefcase – “port” – I carry, “fel” – sheet, I wear sheets

alphabet – alpha, vita – the first two letters of the Greek alphabet

Cardboard – “Card” – paper, cardboard – thick, hard paper

Picture – “Card” – paper, image of something

Card insert the letter

Virgin … CHA, D … crook, teaching … nickname,                                                                                                                      . furniture … l, … language, alpha … vit, … b … raban, d … van, … k … rton, h … modan, …

k … rtina, su …… ota.

Vocabulary dictation

A pencil for a girl,

a pencil case for a boy,

in the class on duty,

a teacher’s notebook,

on duty on Saturday.

The game “Who is more”

The word is given.

It is necessary to make the greatest number of phrases or sentences with it.

The student who completes the game wins.

Help desk game

One of the topics is selected, eg “Food”.

The teacher or student names the letters of the alphabet one after the other.

It is necessary to find in the dictionary and write down in a notebook the words that begin with this letter and are related in meaning to this topic.

The students who correctly wrote down the most words win.

The game “Pick up the words”

One of the participants in the game names the words denoting objects, the other players pick them up and write down words that are appropriate in meaning, denoting the signs of objects.

For example:

Sparrow – small, disheveled, cheerful ….

Crow – gray, smart, bold ……

Magpie – beautiful, cunning, shy ….

Vocabulary game

Given a word from a dictionary.

It is necessary to write out from the dictionary the words that begin with the letters included in the given word.

For example given the word: class

k – cabbage, basket …

l – fox, shovel ….

a – artist, atlas ….

s – forty, glass … ..

s –

The player (or team) who correctly spelled the most words wins.

Evidence of the quantitative enrichment of the dictionary is the ability to guess a word by its meaning.

Evidence of the qualitative enrichment of the dictionary is the ability of students to accurately identify a word by meaning from a group of synonyms.

Literature

1. Levushkina O.N. Vocabulary work in elementary grades: A guide for the teacher. – Vlados, 2008 – 96 p. (Library of an elementary school teacher)
2. Leonovich E.N. Spelling dictionary for elementary school. – M.: Finance and statistics, 1999. – 80s.
4. Uzorova Olga Vasilievna, Nefedova Elena Alekseevna. – Publisher: AST, 2011

(Series: For elementary school)

Lexical stock for Spotlight textbook Grade 2.

9000 9000 9000 9000

I CAN) I can . ..

Small (resin)

Download Vocabulary for grade 2, part 1.
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Learning English. Vocabulary for grade 2. Part 1.: 5 comments

has been looking for something similar for a long time, but could not find it. Thank you so much for all your hard work – straight to the point.

Thank you very much for the work done.

C L A S S . I would like a continuation.

A continuation exists. In addition to a selection of words, there are several posts with cards for learning these words.

Thank you very much for the information, now I will not make such a mistake.

We are all passengers of the same ship named Earth

How to make a dictionary

ch. 1
English Grade 2

English Grade 2 – Page 2

12- twelve (twelve)

3- three (free) 8- eight (aye)

4- four (pho) 9- nine (ne)

5- five (five) 10- ten (ten)

Plural of nouns

Plural of nouns is formed by adding the ending – s or — es

You and I learn a language surrounded by a vacuum. Lucky are those who are in a fertile environment of native speakers. They grasp new words and phrases on the fly, learn to form sentences, questions and negatives, understand why one or another article, pronoun, verb tense, etc. should be used. And even if they don’t understand, they simply remember. Because there is a role model nearby.

Those who have been deprived of such a gift by fate should not lose heart! Firstly, there is such a miracle in the world as the Internet, thanks to which we exist everywhere and everywhere. You can always find pen pals. They are also interested in talking to you. And believe me, no one cares about your level of English. The main thing is that, albeit with the most incredible language errors, you can express your thought. And communication is always practice. The more of it, the better. Free listening comprehension – movies, series, books, songs in English. Forget dubbing. Watch with subtitles. I remember my brother as a child could speak Japanese for a year after watching anime and dramas daily with subtitles. Your brain subconsciously builds bridges, creates connections, remembers. The main thing is to give him such an opportunity. So the lack of an English-speaking environment is another weak excuse for your laziness and uninventiveness.

Secondly, since books, movies, and networking are your only sources of new words and phrases, you should carry a dictionary notebook with you at all times and keep it as close to your body as possible. It’s even better to carry it always with you, so that when you have a free minute, drop in and teach. Great wisdom passed down from generation to generation: languages ​​are taught with a booty. We single out a common notebook, comfortable, beautiful – you still have to live with it. We divide it into three columns, as taught at school: the English version, transcription and translation into Russian. If you are already very advanced, you can skip the second column. Sat down to watch a movie or read a book – write down everything that seemed interesting or necessary to you. When you have time, close the column with the English version, read Russian aloud and say the translation from memory.

English Vocabulary. Notebook-dictionary in English

Read one page, you know that you made mistakes, read it again. Set aside 20 minutes of your time every day for this. You can even do it in several visits: 10 minutes in the morning, 10 minutes in the evening. Old fashioned way, I know. But it always works. I have similar dictionaries for all languages, although I have been studying, for example, English for more than 9 years.

When I started learning German, in addition to a dictionary, I also had a cardboard sheet filled with expressions needed during a conversation (“Do me a favor”, “I’m doing fine”), and introductory words (“in general”, “in short “,” at least “, etc.). It was called “Vital”.

There are three main points here. First: don’t overdo it. There is no point in writing everything down. Why do you need words like “collet”, “stirrup”, “snap close” or “cafard”? Write something that you can use later (for example, during conversations with your teacher. Second: do not take words out of context. Write out phrases and whole sentences! Third: not only do you write them down, you constantly look through and speak aloud. You need to apply in speech, and this is a guarantee that they will move from a passive vocabulary to an active one.Write messages or letters to your English-speaking friends, keep a blog or diary in the language and shove your beautiful words and expressions into them.0003

A dictionary is your support, an intermediary between the bottomless vocabulary of a foreign language and your memory. Enrich your vocabulary. Love the word, as Stephen Fry says. Stop speaking in primitive language with such “ruffles” as “bro”, “wassup” and, God forbid, “lol”. Develop and speak beautifully.

Some wonderful expressions for your dictionaries:

to know one’s onions – to know something thoroughly, to know something by heart

to take smth. with a pinch of salt – treat something with distrust, skepticism

Keep up the good work! – Keep it up!

to kiss good-bye (e.g. “If you leave your camera on a park bench, you can kiss it good-bye”)

I’m having the time of my life – I’m having a great time; I’m having fun

So far, so good – So far so good.

List of English words Grade 2

Issue of cards “NO for twos!” for the second grade was created taking into account the lexical minimum of the first or second year of study in schools with in-depth study of the language. Also, the textbook was addressed to first-grade students, with the study of English, and older students in the study of English as a second foreign language. Pupils who study the language according to the programs of a comprehensive school could use the release for a longer time.
child(children)
circus
class
clock
crocodile
daughter
desk
doctor
dog
doll
door
driver
duck
ear
egg
elephant
exercise
exercise-book
eye
face
father (dad)
fish
floor
food
foot (feet)
football
fox
friend
frog
fruit
fun
game2101 hair
hare
hat
head
hen
hide-and-seek
home
horse
house
ice cream
juice
kite
kitten
lamp
leaf(leaves)
leg
lemon
letter
lion
man(men )
milk
monkey
mother (mum)
mouse(mice)
mouth
music
name
neck
nest
nose
number
nut
orange
page
par park parents

01 pen
pencil
pet
picture
pie
pig
pilot
plane
plate
playground
pupil
puppy
rabbit
room
rose
ruler
school
sheep
ship
shirt
sister
skate(skates)
ski( skis)
skirt
snake
snow
snowball
snowman
sofa
son
song
sport
sport ground
stadium
star
stick
stone
dance
do
draw
drink
eat
fly
give
go
have(has)
hide
like
listen
look
meet
open
play
read
ride
run
say
see
sing
skate
ski
skip
sledge
speak
swim
thank
try
watch
write

adjectives:

angry
bad
big
smart
beautiful
funny
/, http://pasmr21. ru/kak-sdelat-slovar/, http://www.dvoykam.net/site/eng/sprav/2klass/

Methods of work when studying dictionary words

“Vocabular work is not an episode in the work of a teacher, but a systematic,

well-organized, pedagogically expediently constructed work.
A.V. Tekuchev

The leading pedagogical idea of ​​experiment : to show the possibilities of using pedagogical techniques that facilitate the memorization of words with unverifiable spellings in elementary school, to enrich the vocabulary of children; development of mental abilities, horizons of students.

Purpose: to share with colleagues personal pedagogical experience in the formation of students’ spelling literacy when working with vocabulary words.

Tasks: to form techniques for working out with children writing vocabulary words through various activities, by applying an activity approach; to interest colleagues in the proposed type of work.

Relevance

The problem of vocabulary work at the Russian language lessons is currently the most urgent. Among the main tasks of teaching in a modern elementary school are the development of speech and thinking of younger students. One of the indicators of the mental and speech development of schoolchildren is the richness of their vocabulary, which is necessary for the language as a building material.

The richer the active vocabulary of a person, the more meaningful, intelligible, literate and beautiful his oral and written speech. Therefore, a necessary element of vocabulary work is the translation of words from the students’ passive vocabulary into an active one. As well as the formation of the ability to correctly and competently express their thoughts in writing.

Primary school is designed to provide strong literacy skills. Practice shows that if these skills are not formed in elementary school, then in high school it will be almost impossible to do so.

Any teacher is deeply concerned about the question of how to help students become literate, how to master the spelling of unverifiable words, traditionally referred to in school practice as “dictionaries”.

Each of us accumulates our own theoretical and practical experience, comes up with our own original solutions.

– In order to write dictionary words correctly, what should be done?

– Learn, remember.

– Indeed, in traditional practice, dictionary words are subject to rote memorization, which is ineffective, and children continue to make mistakes in these words. Why? The answer is simple.

When getting acquainted with “dictionary” words, the child is assigned, as a rule, a passive role. But after all, children are inquisitive, resourceful, inventive – this should be used.

– Today, at the master class, we will look at some working methods.

Dictionary words, like the multiplication table, must be known by heart. That’s just the multiplication table is placed on one notebook page, and dictionary words – a whole thick dictionary. They must be taught, often returning to the same word over and over again.

– How to avoid simple cramming when memorizing?

– How to diversify this monotonous boring business?

Ways and techniques to help memorize vocabulary words

These methods, of course, were not invented by me. I spied on them from different authors and put them together to help myself and, of course, my students in their work.

1. Appeal to the etymology of the word

The most important, in my opinion, is the acquaintance of children with the historical formation of dictionary words: etymology, epics and parables. If you explain to children how certain words were formed, then it will be easier for them to find an association and remember the spelling.

I refer to the etymology of a word not always, but only when the etymology helps to remember the spelling image of the word. Here are some examples.

The word “ b e cut ” in the old days meant “clear, bright”. The word “white” was formed from the same root. Birch is a tree with white bark, b e b e cut.

The word “zap a e” comes from the word “to sink”. And the old saying: “the sun sets over the horizon” (instead of “the sun sets over the horizon”). Zap a e – the place where the sun “behind a ” over the horizon, p a gives.

The word “m e tel” comes from the verb “revenge”. Wind m e it is snowing. (m ё l, m ё t).

The word “st o persons” comes from the word “st o l”. In the old days, “holding the table” meant having power. Article o persons – the city where the one who “holds st o l” lives, i. e. has power.

Words “PL A Thting” and “PL A TOK” came from one word “PL A ”, which meant a square piece of materies.

2. Cue words

To attract an auditory clue means to associate a word with another that is always heard, easy to remember, and most importantly has a similar sound to a dictionary word. For example : P e t e carcasses; m e e for m e two; at C about nor from about tank; for M a shim m a tire; K o brown styl; K a tya y k a ingots; K a t na k a rtin; O for p O rtret; two K o l and in k o r and dore; d s vodka d s black; for i long for i c; l o mouth l o pats; tr a vma v tr a mvae; p and with p and sunk; no ur o him ur o zhai; houses from d e reva v d e revne; e o horns e o horns. Any teacher has in his arsenal many such helper words.

3. Distribution of words into groups according to the similarity of spelling

When studying vocabulary words of some thematic groups, it is convenient to first study words with an unstressed vowel “a”, then with an unstressed vowel “o” (or with some other), and then words with difficulties in writing consonants. For example, when studying vocabulary words on the topic “House, apartment” in grade 3, we first study words with an unstressed vowel “a”: , b a lkon, s a bot. Then – with an unstressed vowel “o “: cr o vat, p o rtret, s o se. The study of the topic ends with the word sch astier.

4. Use of vowel (consonant) schemes

When studying words with complex vowel spelling, write down the vowel scheme and try to memorize it. For example, car (aooi), skyline (oio), bicycle (eoie), library (iioe). And vice versa, in words where difficulties may arise in remembering the spelling of consonants, we draw up a consonant chart. For example, district (ryn), platform (prrn), happiness (hhst), territory (trrtr). Sometimes we write dictation only in vowels or only consonants. Children perceive this type of work as a game and perform such tasks with pleasure, which helps memorize complex words.

5. Games to help you master the spelling of dictionary words

In the phased game development, all the mechanisms (primarily arbitrariness) are formed that are necessary for successful learning and, in particular, for the formation of literate writing. Here are some games that you can use specifically for memorizing vocabulary words.

“Vocabular loto”

For the game, you need to make large cards with vocabulary words and small cards with the same words. The big cards are for the teacher and the small cards are for the students. The teacher presents the word, and the student who has a card with such a word raises his hand, pronounces the word spelling and turns the card over. The student with the cards turned over first is the winner.

“Wise Dictionary”

Fill in dictionary words that make sense. Underline the difficult letters.

• How to wall ______________.
• Keep your nose in the big __________.
• Live like a cat with ____________.
• Kui ____________ while it’s hot.
• __________ will bring to Kyiv.
• The word is not ___________: fly out – you won’t catch it.

Velcro Letters (magnets)

A certain letter (spelling) or several letters are given. For a certain time, it is necessary to “magnetize” letters to it (on one or both sides) so that dictionary words are obtained.

-oro-

• frost
• cow
• magpie
• road
• crow
• sparrow
• good

– Now we will try to “magnetize” so that we get dictionary words.

– olo- (straw, about, milk, hammer)

Encryption – alphabet

Each letter of the alphabet corresponds to a serial number.

1 2 3 4 5 6 7 8 9 …
a b c d e f h …

In the Alphabet theme, you can encrypt and decipher dictionary words.

1, 13, 13 , 6, 33 – (A LL EY) – in this option, you can immediately notice that the word will have a spelling for a double consonant. Mnemonics Mnemonics include such poems, stories, puzzles, drawings that evoke certain associations in children, help to remember the spelling of a dictionary word.

Mnemonics – a set of techniques and methods that facilitate memorization and increase memory capacity by forming artificial associations.

Graphic associations

There is no need to bind children to their own associations, they can come up with their own, because our children are inquisitive, resourceful, inventive – this is what we need to use. For example, these are. (frost)

The point is to see the similarity between the shape of the letter and the object. Children should make their own drawings, you can do it right in the notebook at the lesson or in individual dictionaries.

– Let’s try to use this technique and make up the word dog.

Method of sound associations

The essence of the successful selection of consonant associations to the memorized word. May be accompanied by a bright pattern that reinforces the image.

STREET. I went outside and saw a lot of familiar FACES.

SPRUCE FURNITURE.

COAT. The COAT is worn by Dad. Pavel in COAT.

– I suggest you pick up a few associative images.

concert – note, chorus, newspaper-paper, gate-gol.

“Associative hooks” with which we will remember the spelling of “difficult” words.

For example, a group of vocabulary words: in front, behind, left, right – can be associated with a Russian hero who drove up to a stone at a crossroads.

The words fast, soon, fun, good will help you remember a bicycle, or rather, its wheels, which look like the letter “o”.

7.

“Chepushin” reception

The essence of this technique is that we write down the dictionary word that we met in the lesson in a column. For each letter of this word, we write down previously studied words. If they don’t know the word by letter, they skip it.

M – bear
O – once
R – plant
O – about
Z – strawberry

In summer the bear eats plant roots and wild strawberries.

Once a bear made a lair for himself near a huge tree .

– I offer you the word city. Match each letter with a dictionary word. Then, from these words, compose a mini-text or separate sentences.

G – peas
O – cucumber
R – guys
O – vegetable garden
D – girl

• 1 gr. “Morphology”.
• 2 gr. “Phonetics”. Make a sound-letter analysis.
• 3 gr. “Word formation” Single-root words are selected, parts of words (morphemes) are distinguished.
• 4 gr. “Spelling” Learns the spelling rule from a dictionary. Count the number of difficulties, determine the rules for checking.

Checking the operation of groups.

In the 4th grade, when studying vocabulary words, I combine several methods of work.

ACQUAINTANCE WITH A NEW WORD

It can take place in different ways. It can be an illustration, a rebus, a poem or a riddle.

RECOGNIZING THE WORD

The word is read orthoepic, spelling, stress is placed, the letter to be memorized is explained. I use words – images for memorization. The word is written on the board and in notebooks. I propose to find the word in the text. Work with phraseological units, proverbs and sayings.

WORK ON THE WORD

1) Change the word for cases.

2) Pick up words with the same root.

WORK ON THE WORD IN SENTENCE

1) Write down riddles, proverbs, excerpts from works of art.

2) Make and write down a sentence with the learned word.

To consolidate the ability to write dictionary words correctly, I use the following methods of work:

1) write all dictionary words using a plot picture;

2) the teacher reads a poem, and after listening to it, the students must write down all vocabulary words.

One day, in a cold winter season
I came out of the forest; there was severe frost.
(one day, frost)

3) Piggy Bank

A group of vocabulary words is written on the board, not necessarily thematic. The words
can be matched to a specific spelling, to a specific topic of the lesson.

For example, when studying the topic “Paired consonants”, a group of dictionary words with paired consonants, similarly doubled consonants, etc. is taken. Such words
must be at least 10. For memorization, 1 minute is given, during which the students silently pronounce the words. Then the teacher closes the words.

Again 1 minute is given, but this time for writing words. Task: remember and write down as many vocabulary words as possible. Work must be checked
(self-check, mutual check underlining spelling).

4) Use of interactive simulators.

Systematic and purposeful work on difficult words arouses students’ interest in learning these words and contributes to their strong and successful memorization. It is necessary that the child uses the same word 5-7 times in various exercises. This leads to the fact that the student freely masters the vocabulary material and accurately applies it in practice.

This system gives a large percentage of students memorizing words with unverifiable spellings, and without special memorization; provides ample opportunities for creative application. A high result is achieved through the use of pedagogical techniques that facilitate the memorization of words with unverifiable spellings. The use of which contributes to the development of spelling vigilance, the enrichment of vocabulary, the development of mental abilities, the horizons of students.

I want to finish the master class with the words “A teacher is a student forever called to the board.” (S.Soloveichik). Teaching others – learn yourself.

Many thanks to everyone for their work.

We write vocabulary words without mistakes

The formation of spelling literacy among junior schoolchildren is one of the main tasks of teaching the Russian language at the 1st stage of general secondary education. The teacher must create conditions that allow students to learn to hear, pronounce and write words without making mistakes.

I start my work on mastering words with unchecked spelling in the 2nd grade from the analysis of vocabulary dictations. First, I suggest that the children write off and memorize the necessary words. Recently, I noticed that this form of work on the word does not give high results. Moreover, rote learning tires students and reduces motivation to learn Russian. How to organize the work on the study of vocabulary words in the lessons of the Russian language in such a way that students develop spelling vigilance and increase interest in studying the subject?

Analyzing my own experience and the experience of my colleagues in this area, the Russian language curriculum at the 1st stage of general secondary education, I came to the conclusion that the number of hours allocated for the study of phonetics and spelling in grades 2-4 is not enough to master the program material. How to achieve high-quality assimilation of words with unverifiable spelling, and at the same time improve the literacy of students?

In the 2nd grade, 43 hours are allotted for the study of the “Sounds and Letters” section. In grade 3, only an hour is given at the beginning of the school year to repeat what was studied in grade 2 (“Sounds and letters”, “Vowels and consonants”, “Stressed and unstressed vowels”, “Voiced and deaf, hard and soft consonants”). The material on spelling is not singled out in elementary school as an independent section, but is given along with the material on grammar, phonetics, word formation and relies on it, so I decided to change the approaches to teaching students the Russian language. I organized the work in such a way that the forms, methods and techniques used by me for memorizing words with unchecked spellings developed students’ interest in the subject and activated their mental activity and memory.

I work on memorizing vocabulary words in several stages. During the preparatory, according to the method of S.N. Lysenkova, I reveal a pattern in the spelling of words and divide them into groups. Each group has its own serial number, which allows you to efficiently organize the work at the next stage.

Groups of words. Grade 2