![]() ![]() However, even though the nonsense word “jall” does in fact rhyme with “ball,” we do want to let children know that it is not actually a real word. For example, in the ball toss game, let’s say the teacher’s initial word is “ball,” and the children begin to identify rhyming words, such as “call” and “tall,” until one child proudly announces, “jall.” The teacher may acknowledge, “Yes, those two words do sound the same at the end, so ‘jall’ does rhyme with ‘ball.’ Bravo!” If the child is meeting the goal, in this case generating a rhyming word, we certainly want to validate the child’s success. It is important to note a few things when this happens. For some kids, she gives a hint to help them come up with a word.Įven with such supportive teaching moves, children are still bound to come up with nonsense words from time to time. She has picture cards on hand to provide visual images of some common rhyming words in the “-all” family. The teacher differentiates the instruction by supporting and scaffolding the children to better meet their individual needs. Imagine a ball toss game, where the teacher says a particular word, and then the children toss the ball to one another until everyone has had a turn to say a rhyming word. ![]() We may be doing a phonological awareness activity, for instance, in which we ask the children to generate rhyming words. How do we effectively handle these teachable moments? We need to find a way to validate the child’s offering, without muddling the difference between words that are real and words that are not real in their impressionable minds. As teachers of young children, we all have encountered learning scenarios in which a child makes up a word. ![]()
0 Comments
Leave a Reply. |