Playing with words

The first in a series of blog posts considering playful approaches to vocabulary and spelling.

I had a tidy-up in my office recently. As is customary with tidying, I made a great big mess then threw a huge pile of paper into our recycling bin. I also found a long-forgotten notebook. It was whilst flicking through said notebook that I found a list of activities I’d made for teaching phonics, spelling and vocabulary. This rather fortuitous case of lost and found has led to a resource upload and, I hope, to a series of blogs about playing with words.

Roll a plural

Knowing whether to add s, es, or to ‘drop the y and add i’ isa huge ask for some of our little learners. To both learn and practise this key spelling skill, I’ve added my Plurals Cube activity to the Resources Page here on the Primary English website. Just scroll down to the Phonics and Spelling section and you’ll see the resource flagged with NEW!!!. As with all the resources on the page, it’s free of charge to download and you’re welcome to share it with friends and colleagues (please just say where it came from).

It’s an easy resource to use. Simply roll the dice and find a word card from the selection that uses the rule shown on the dice.

Word in a word

Do you ever look at a word and spot the other smaller words within it? I don’t mean anagrams, but instead the words that form as you scan the word from left to right. I know I’ve really annoyed my teenage daughter by doing this on the way to school in the morning – not that I’ve allowed her annoyance to stop me doing it. Here’s the example that annoyed her most recently:

Me (pointing to the Land Rover Discovery in front of us): Dear child, have you ever noticed the number of words hidden inside Discovery?

Dear Child (grunting): No? But you’re gong to tell me about them aren’t you?

Me: Or we could do it together. Okay, we won’t do it together, but let me tell you about them. Disc, disco, discover, is, cove, cover, over, very…

Dear child: Mum, stop it. Please…

I’m happy to admit that I’m quite sad, but I do think this a great activity for learning to spell longer words by spotting the little ones inside it. And of course, it’s a good way to explore new vocabulary by working out where and what the hidden words might be.

That’s it for my first blog of 2019. I plan to be back soon with more ideas for playing with words. If you liked this blog post here’s an old post about playful approaches to vocabulary building: Very Punny vocabulary

Best wishes,

Rachel

Rachel Clarke is the director and owner of Primary English Education. All content on this site belongs to Rachel and is protected by copyright. Use of Rachel’s content without permission will be challenged. Please do not reproduce, plagiarise or monetise any of Rachel’s content.

Riddle with vocabulary

In my last post I discussed the usefulness of puns for developing vocabulary. In this post I look at riddles as tools for language learning.

Riddles work in a similar way to puns but also encourage problem solving and lateral thinking as demonstrated by this popular riddle: What has a face and two hands but no arms or legs?  As adults it’s fairly easy to solve by applying our understanding of the words ‘face’ and ‘hands’ into our knowledge of the components of an analogue clock, rather than as human body parts. We make a semantic link. But for many children this is a challenging leap into using familiar language in a new setting. Dare I suggest, the notion of an analogue clock is one that is less familiar to many of our children than once it was; making this riddle particularly tricky.

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Very punny vocabulary

In this post I consider the use of wordplay for building vocabulary.

I like words. There are some words that I use frequently like ‘fabulous’, ‘certainly’ and ‘education’. And then there are words that I love like ‘rambunctious’, ‘filibuster’ and ‘pearlescent’: rich words, which sound pleasing to my ear, but I use infrequently as they can only be used in specific situations. A good vocabulary is like this – it needs to be full of really useful words to use in everyday situations, but to be really effective must also contain less common rich words which enable clear communication in very specific situations. The 2014 National Curriculum recognises the importance of a good vocabulary and mentions it in the programme of study for reading, and writing, and of course explicitly, in Appendix 2: Vocabulary, grammar and punctuation (yes, I’ve emboldened vocabulary because appendix 2 is about more than grammar alone).

Learning academic words and rich vocabulary is important for children. However, ensuring that vocabulary teaching is more than the list-learning of words, requires creative thinking. Let me demonstrate:

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