Multisensory Vocabulary Activities Matrix Mc Master PDF

Preview

Summary

Multisensory Vocabulary Matrix...

Description

Multi-sensory Vocabulary Activities Matrix Research strategies that apply to K-1, 2-3, 4-5, 6-8 and 9-12 and complete the Multi-sensory Vocabulary Matrix with Activities, Images and/or links to resources supporting your findings. Only one activity per grade band is required. Grade level bands – the bands are developed to help teachers develop a lens for adapting strategies for instructional needs by grade, age, and development of language learners.

Strategy How is this strategy appropriate for literacy learning through multiple senses for this grade level?

K-1

Sand or shaving cream writing: This activity lets kids use sight, touch, and sound to connect letters and their sounds.

2-3

Sandpaper letters: Letters cut out of sandpaper can help learners retain a tactile (touch) memory of letters and their sounds.

Students have to have a powerful association between vocabulary knowledge and reading comprehension. Vocabulary understanding, along with background knowledge. This will help the students to Comprehend the text they read.

Multi-sensory Justification What senses are addressed with this strategy? The strategies addressed with this strategy in the multi-sensory justification is that you don’t have to use the five senses (smell, touch, taste, sight, movement, and hearing) in every lesson I teach. I keep my students engaged with materials in many ways. The student’s sight is used through their reading, looking at their text, picture, and reading information on the board. Tactile…touch. Students start with a handful of sand on a cookie sheet or a dollop of shaving cream on a table. Then they spread out the sand or shaving cream and use their finger to write a letter or word in it. As they write, kids say the sound each letter makes. They then blend those sounds together and read the whole word aloud. Kids trace each letter with their fingers while saying the sound of the letter out loud. They can feel the shape of the letters as they write. They can also arrange sandpaper

Adaptations What grade band(s) could this strategy be adapted for?

What changes could be made to adapt this strategy for at least one other grade band?

This could be adapted for all of elementary, I believe. For each grade level up, the words would get increasingly difficult.

This too could be adapted for early elementary by using age/grade/level appropriate vocabulary.

letters on a table to spell out star or sight words. Then they lay a long piece of regular paper on top and color over the letters like a “gravestone rubbing.” After touching, feeling, and seeing, students can say each letter’s sound as they lay it down. Once they’ve built the word, they read it out loud.

4-5

Word building: Kids can build words with tiles or magnetic letters. Students can use color-coded tiles in various ways to help connect sounds with letters. They can also use magnetic letters that have vowels in one color and consonants in another.

6-8

Read it, build it, write it: You can use this technique to teach sight words to one or more students at a time.

The students use tactile learning, and each have a piece of paper with three boxes on it, labeled “Read,” “Build,” and “Write.” They also have cards with sight words, magnetic letters (or tiles), and a marker.

9-10

Illustrate the words: Show pictures or video clips that demonstrate the meaning of a word. Have students draw and label something illustrating the meaning of the word.

This is not limited to concrete nouns – a grim expression, a contemplative person, or absurd conduct can also be drawn. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as well as finely crafted caricatures. The infamous "flashcards" can be made more meaningful with illustrations, as well. This can be done by showing different ways that the idea is

This would be good for any grade level in K5, just change the terminology.

The older groups can collaborate on reading the sight word that’s in the “Read” box together with you. Then have them build the word in the “Build” box, using their letters. Finally, have students practice writing the word in the “Write” box. This would be good for higher grades, changing the vocabulary based on levels.

11 – 12

Reflection Question: Complete the following reflection by answering the question.

Play "Quick Draw": This doesn't have to be competitive, but it can be. See how quickly students can convey the essence of a words meaning on the board – without words.

expressed and having the students discover what makes them valid illustrations. This works especially well with words describing visual concepts, like many geography terms. Again, make sure students don't oversimplify things – if you play this game repeatedly, make sure the students are using different ways to draw the words.

This would be best more middle to high school students, adapting the level of the terminology.

What new ideas emerged when you made grade level, age appropriate, and language learner adaptations to each multi-sensory strategy?

I realized that many of these activities could be generalized with a few adaptations to multiple grade levels....