Quadrant Spelling
In my last posting, I wrote about the day I taught my students about quadrant graphs. The fact that I did so while not talking, using only hand signals and finger pointing, is what I mentioned in the post. I neglected to mention why I chose to introduce the graphs.
From what I can tell, the California State Standards first mention quadrant graphs in seventh grade. I choose to teach them now, in fourth grade, not as a math component, but as part of my spelling program. Rather than posting the spelling words on a chart, or writing them in a composition book, or simply reading them from their workbook, I place them on a quadrant graph that is superimposed over a pocket chart. The result is that this way, “through” is also the word that can be found at 3, -4.
I started with all words in the Northeast, upper right, both positive x, y quadrant. We are now using the x, -y quadrant. Soon I will move them into the other two, and eventually we will use all four quadrants.
To use it as a spelling tool, I say to the students, “Which word is at 5, -3?” All eyes quickly survey the graph, searching for the coordinate location and word. I draw a name, and the chosen student “says it, spells it, and says it.” The process is repeated over and over.
Last week, I stumbled onto another application of the graph. I asked, “In which line are 3/5 of the words spelled with an “m”?” Or, “In which column are 4/5 of the words spelled with an “O”?” The spelling and math worlds collide!
It is remarkable how quickly they picked up on this. When they finally do see it in math class, it will be old hat. Transferring this understanding of coordinates to latitude and longitude, so that they really get it, is next.
Another fun thing that we do in spelling has developed just in recent weeks. Almost all of the letters in the alphabet have phrases attached to them. When they spell the words out loud, the students use the phrases instead of the letter names. The tricky part is that the phrases need to begin with the sound of the letter, not the actual letter.
For example, “A” is delivered as “A!” (think a Brooklyn version of “hey!” ala “Taxi Driver”). And “C” is delivered as “See what you can do when you try.” Therefore, the word “can” is delivered as, “See what you can do when you try; A! I'm walkin' here; enchiladas are great!”
The kids love it, and the energy level shoots through the suspended ceiling. Crazy, fun, and effective.
Steal as you see fit.
Posted in DemEd in Real LifeTeaching on Jan 19, 2010 - 08:00 PM
In my last posting, I wrote about the day I taught my students about quadrant graphs. The fact that I did so while not talking, using only hand signals and finger pointing, is what I mentioned in the post. I neglected to mention why I chose to introduce the graphs. From what I can tell, the California State Standards first mention quadrant graphs in seventh grade. I choose to teach them now, in fourth grade, not as a math component, but as part of my spelling program. Rather than posting the spelling words on a chart, or writing them in a composition book, or simply reading them from their workbook, I place them on a quadrant graph that is superimposed over a pocket chart. The result is that this way, “through” is also the word that can be found at 3, -4.
I started with all words in the Northeast, upper right, both positive x, y quadrant. We are now using the x, -y quadrant. Soon I will move them into the other two, and eventually we will use all four quadrants.
To use it as a spelling tool, I say to the students, “Which word is at 5, -3?” All eyes quickly survey the graph, searching for the coordinate location and word. I draw a name, and the chosen student “says it, spells it, and says it.” The process is repeated over and over.
Last week, I stumbled onto another application of the graph. I asked, “In which line are 3/5 of the words spelled with an “m”?” Or, “In which column are 4/5 of the words spelled with an “O”?” The spelling and math worlds collide!
It is remarkable how quickly they picked up on this. When they finally do see it in math class, it will be old hat. Transferring this understanding of coordinates to latitude and longitude, so that they really get it, is next.
Another fun thing that we do in spelling has developed just in recent weeks. Almost all of the letters in the alphabet have phrases attached to them. When they spell the words out loud, the students use the phrases instead of the letter names. The tricky part is that the phrases need to begin with the sound of the letter, not the actual letter.
For example, “A” is delivered as “A!” (think a Brooklyn version of “hey!” ala “Taxi Driver”). And “C” is delivered as “See what you can do when you try.” Therefore, the word “can” is delivered as, “See what you can do when you try; A! I'm walkin' here; enchiladas are great!”
The kids love it, and the energy level shoots through the suspended ceiling. Crazy, fun, and effective.
Steal as you see fit.
Tags for this entry:
k-12 education,
curriculum,
games,
classroom strategies,
math,
interdisciplinary learning,
spelling
comments
Love these ideas, Tim, thanks for sharing! The fun and energy in your classroom clearly shines through. I’m hoping the “A! I’m walking here” is pronounced in typical “New Yawkuh” style!
And I hope you’ll continue sharing your ideas and input them into the IDEA Resource section, which will feature teaching tips such as these as well as research and advocacy tools. A key feature will be that anyone in the public can input the ideas and resource they’ve found most useful. It’ll be up and running in the near future.
on Jan 25, 2010 - 09:47 AM