While watching the video, think about the following points.
- Why does the teacher use words and letters that the students already know?
- How might the teacher help the students prepare for the activity as she gives out the cards?
- Can you see how students help each other if one makes a mistake?
- How is the student language production extended beyond a single word response?
- What is the advantage of each child having their own card?
- How could the activity be extended?
Click to reveal discussion
- It is important to recycle language, and including previous letters and words with new language helps do this.
- As the teacher gives the cards to students, she says the word.
- The boy in the back left-hand corner tells his friend to put the wrong card down.
- The teacher nominates some students to stand up and asks about their card. The students respond with the sentence ‘It’s a dog.’
- Students are all actively involved in the activity, and the teacher can check on individual understanding. A set of vocabulary flashcards like this can be used often throughout the year, so the effort of making them is worthwhile. Sets of letter and number flashcards are also useful.
- The students could swap cards, so they have to identify more than one word and letter each.