Language - Nomenclature Materials

Oh the cards... so many cards!

Hint: You don't have to have every "stage" for every subject. You might only have spoken and 3-part for some topics; you might go to the definition stage with a few subjects; and a few others you will take into elementary.

Wonderful news: The *children* can make them too! Do not feel like you need to make something on the parts of an engine if you'd rather eat worms. Provide tools (books, photos, people who do like engines; and blank card material) and let the child HAVE AT IT.

But don't limit to "parts" - it could be naming objects in a group; setting up classification groups to sort out (kingdoms of living things), or other ideas of the child's --- and at elementary don't forget to include any local education requirements (from you or from the state).

So what are the stages?

Follows is the clearest lay-out I can provide for the NOMENCLATURE - with some homeschooling tips thrown in for the fun of it :)

Yes, there are other card materials; but here I focus on the 3-part, 4-part, definitions - nomenclature. Parts of; types of; sorting/classification.

You want something "new" for each album page (not necessarily new topic - but some card set that corresponds with each album page).
This includes spoken language nomenclature and classification; reading classification; scientific classification, nomenclature --- primary AND elementary.

***IMPORTANT NOTE*** Never give the child information with a card you have not provided in some manner in real life. In the case of some things that might need to be a 3-d artificial figure of an object or it might be a video (which are ok in limited form) - but do not introduce new terminology with a picture card if at all possible.

  • Cards: Just images of the items at hand - we want as much hands-on experience first. In a classroom, these are the same size as the later control card, but there is no name written in. 
  • Booklets: You read these to the child. To be used as controls later. 
Homeschool tip: you can use the image card OR the control card from the typical 3-part sets; rather than an additional image. Using the control card helps you to remember the name if needed; but can be slightly distracting for some children. Use your best judgment (or write the name on the back of the card). However, these cards can also be used to describe other characteristics or even other names of the objects in the pictures, making them multi-purpose and not stuck with just one name - so the lack of a written word is actually better for the child.

Play games with these cards too! The child doesn't just lay them out and name them. Play games similar to I Spy or Go Fish or I Spy Sounds - get creative!

READING - PRIMARY - Also known as Reading Classification: 
  • Cards - step 1: image, title, control with both image and title - this transitions from spoken into reading ---- when the children work with these, they already knows these terms and this is a way to discover that they can read. One baby step at a time (read about familiar concepts - then later they will read about new concepts!). **This is the commonly known 3-part card set-up.**
  • Books: same as from spoken, whether homeschool or full classroom
  • Cards - step 2: image, title, definition with word in red, control card (the control card can be another card with all the information OR can be the booklet - in either homeschools or classrooms). This set could be referred to as 4-part cards, if you like. 
  • Cards - Step 3 - definitions: Create an additional set of 4-part cards, but the definition card has a blank space where the name of the item should fit; there is an additional "slip" that has the name, written in red, that is placed ON the definition card (it fits onto the blank space). Tip for homeschoolers: just replace the original definition card. 
  • Cards - Step 4 - Definition strips: Add to the previous set, a set of strips (just print the same definition cards again and cut into strips by lines). The child is helped by using incomplete phrases. (homeschool hint - if they don't get to this stage, that's fine; just move into the elementary version below)

  • Start with the same style of cards/booklets: image, title, full definition WITHOUT the word (like a dictionary definition) and generally a bit more technical on the information provided, more complex vocabulary; but still keep it basic so the children is enticed to explore further and add to the definition himself. 
  • Cards - Elementary Definitions: Now we'll cut up those definitions by complete phrase (no hints now!). They will need to be reformatted to make this work. 
  • Could have the definition card set with the blank word as above; but I see this in very few classrooms. Homeschool tip: just use the primary set. 
  • Children at this age, could be given the booklet and they could make their own 3-part cards. Or (homeschool tip) have elementary children make the material for the primary children, especially if the elementary children are older already - it removes tedium and adds joy when they are creating something *real* for someone else who looks up to them.

Covers primary and elementary homeschooling; suggestion-only to minimize what is made, space and money used. Mix and match these cards at varying times. 
  • image
  • title (could fit on the image card, or lay below it)
  • definition without the word at all (not even a blank space) - match with the title card
  • booklet (invite the elementary child to explore their experiences and resources to expand on the primary booklet) - use as the control
  • definition in one form of strips (or perhaps some of your definitions are by phrase; others are by line)
This layout utilizes the booklet as a control; you may prefer to still have the control card of image/title. 

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