Prof. Belen A.

Castigador

In a partial fulfillment of the

Requirements for the Course Reading in
the Elementary (Education 215)

Jessa Mae M. Bacugan

BSPED 2B
February 1, 2017
Categorization is the process in which ideas and objects are recognized, differentiated,
and understood. Categorization implies that objects are grouped into categories, usually
for some specific purpose. Ideally, a category illuminates a relationship between
the subjects and objects of knowledge. Categorization is fundamental in language,
prediction, inference, decision making and in all kinds of environmental interaction. It is
indicated that categorization plays a major role in computer programming.

How to teach?
The first step in deciding how to start teaching categorization is determining what skills the student already
has. Careful observation of the student’s behavior in a variety of settings is a valuable way of determining
whether the student has the prerequisite skills to begin training on categorization strategies. During this
stage, it is also a good idea to gain information about how the student is already using categorization.
Note the students’ organization strategies during daily routines as well as their choice of play and leisure
activities and how they use preferred materials. These observations will serve as a guide in your decision
on where and how to begin teaching.
Specific skills to assess when trying to determine a child’s categorization skills include:
 Ability to discriminate between two objects
 Ability to match identical objects
 Ability to match identical pictures
 Ability to conceptualize words
 Ability to sort a group of objects into two identical sets (red bears, large wire paperclips)
 Ability to sort a group of pictures into two identical sets (Cookie Monster, Big Bird)
 Ability to sort a group of objects by one feature (small silver paperclips, large silver paperclips)
Picture Analysis is the extraction of meaningful information from images; mainly from
digital images by means of digital image processing techniques. Image analysis tasks can
be as simple as reading bar coded tags or as sophisticated as identifying a person from
their face.

How to teach?
Use this teaching strategy to lead students in a critical analysis of an image, and to help students
develop and enhance observational, interpretive, and critical thinking skills.
Look Deeply: Look at the picture for a good long time. Observe shapes, colors, textures, the
position of people and/or objects, etc. Then write down below what you see without making any
interpretation about what the picture is trying to say. What questions do you have about this
picture that you would need answered before you can begin to interpret it? (Ask as many
questions as you have.) I want to know... I was
wondering...Who?...What?...Where?...When?...Why?... Then discuss your questions with two other
people in the class to try to find some answers. Given the historical context and subject of the
piece, what do you think the cartoonist is trying to say (what does the piece mean?), and who do
you think is the intended audience? And lastly discuss your interpretation with the class, and be
prepared to support your view by referring to specifics in the drawing and in what you know
about the history of the time.
A compound words is a combination of two or more words that function as a single unit
of meaning. There are three types of compounds: Those written as singlewords, with no
hyphenation, are called closed compounds--the word "flowerpot," for example.

How to teach?
Introduce the book If You Were a Compound Word by Trisha Speed Shaskan (820L). Ask students
to look and listen for compound words as you read the book aloud. Read the book.
Create an anchor chart on a piece of chart paper entitled "Compound Words."
First write the definition of a compound word: two words put together to make one word with a
new meaning.
Then create a t-chart; title the first column "Word" and the second column "Meaning."
Go back through the book and select several grade-appropriate words to add to the chart.
Once the words are written in the "Word" column, model for students how to divide the word into
its two parts and use its parts to help determine the meaning of the word, which will be added to
the second column.
If the meaning cannot be determined by the word parts (such as swashbuckler and bluegrass),
then return to the book and model how to use context clues to determine the meaning of the word.
Ask:
What is a compound word?
How can you use the two smaller words in a compound word to help you figure out its meaning?
How can you use context clues to figure out the meaning of a compound word?
5. Pass out attached word cards, one per student. Instruct the students to read their word, then
move around the room to see if they can find a word to add to their word to create a compound
word that makes sense. Once a
match has been made, those two
students will stand together in the
room. (Check to make sure their
word is correct.)
6. Have students share their word
and give a definition of the word
they created to the class. These
words can be displayed on a
compound word wall or posted for
student use during the guided
practice activities.
Synonyms
is a word
or phrase that means exactly or nearly the same as another word or phrase in the same
language, for example shut is a synonym of close.

An antonym is a word that is the opposite meaning of another. It comes from the Greek
words “anti” for opposite and “onym” for name. Since language is complex, people may at
times, disagree on what words are truly opposite in meaning to other words.

A homograph is a group (usually a pair) of words that are spelled the same way, but have
different meanings. They may or may not be pronounced the same way, although the
difference in pronunciation is often just a shift in the accented syllable.
A homophone is a word that is pronounced the same as another word but differs in
meaning, and may differ in spelling. The words may be spelled the same, such as rose
(flower) and rose (past tense of "rise"), or differently, such as carat, caret, and carrot, or
to, two, and too.

A homonym is one of a group of words that share the same pronunciation but have
different meanings, whether spelled the same or not.

A contraction is a shortened version of the written and spoken forms of a word, syllable,
or word group, created by omission of internal letters and sounds.
-one word made for two words
The Phonetic Analysis is based on the traditional classification of speech sounds using the
International Phonetic Alphabet (IPA). The IPA is the system commonly used for research
and language teaching purposes and includes symbols for most of the World's languages.
-also called phonics, is the study of phoneme grapheme relationship.
Sight words (Dolch lists of 220 words) often also called high frequency sight words, are
commonly used words that young children are encouraged to memorize as a whole by sight, so
that they can automatically recognize these words in print without having to use any strategies
to decode.

Word banks/ vocabulary notebooks is a list of words that is created by the teacher or
student that relates to the core content and academic material the student is learning.
The word bank provides the student with access to the key vocabulary and helps with
instructional level vocabulary development, spelling and writing.
Word Web is an international English dictionary and thesaurus program for Microsoft
Windows, iOS, Android and Mac OS X. Available for download online, the program is partly
based on the WordNet database.

The semantic feature analysis strategy uses a grid to help kids explore how sets
of things are related to one another. By completing and analyzing the grid, students are
able to see connections, make predictions and master important concepts. This strategy
enhances comprehension and vocabulary skills.

Word play or wordplay (also: play-on-words) is a literary technique and a form of wit in
which the words that are used become the main subject of the work, primarily for the purpose
of intended effect or amusement. Examples of word play include puns, phonetic mix-ups such
as spoonerisms, obscure words and meanings, clever rhetorical excursions, oddly formed
sentences, double entendres, and telling character names (such as in the play The Importance
of Being Earnest, Ernest being a given name that sounds exactly like the adjective earnest).
Word play is quite common in oral cultures as a method of reinforcing meaning. Examples of
text-based (orthographic) word play are found in languages with or without alphabet-based
scripts; for example, see homophonic puns in Mandarin Chinese.
Semantic mappping (or graphic organizers) are maps or webs of words. The purpose of
creating a map is to visually display the meaning-based connections between a word or
phrase and a set of related words or concepts.