Running head: VOCABULARY

Portfolio Assignment: Vocabulary

Federico R. Lastra
Florida International University

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Portfolio Assignment: Vocabulary

A great way to make vocabulary building fun is to create a bigger picture that
facilitates learning concept versus learning labels. A great way to do this is by using The Very
Hungry Caterpillar, which is also part of the common core reading. It is a great way to learn new
vocabulary and read aloud by using la lesson
with photos. It is also a creative way of
explaining the process of a caterpillar
developing into a butterfly, from birth to rebirth
by creating the caterpillar cycle (i.e., egg,
caterpillar, chrysalis, and butterfly) with fun
things like dried pasta, lima beans, leaves, and twigs from outdoors with some glue and fun
coloring markers. This idea was not my own originally but taught to me by a good friend,
Jennifer Blue, who is an education major and currently working as a substitute teacher in
Broward County, Florida (Carle, 1994; Gunning, 2013).
This is done is by reading the book aloud and modeling the pronunciation of vocabulary
the teacher then explain. It begins with the identification of the book and the insect on the cover
as a caterpillar. The children then take turns reading the book aloud, as the teacher corrects any
of the necessary pronunciation failures that are usually the result of new vocabulary, such as
chrysalis. Along, with the definition given, the teacher explains within the context what it is, and
the students then associate it with the more common word cocoon. What is also very enjoyable
about this book is that it also associates numbers along with the identification of objects. It
includes math and counting, which is also a further association that can help long-term memory.
Similarly, to the way that the Twelve Days of Christmas links words and counting together in a

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very innovative way to promote learning (Carle, 1994; Gunning, 2013).

The exercise is simple the teacher first presents the objects that will be used, in this case
the pastas and beans. The students help to identify which ones work best for what and the teacher
creates the plate first as the model to use for their own. The
students then use the model projected by the teacher to create their
own. The students choose what colors they prefer and what
materials to use. They can even go outside and gather real leaves
and twigs from their environment. This enhances association with
the new vocabulary (Carle, 1994; Gunning, 2013).
The completed model is then posted on a projector screen within the classroom so that
the students can use it to then create their own
plates with the new vocabulary and process of
developing into a caterpillar that is associated
with the story. Students help each other, and the
teacher goes around the room. Students can share
what they created with each other, this serves as
reinforcement. Below are some of the examples
of the students work created during the exercise
(Carle, 1994; Gunning, 2013).

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References

Carle, C. (1994). The very hungry caterpillar. New York, NY: Philomel Books.
Gunning, T. G. (2013). Building vocabulary. Creating literacy instruction for all students (8th
ed., pp. 260-307). Upper Saddle River, NJ: Pearson