In a recent discussion about a Time for Kids article, my fifth-grade students brought up the fact that many common sayings in books and magazines don't make sense to them. In this particular article, the writer was talking about a "playing field" but not in reference to a sport. The kids had never heard the phrase used in this way before and struggled to understand it.

Over the years, I have learned that for children to really be attentive to word meanings and spelling patterns, they first need to see the fun in words and language. I often get so caught up in the "skills lesson" I am trying to teach or the fact that I want kids to understand a particular word that I don't show them how much fun words can be. I can be in such a hurry to get through the spelling and vocabulary goals of the curriculum that kids jump through my hoops without being fascinated by words and language.

When I think of word study, I need to remind myself of my goals. Am I trying to teach kids lots of words - their spellings and definitions - or am I trying to create readers and writers who think about words in lots of ways, ways that help them grow as readers and writers? If I can get kids hooked on words, I am giving them ways to think about them in all aspects of life - to have fun with language.

Setting the Tone at the Start of the Year

Early in the year with older elementary students, I want them to see the fun in language - the playfulness of words used in various ways. As they grow, they are better able to see beyond the literal meaning of words and to think about possibilities in their reading and writing lives. I often start the year of word work with an interactive board/wall where students are invited to post magazine ads, greeting cards, and posters that have playful uses of language such as an ad for a sandwich shop that reads, "There is a lot at steak." I have had fun finding ads that play with words, and the kids love them. As they start searching, they find out how often writers play with words to get their reader's attention and to give new meaning to their work.

The "Fun with Words" book basket.

I also keep a basket of books labeled "Fun with Words Books" in my classroom library. Often I highlight many of them as face-out books. Kids love to read these books and "get it" when the wordplay makes sense to them. For many of our students, the Amelia Bedelia series is their first encounter with this kind of wordplay. These are a staple in classrooms everywhere and one in which the wordplay is accessible to young students.

To build on that kind of fun with words, I look for other books with examples at a level our students can understand. I am always on the lookout for new books to help kids see the wonder in words. I also add books such as The Boy Who Loved Words by Roni Schotter as a way to show students characters who love words. I know that if children see the fun in words, it will affect their reading, writing, and spelling. I am always building my collection of books that have fun with words, and they are some of my favorites.

[You can download the one-page "Fun with Words" booklist of suggestions by clicking here.]

More Advanced Wordplay for Older Students

As students progress through the grades, words are used in more sophisticated ways. Readers need to read words beyond their literal levels and realize that words and phrases may have multiple meanings. In the upper elementary grades, readers are ready to think beyond the literal meanings. I am always looking for books such as the Commander Toad series by Jane Yolen or Agatha's Feather Bed: Not Just Another Wild Goose Story by Carmen Agra Deedy that use puns connected to the plot and theme of the book. The puns add a layer of fun to the book.

Tough Cookie by David Wisniewski is another example of a book that uses puns in creative ways to add a bit of humor to the writing. One of my favorites is And the Dish Ran Away with the Spoon by Janet Stevens. By having these books available, kids can begin to think past the literal meanings of words and see new ways that people use words and phrases.

On a recent trip to Albany, New York, I picked up a new book called Mom and Dad Are Palindromes by Mark Shulman. Palindrome words are fun. I don't plan to begin a study of palindromes, nor do I think that would help my students become better spellers. I don't think it will help them with word choice. But I know that if I can invite them to look with words like these, they will be more likely to pay close attention to other characteristics of words. This book will merely become one of a large collection of books to invite students in on the fun.

Since the conversation about "playing field" I have been on the lookout for books that help kids see the history behind many of the phrases that are so common in our language today. One of my favorite books is There's a Frog in My Throat! 440 Animal Sayings a Little Bird Told Me by Loreen Leedy. I liked this one so much that I purchased 12 copies for our room. This book shares great sayings related to animals. Kids will be familiar with many of them and will have fun using them. Others will be new. I love the playful way in which the book is organized. It invites readers to have fun with words.

Connections to Spelling and Vocabulary

Many teachers have asked me about spelling and vocabulary instruction. I have found that my first job in spelling and vocabulary instruction is to immerse my kids in great language and to find books that help them see that words can be used in different ways.

My hope for spelling and vocabulary instruction is that students will be better readers, writers, and thinkers of words. If our students are excited about words and enjoy playing with them, their reading and writing changes. Making time to celebrate the fun in words through books has helped my students in all areas of word study. Their enthusiasm about wordplay transfers to an interest in spelling and vocabulary.