Vocabulary - Florida Center for Reading Research | Florida ... · Continue until all the word cards are matched with corresponding cards. 4. ... Vocabulary 2005 The Florida Center

2005 The Florida Center for Reading Research (Revised July, 2007) K-1 Student Center Activities: Vocabulary

VocabularyWord IdentificationMemory Word Match

V.001

ObjectiveThe student will identify words.

Materials Memory cards (Activity Master V.001.AM1a - V.001.AM1i) Choose a target set (i.e., numbers, shapes, contractions, or abbreviations).

Activity Students play a memory game by matching words to corresponding cards.1. Place the memory cards face down in rows. 2. Taking turns, the students turn over two cards. If the word card and the other card match (e.g., 7 and seven), the students read the word and stack the cards in a pile. If a match is not made, turn the cards face down in their original spots.3. Continue until all the word cards are matched with corresponding cards.4. Peer evaluation

Extensions and Adaptations Use other word and corresponding cards (e.g., color words and color cards).


VocabularyV.001.AM1aMemory Word Match


VocabularyVocabularyMemory Word MatchV.001.AM1b


VocabularyV.001.AM1cMemory Word Match


VocabularyVocabularyMemory Word MatchV.001.AM1d


VocabularyV.001.AM1eMemory Word Match


VocabularyVocabularyMemory Word MatchV.001.AM1f


VocabularyV.001.AM1gMemory Word Match


VocabularyVocabularyMemory Word MatchV.001.AM1h


VocabularyV.001.AM1iMemory Word Match


Vocabulary

ObjectiveThe student will identify contractions.

Materials Contraction Connection game board (Activity Master V.002.AM1) Contraction word cards (Activity Master V.002.AM2) Copy, glue, laminate, and cut out the word cards. Student sheet (Activity Master V.002.SS) Pencils

ActivityStudents match words to contractions on a game board. 1. Place the contraction game board at the center. Scatter word cards with the words (e.g., you are) face up on a flat surface. Provide each student with a student sheet. 2. Taking turns, student one selects a word card, reads the words, looks at the board, finds the matching contraction, and covers it with the word card. 3. Student two turns the word card over to check. If correct, students write the words and the contraction on the student sheets. If not correct, return word card to its original position. 4. Reverse roles and continue the activity until all matches are made. 5. Teacher evaluation

Extensions and Adaptations Use each contraction to write a sentence.

Word IdentificationContraction Connection

V.002


VocabularyV.002.AM1Contraction Connection


VocabularyVocabularyV.002.AM2 Contraction Connection

1. Copy the Activity Master.2. Cut out the word grid on the dotted line.3. Fold the two sets of words on the bold line.4. Glue pages back-to-back.5. Cut the squares apart.


NameV.002.SSContraction Connection


Vocabulary

Objective The student will use words to complete sentences.

Materials Sentence strips Write sentences using selected target vocabulary with one word missing. For example, Mary brushed her ____ before she went to bed. Index card or construction paper rectangles. Write the missing words from the sentences on the cards.

ActivityStudents choose words to complete sentences. 1. Place sentence strips and word cards at the center. 2. Taking turns, student one selects a sentence strip and reads the sentence, saying “blank” for the missing word. Looks at partner and says, “Word finder, word finder, find the word for me.”3. Student two finds the word, places it on the blank, and reads the sentence. If the sentence makes sense, he says, “Word find complete.” If not, repeats until the correct word is found.4. Reverse roles and continue until all the words are matched to correct sentences. 5. Peer evaluation

Extensions and Adaptations Make other word cards that complete the sentences. For example, Mary brushed her hair before she went to bed.

Words in ContextWord Finder

V.003


Vocabulary

Extensions and Adaptations Make other word sticks or cards to make more sentences.

Objective The student will use words to form sentences.

Materials Popsicle sticks or tongue depressors. Write target words from three categories on the sticks or cards (i.e., names of people or animals, actions, and names of places). Color code each category. Containers L abel the containers “who,” “what,” and “where.” Place names of people or animals in the “who” container, action words in the “what” container, and names of places in the “where” container. Construction paper or index cards Cut paper into 2” x 2 ¾” to make blank cards. Write other words and punctuation to complete sentences(e.g., the, a, an, ., the, at). Pencils

ActivityStudents use selected words to make sentences. 1. Place the “who,” “what,” and “where” containers of popsicle sticks and cards at the center. 2. Working in pairs, the students choose a popsicle stick from each can and place the sticks in sentence order: “who,” “what,” and “where” (e.g., Sally swims beach).3. Read the words on the popsicle sticks. Identify other words needed to complete the sentence (e.g., at, the).4. Insert other word cards between the popsicle stick words to complete the sentence. Read the sentence.5. Peer evaluation

Words in ContextSentence Sticks

V.004


Vocabulary

ObjectiveThe student will identify descriptive words.

Materials About Me sentence word board (Activity Master V.005.AM1) Assemble and laminate. Word cards (Activity Master V.005.AM2a - V.005.AM2d) Paper Markers

ActivityStudents complete a sentence using descriptive words.1. Place sentence word board, word cards, paper, and markers at the center. 2. The student selects three word cards. Places the cards on the sentence strip covering the blank spaces and reads the sentence. For example, “I am smart, caring, and cheerful.” 3. The student draws a self-portrait.4. Writes the sentence under the picture. 5. Teacher evaluation

Words That DescribeAbout Me

V.005

Extensions and Adaptations Produce other descriptive words (Activity Master V.007.AM2c). Read the sentence to a classmate. Use to make a class Big Book.


VocabularyAbout Me V.005.AM1


VocabularyVocabularyAbout MeV.005.AM2a

nice

good


VocabularyAbout Me V.005.AM2b

happy calm


VocabularyVocabularyAbout MeV.005.AM2c

sad

kind


VocabularyAbout Me V.005.AM2d


Vocabulary

ObjectiveThe student will produce descriptive words.

Materials Eight objects Use familiar classroom objects and label (e.g., marker board eraser, chalk, block, crayon, cube, small book, scissors, ball, and watch). Two bags Place four objects in each bag. Label bags: “Student One” and “Student Two” Paper Markers or Crayons Pencils

ActivityStudents use descriptive word clues to identify objects. 1. Place the bags of objects at the center and provide each student with paper.2. Working in pairs, student one looks at the objects in the “Student One” bag, and uses descriptive words to give student two clues about one of the objects (e.g., eraser: rectangle, black, and soft).3. Using the clues, student two attempts to identify the object.4. If the object is identified, remove it from the bag. Students fold the paper into fourths. Write the name of the object on the paper in one of the sections. 5. If not identified, the object remains in the bag.6. Reverse roles and continue the activity until all objects are identified. 7. List descriptive words under the object name.8. Peer evaluation

Words That DescribeChoose and Chat

V.006

Extensions and Adaptations Use as a five senses activity (e.g., describe by saying how objects feel or smell).


Vocabulary

ObjectiveThe student will identify action words to describe a picture.

Materials Picture cards (Activity Master V.007.AM1) Action word cards (Activity Master V.007.AM2a - V.007.AM2b) Action Word Ring student sheet (Activity Master V.007.SS) Basket Place action word cards in the basket. Book rings Hole punch Hole punch one corner of the picture and action cards to fit on book rings. Markers or crayons Pencil

ActivityStudents identify action words related to a picture and sort on book rings.1. Place the basket of action word cards, picture cards, and book rings at the center. 2. The student selects an animal or person on a picture card and places on a book ring.3. Selects two or more action words from the basket, reads the words, and places each word that describes the picture card on the book ring. 4. Continues the activity. 5. Selects one book ring with picture and action cards to depict on student sheet.6. Teacher evaluation

Words That DescribeAction Word Ring Sort

V.007

Extensions and Adaptations Make other challenging action word cards. (Activity Master V.007.AM2c). Model action words. Make an action word mobile.


VocabularyVocabularyAction Word Ring SortV.007.AM1


VocabularyAction Word Ring Sort V.007.AM2a


VocabularyVocabularyAction Word Ring SortV.007.AM2b


VocabularyAction Word Ring Sort V.007.AM2c


NameAction Word Ring SortV.007.SS


Vocabulary

ObjectiveThe student will produce words to describe a picture.

Materials Describe-A-Picture student sheet (Activity Master V.008.SS) Scissors Markers or crayons Pencil

ActivityStudents write clues about a picture to make a riddle box. 1. Place scissors and markers at the center. Provide the student with a student sheet.2. The student draws and labels a picture in the center of the box.3. Writes one descriptive word (or sentence) on the inside of each flap. Cuts out and folds. 4. Teacher evaluation

Extensions and Adaptations Fold the flaps in to make a riddle and exchange with a partner. Partner opens flaps one at a time and reads the words to solve the riddle.

Words That DescribeDescribe-A-Picture

V.008


VocabularyVocabularyDescribe-A-PictureV.008.SS


Vocabulary

ObjectiveThe student will produce descriptive words.

Materials Narrative or expository texts Choose texts within students’ instructional-independent reading level range or teacher read-aloud. Select texts on topic (e.g., African animals, pond animals, wheels and motion). Picture dictionaries Use child-friendly dictionaries Describe It student sheet (Activity Master V.009.SS) Pencil

ActivityStudents list words that describe an animal or object. 1. Place texts and picture dictionaries at the center. Provide the student with a student sheet.2. The student reviews the texts and dictionary to select an animal or object. 3. Writes the name of the animal or object in the center rectangle.4. Reviews the text and picture dictionary for appropriate words to describe the animal or object.5. Writes descriptive words or phrases in the circles. 6. Teacher evaluation

Words That DescribeDescribe It

V.009

Extensions and Adaptations Write a sentence using the descriptive words. Make a pop-up page by folding manila paper in half, cut two perpendicular lines on the fold, open the paper from the back so it pops inside forming a step. Glue a picture of an animal or object to the front of the step and write descriptive words around it.


NameDescribe ItV.009.SS


Vocabulary

ObjectiveThe student will identify words to describe a picture.

Materials Box (e.g., shoe box, pencil box) Decorate a box with shiny paper or glitter to make a “Glitter Box.” Word cards (Activity Master V.010.AM1a - V.010.AM1e) Place in the “Glitter Box.” Picture cards (Activity Master V.010.AM2a - V.010.AM2b) Paper Markers or crayons

ActivityStudents use descriptive words to write poems.1. Place the “Glitter Box,” picture cards, paper, and markers at the center. 2. The student selects a picture card. 3. Names, draws, and labels the picture.4. Selects words that describe the picture from the “Glitter Box.” 5. Lists the words under the picture.6. Teacher evaluation

Words That DescribeGlitter Words

V.010

Extensions and Adaptations Make “Glitter Poems” about the picture to read to a classmate or to make a class poetry book. Make other word cards (Activity Master V.007.AM2c).


VocabularyVocabularyGlitter WordsV.010AM1a


VocabularyGlitter Words V.010.AM1b


VocabularyVocabularyGlitter WordsV.010.AM1c


VocabularyGlitter Words V.010.AM1d


VocabularyVocabularyGlitter WordsV.010.AM1e


VocabularyGlitter Words V.010.AM2a


VocabularyVocabularyGlitter WordsV.010.AM2b


Vocabulary

ObjectiveThe student will produce words to describe a picture.

Materials Chart paper Choose target words for topics and list on chart paper. Construction paper Cut 6” x 4 ½” rectangles to use as heading cards. Cut 3” x 4 ½” rectangles to use as listing cards. Picture dictionary Use a child-friendly dictionary. String or yarn Cut into approximately 34” lengths. Markers Tape

ActivityStudents choose a topic and list words to make a string poem.1. Place cards, chart paper with list of topics, and picture dictionary at the center. Provide the student with one heading card and eight listing cards. 2. The student chooses a topic for a poem.3. Draws and labels an object related to the topic on a heading card.4. Uses the picture dictionary to select descriptive and action words related to the topic. Writes the words on the listing cards. 5. Reads the words, places listing cards in a vertical line under the heading card.6. Rearranges the listing cards several times choosing favorite order for the poem.7. Turns cards face down, places string on back of cards, and tapes the string to the cards.8. Teacher evaluation

Words That DescribeString-A-Poem

V.011

Extensions and Adaptations Read the poem to a classmate or to the class. Write the words on adding machine tape to make a scroll poem. Write an alliterative poem.


Vocabulary

Objective The student will produce the meaning of words.

Materials Narrative or expository text Word Wizard bookmark (Activity Master V.012.AM1) Word Wizard cards (Activity Master V.012.AM2) Copy on card stock, laminate, and cut out. Word Wizard student sheet (Activity Master V.012.SS) Pencils

ActivityStudents find, record, and discuss words of interest in text.1. Place text and Word Wizard cards at the center. Provide each student with a Word Wizard bookmark and student sheet. 2. Working in pairs, students read the text and find words that are interesting, new, different, unusual, funny, difficult, or important.3. Write the book title, author, words of interest, and page numbers on the Word Wizard bookmarks. 4. Explain to partner why the words on the bookmark were chosen. For example, “I chose the word ‘magnificent’ because it is long and impressive.”5. Taking turns, students select the Word Wizard cards and ask partner about each word chosen. 6. Choose one word from the Word Wizard bookmark and complete the Word Wizard student sheet. 7. Teacher evaluation

Extensions and Adaptations Find the words in the dictionary, read the definitions, and write favorite meaning. Write synonyms and antonyms of selected words.

Word MeaningWord Wizard

V.012

(Adapted from Just Read, Florida! K-3 Reading Academy)


VocabularyWord Wizard V.012.AM1


VocabularyVocabularyWord WizardV.012.AM2


NameWord Wizard V.012.SS


Vocabulary

ObjectiveThe student will produce the meaning of words.

Materials Index cards or paper Write target vocabulary words on the cards. Word-O-Nary forms (Activity Master V.013.AM1) Cut out forms. Basket P lace the forms in the basket. Science or social studies text Dictionary or picture dictionary Use child-friendly dictionary. Stapler Pencils

ActivityStudents find selected words in the text or dictionary and write simple explanations on the Word-O-Nary forms.1. Stack word cards and place basket of Word-O-Nary forms, stapler, text, and dictionary at the center. 2. Taking turns, students select a word card, read the word, and write the word on a form.3. Review the word in the text and dictionary to brainstorm the word meaning. 4. Record meaning in own words and write a sentence using the word. 5. Write other words that have the same meaning. 6. Staple forms together to make a “Word-O-Nary.”7. Teacher evaluation

Word MeaningWord-O-Nary

V.013

Extensions and Adaptations Draw a picture to help remember the word on the word form.


VocabularyWord-O-Nary V.013.AM1


Vocabulary

Extensions and Adaptations Find other words with multiple meanings in the dictionary to record on student sheet. Trace, cut, and glue three circles together; add antenna, six legs, and eyes to make a “bug” to write words and meanings.

ObjectiveThe student will identify the meaning of words.

Materials Bug work board (Activity Master V.014.AM1) Copy five times on card stock, laminate, and cut out. Multiple meaning word cards (Activity Master V.014.AM2) Copy on card stock, laminate, and cut out. Word definition cards (Activity Master V.014.AM3a - V.014.AM3b) Copy on card stock, laminate, and cut out. Multiple Meaning Bugs student sheet (Activity Master V.014.SS) Pencil

ActivityStudents sort multiple meanings of words and record on bug patterns. 1. Place bug work board, word cards, and definition cards at the center.2. The student places the word cards on the “head” position on the work boards. Matches the definition cards to word cards by placing on the work boards to complete the bug’s body. 3. Selects two words and definitions from the work boards and records the words on the student sheet. 4. Teacher evaluation

Word MeaningMultiple Meaning Bugs

V.014


VocabularyMultiple Meaning Bugs V.014.AM1


VocabularyVocabularyV.014.AM2 Multiple Meaning Bugs


VocabularyMultiple Meaning Bugs V.014.AM3a


VocabularyVocabularyV.014.AM3b Multiple Meaning Bugs


NameMultiple Meaning Bugs V.014.SS


Vocabulary

Extensions and Adaptations Use other word maps (Activity Master V.015.AM1).

ObjectiveThe student will produce the meaning of words.

Materials Four Square Vocabulary Map student sheet (Activity Master V.015.SS) Select target words. Index card Write the target word on the index card. Science or Social Studies text Child-friendly dictionary Pencil

ActivityStudents use a “four square map” to describe a target word. 1. Place picture dictionary, text, and target word at the center. Provide the student with a student sheet.2. The student writes the target word (and draws an illustration) in the upper left-hand section of map.3. Fills out a map by answering the questions in each box. Uses text or dictionary, if necessary.4. Teacher evaluation

Word MeaningFour Square Vocabulary Map

V.015

It is like a lizardbut it has a hard shell on itsback.

A freshwaterreptile.

TurtleSnapping TurtleGopher Turtle


NameV.015.SSFour Square Vocabulary Map


VocabularyVocabularyFour Square Vocabulary MapV.015.AM1


VocabularyNotes


Vocabulary

Objective The student will sort words by categories.

Materials Transportation category cards (Activity Master V.016.AM1) Laminate, hole punch, and cut apart. Key-shaped word cards (Activity Master V.016.AM2a - V.016.AM2d) Laminate, hole punch, and cut out. Book rings or key rings

ActivityStudents sort words into transportation categories. 1. Place the category cards and key rings at the center. Spread the key-shaped word cards face up on the table.2. Taking turns, the students select a category card, read the word, and place on a key ring. 3. Look at the key cards, read the words, select the words that match the category card, and place them on the key ring.4. Continue the activity until all the cards are sorted on the key rings. 5. Peer evaluation

Extensions and Adaptations Use word cards without category cards to complete an open sort. Use other categories.

Word CategorizationTransportation Key Sort

V.016


VocabularyTransportation Key Sort V.016.AM1


VocabularyVocabularyTransportation Key Sort V.016.AM2a


VocabularyTransportation Key Sort V.016.AM2b


VocabularyVocabularyTransportation Key Sort V.016.AM2c


VocabularyTransportation Key Sort V.016.AM2d


Vocabulary

Extensions and Adaptations Choose a category. Draw and label a picture of each item.

ObjectiveThe student will sort words by categories.

Materials Pocket chart Category cards (Activity Master V.017.AM1) Category cube (Activity Master V.017.AM2) Word cards (Activity Master V.017.AM3a - V.017.AM3g)

ActivityStudents roll a category cube to sort words. 1. Place category cards in the top row of the pocket chart. Spread word cards face up on a flat surface with the category cube.2. Taking turns, the students roll the category cube and choose a word card from the category that lands face up. For example, roll the word “food” and choose the “bread” word card.3. Place the word card on the pocket chart under the correct category. 4. Continue until all the word cards are sorted.5. Peer evaluation

Word CategorizationCube Word Sort

V.017


VocabularyCube Word Sort V.017.AM1


VocabularyVocabulary

glueglue

Cube Word SortV.017.AM2


VocabularyCube Word Sort V.017.AM3a


VocabularyVocabularyCube Word SortV.017.AM3b


VocabularyCube Word Sort V.017.AM3c


VocabularyVocabularyCube Word SortV.017.AM3d


VocabularyCube Word Sort V.017.AM3e


VocabularyVocabularyCube Word SortV.017.AM3f


VocabularyCube Word Sort V.017.AM3g


Vocabulary

ObjectiveThe student will sort words by categories.

Materials Spinner (Activity Master V.018.AM1) Food Pyramid sorting poster (Activity Master V.018.AM2) Enlarge or make on poster board. Food word cards (Activity Master V.018.AM3a)

ActivityStudents use a spinner game to sort words on the new Food Pyramid. 1. Spread the word cards face up at the center and place the Food Pyramid and spinner beside it. 2. Taking turns, student one spins the spinner, selects a word card from the category the spinner lands on, and places it on a matching category on the Food Pyramid.3. Reverse roles and continue until all cards are stacked on the Food Pyramid. 4. Peer evaluation

Extensions and Adaptations Sort by other categories (e.g., all the green foods, favorite foods). Make other food word cards to use on the pyramid (Activity Master V.018.AM3b).

Word CategorizationFood Pyramid Word Sort

V.018


VocabularyV.018.AM1Food Pyramid Word Sort


VocabularyVocabularyFood Pyramid Word SortV.018.AM2


VocabularyV.018.AM3aFood Pyramid Word Sort


VocabularyVocabularyFood Pyramid Word SortV.018.AM3b


Vocabulary

Extensions and Adaptations Use magazines and catalogs to find words for categories. Share with a partner and add new word to the envelopes. Sort index cards on a pocket chart.

Objective The student will identify and sort words by categories.

Materials Picture dictionary Use child-friendly dictionary. Envelopes (letter or legal) Choose three categories and label envelopes to use as samples (e.g., shapes, animals, toys). Construction paper or index cards Cut construction paper rectangles to fit inside the envelopes. Hole punch Book ring or string Markers and crayons Pencil

ActivityStudents use picture dictionary to find common words and illustrate, write, and sort the words into envelopes. 1. Place picture dictionary, sample envelopes, paper, hole punch, and book ring at the center. Provide each student with three plain envelopes.2. The student selects three envelopes, looks at the sample envelopes, and copies each category on an envelope (e.g., shapes, animals, and toys).3. Uses the picture dictionary to find words for each category (e.g., square, cat, and ball).4. Writes the words on index cards and draws a picture cue.5. Sorts each word card into the appropriate envelope. 6. Punches a hole in the upper left hand corner of each envelope and puts on the book ring. 7. Teacher evaluation

Word CategorizationPeeking Pockets

V.019


Vocabulary

Objective The student will produce words by categories.

Materials Pocket chart Index cards Select and write target vocabulary words to make header cards. Pencils

ActivityStudents sort words on a pocket chart. 1. Place pocket chart, header cards, and blank index cards at the center. 2. Students select and place three header cards in the top row of the pocket chart.3. “Brainstorm” words relating to headers, record on blank cards, and place on the pocket chart. 4. Peer evaluation

Extensions and Adaptations Write the headers and list the words in each category. Make up silly sentences with words across the categories. Use word cards in an open sort.

Word CategorizationBrainstorming Sort

V.020


Vocabulary

ObjectiveThe student will identify synonyms.

Materials Synonym Spider (Activity Master V.021.AM1) Copy on card stock, laminate, and cut. Spider student sheet (Activity Master V.021.SS) Pencils Glue Scissors

ActivityStudents match synonyms by placing pairs on spider shape. 1. Place the Synonym Spider, spider leg synonym cards, glue, and scissors at the center. Provide each student with a student sheet. 2. Taking turns, student one selects a spider leg, reads the word, and places it on the right side of the spider. 3. Student two selects a synonym, reads the word, and looks on the spider for a synonym. If a synonym is found, places it across from the match on the left side of the spider. If there is not a synonym, places it on the right side of the spider. 4. Reverse roles and continue the activity until all synonyms are matched. 5. Use the student sheet to make a spider. Write the synonyms on the spider legs. 6. Teacher evaluation

Extensions and Adaptations Write other synonyms or antonyms (Activity Master V.021.SS). Use words to write a synonym poem.

Word KnowledgeSynonym Spider

V.021


VocabularyVocabularySynonym SpiderV.021.AM1


NameSynonym Spider V.021.SS


Vocabulary

Extensions and Adaptations Pair synonyms (Activity Master V.022.AM2a - V.022.AM2b and V.022.SS2).

ObjectiveThe student will identify antonyms.

Materials Overhead Projector Transparency film Student sheet (Activity Master V.022.SS1) Copy on transparency to make an Antonym Pairing Sheet. Word cards (Activity Master V.022.AM1a - V.022.AM1b) Copy on transparency and cut apart. Basket Place the word cards in the basket. Pencils

ActivityStudents pair antonyms on an overhead projector.1. Place Antonym Pairing Sheet on overhead and basket of word cards face up on a flat surface. Provide each student with a student sheet.2. Taking turns, student one selects a card and places it in a column on the pairing sheet. 3. Student two finds the word card with the opposite meaning and places it in the column adjacent to the word.4. Reverse roles and continue the activity until all antonyms are paired. Read each pair of antonyms aloud.5. List the words on the student sheet.6. Teacher evaluation

Word KnowledgeOverhead Antonyms

V.022


VocabularyV.022.AM1aOverhead Antonyms


VocabularyVocabularyOverhead AntonymsV.022.AM1b


VocabularyOverhead Antonyms - Extension (synonyms) V.022.AM2a


VocabularyVocabularyV.022.AM2b Overhead Antonyms - Extension (synonyms)


Name

Antonym Pairing Sheet

Overhead Antonyms V.022.SS1


Name

Synonym Pairing Sheet

V.022.SS2 Overhead Antonyms - Extension (synonyms)


Vocabulary

Objective The student will identify antonyms.

Materials Sentence strips (Activity Master V.023.AM1a - V.023.AM1b) Copy on card stock, laminate, and cut apart. Word cards (Activity Master V.023.AM1b) Copy on card stock, laminate, and cut apart. Paper Pencils

ActivityStudents exchange antonyms for the underlined word in the sentence. 1. Place sentences and word cards face up in rows on a flat surface. 2. Working in pairs, student one selects a sentence, reads the sentence, and repeats the underlined word. 3. Student two finds the antonym for the underlined word, places the word card over the underlined word, and reads the new sentence. 4. Write the new sentence on paper. 5. Reverse roles and continue the activity until all the words are used. 6. Teacher evaluation

Extensions and Adaptations Make other sentences and antonym word cards. Use synonyms to change words in sentences (same meaning).

Word KnowledgeFind the Opposite

V.023


VocabularyVocabularyFind the OppositeV.023.AM1a


VocabularyFind the Opposite V.023.AM1b


Vocabulary

Extensions and Adaptations Give definitions of each word when making a match. Play homophone memory.

Objective The student will identify homophones.

Materials Word cards (Activity Master V.024.AM1a - V.024.AM1f)

ActivityStudents play a “Go Fish” game for homophones. 1. Place the cards face down in a stack at the center. 2. Student one gives seven cards to each player and places the remaining stack face down.3. Students check their cards and put aside the matching homophones. 4. Student two asks for a specific word card. For example, “Does anyone have a card that says “deer?”)5. If yes (e.g., dear or deer), the card is given to student two. If no, says, “Go Fish.”6. If a match, student two uses each of the homophones correctly in a sentence and takes another turn. If not a match, picks up a card from the stack and the next player takes a turn.7. Continue until all cards are matched.8. Peer evaluation

Word KnowledgeGo Fish for Homophones

V.024

An octopus has eight

legs.

I ate ice cream at the

party.


VocabularyV.024.AM1aGo Fish for Homophones


VocabularyVocabularyV.024.AM1b Go Fish for Homophones


VocabularyV.024.AM1cGo Fish for Homophones


VocabularyVocabularyV.024.AM1d Go Fish for Homophones


VocabularyV.024.AM1eGo Fish for Homophones


VocabularyVocabularyV.024.AM1f Go Fish for Homophones


VocabularyNotes


Vocabulary

ObjectiveThe student will identify compound words.

Materials Word cards (Activity Master V.025.AM1a - V.025.AM1c) Picture cards (Activity Master V.025.AM2a - V.025.AM2b) T rays Place word and picture cards on separate trays.

ActivityStudents pair word cards to make compound words that name pictures. 1. Place trays of word cards and picture cards on a flat surface. 2. Working in pairs, student one selects a picture card from the tray, names the picture, and says to partner, “What two words make this word?”3. Student two repeats the word, hunts for the words on the tray, places the cards together to make the compound word, and reads the word. 4. Reverse roles and continue activity until all pictures are matched with compound words. 5. Peer evaluation

Extensions and Adaptations Make other compound words and matching pictures.

Word StructureCompound Word Hunt

V.025


VocabularyV.025.AM1aCompound Word Hunt


VocabularyVocabularyV.025.AM1b Compound Word Hunt


VocabularyV.025.AM1cCompound Word Hunt


VocabularyVocabularyV.025.AM2a Compound Word Hunt


VocabularyV.025.AM2bCompound Word Hunt


Vocabulary

ObjectiveThe student will identify compound words.

Materials Flip pages (Activity Master V.026.AM1a - V.026.AM1c) Choose target pages. Copy, laminate, cut, compile book, and staple. Paper Pencil

Activity Students manipulate pictures and words in a flip book to make compound words. 1. Place flip book, pencils, and paper at the center. 2. The student “flips” the pages in the flip book and selects a picture card on the left hand side.3. “Flips” through the middle and right-hand pages to make a compound word that names the picture. 4. Lists each compound word on paper.5. Teacher evaluation

Extensions and Adaptations Add pages to the compound word flip book (Activity Master V.026.AM1d).

Word StructureCompound Word Flip Book

V.026


VocabularyV.026.AM1aCompound Word Flip Book


VocabularyVocabularyV.026.AM1b Compound Word Flip Book


VocabularyV.026.AM1cCompound Word Flip Book


VocabularyVocabularyV.026.AM1d Compound Word Flip Book


Vocabulary

ObjectiveThe student will identify the meaning of prefixes.

Materials Clothesline chart Staple string in parallel lines on poster board. Clothespins Write words with target prefixes on the clothespins (e.g., untied). Construction paper Cut paper into small squares. Write brief definitions for the words on the squares (e.g., not tied). Baskets Place clothespins and squares in separate baskets.

ActivityStudents match and clip definitions to words with prefixes on the clothespin chart.1. Hang the clothesline chart and place the clothespins and squares at the center. 2. Working in pairs, student one selects a clothespin, reads the word, and clips it to the line. 3. Student two looks through the squares to find the matching definition and clips it to the clothespin.4. Reverse roles and continue the activity.5. Peer evaluation

Extensions and Adaptations List the words and sort by the prefix. Write the words on a chart: prefix in one column and root in another.

Word StructurePrefix Line-Up

V.027


Vocabulary

Objective The student will identify the meaning of suffixes.

Materials Overhead projector Word and suffix cards (Activity Master V.028.AM1a - V.028.AM1h) Choose target sets. Sets have the same symbols. Transparencies Copy words and suffixes on the transparencies. Basket Place word cards in the basket. Paper Pencils

ActivityStudents make new words on the overhead by adding words to a suffix.1. Place the suffix on the overhead projector and the basket of words next to the overhead projector.2. Working in pairs, student one selects a word and reads it. Places it to the left of the suffix, looks at his partner and says, “Read the new word.”3. Student two reads the new word and uses it in a sentence to demonstrate meaning.4. Students list the word on paper. 5. Reverse roles and continue the activity.6. Teacher evaluation

Word StructureOverhead Add-A-Part

V.028

Extensions and Adaptations Use a blank transparency and a Vis-à-Vis marker to write sentences using the new words. Use other words and suffixes.


VocabularyV.028.AM1aOverhead Add-A-Part


VocabularyVocabularyV.028.AM1b Overhead Add-A-Part


VocabularyV.028.AM1cOverhead Add-A-Part


VocabularyVocabularyV.028.AM1d Overhead Add-A-Part


VocabularyV.028.AM1eOverhead Add-A-Part


VocabularyVocabularyV.028.AM1f Overhead Add-A-Part


VocabularyV.028.AM1gOverhead Add-A-Part


VocabularyVocabularyV.028.AM1h Overhead Add-A-Part


Vocabulary

ObjectiveThe student will identify similarities and differences between the meanings of words.

Materials Word strips (Activity Master V.029.AM1) Copy, laminate, and cut into strips. Student sheet (Activity Master V.029.SS) Pencil

ActivityStudents compare three words, find two words that are similar, and record the shared attribute.1. Place word strips at the center. Provide the student with a student sheet. 2. The student selects a strip of three words.3. Reads the words and finds a similarity between two of the words (e.g., soccer and foot ball are played using a ball).4. Write the two similar words in adjacent columns on the student sheet and writes the shared attribute under the words (e.g., ball or games played with a ball). 5. Continues until all rows on the student sheet are complete. 6. Teacher evaluation

Extensions and Adaptations Write the word that is different on the back of the student sheet along with a word that shares a similar attribute.

Word AnalysisWord Connections

V.029


VocabularyVocabularyV.029.AM1 Word Connections


NameV.029.SSWord Connections


Vocabulary

ObjectiveThe student will identify similarities and differences between the meanings of words.

Materials Venn Diagram student sheet (Activity Master V.030.SS) Word cards (Activity Master V.030.AM1) Related word cards are marked with the same symbols. Marker or pencil

ActivityStudents use a Venn Diagram to compare words.1. Place word cards face up in rows on a flat surface. Provide the student with a student sheet and marker. 2. The student selects two related word cards and records each word above a circle. 3. Writes similarities of the words in the overlapping area of the circles.4. Writes differences between the words in the areas of the circle that do not overlap. 5. Teacher evaluation

Extensions and Adaptations Make other target word cards to compare (Activity Master V.007.AM2c). Compare attributes of objects.

Word Analysis Vocabulary Venn Diagram

V.030


NameV.030.SS Vocabulary Venn Diagram


VocabularyVocabularyV.030.AM1 Vocabulary Venn Diagram


Vocabulary

ObjectiveThe student will identify the relationship among words.

Materials Chart paper Select and write target vocabulary words. Semantic Map student sheet (Activity Master V.031.SS) Write the target topic or keyword in the center of the map. Write the categories or questions in the side boxes closest to the center box. Pencils

ActivityStudents “brainstorm” words related to a topic and record the words on a Semantic Map. 1. Provide each student with a Semantic Map student sheet.2. Students read the keyword and “brainstorm” related words. 3. Read the categories or questions in the boxes on the Semantic Map and write a one word answer under each question.4. Write descriptive words in boxes extending from the question boxes.5. Teacher evaluation

Extensions and Adaptations Extend boxes on the map to include additional categories and distinguishing features. Make a semantic floor map using index cards (boxes), yarn (lines), and letter tiles (words).

Word AnalysisSemantic Map

V.031


NameV.031.SS Semantic Map


Vocabulary

ObjectiveThe student will identify similarities and differences between the meaning of words.

Materials Semantic Feature Analysis student sheet (Activity Master V.032.SS1) Pencil

ActivityStudents identify the features that distinguish one word from another by completing a semantic feature analysis grid. 1. Provide the student with a student sheet.2. The student reads the words in the left column (category) and the words in the top row (attributes). 3. Reads the words in the category column and places checks in the attribute boxes that apply to the word. For example, cat: place checks in boxes under “fur, tail, and eyes.” 4. Teacher evaluation

Extensions and Adaptations Make a large floor graph to compare distinguishing features (attributes) of objects (e.g., mittens, shoes, buttons, or toys). List the categories and attributes on the blank semantic grid (Activity Master V.032.SS2).

Word AnalysisSemantic Feature Analysis

V.032


NameV.032.SS1 Semantic Feature Analysis


NameV.032.SS2Semantic Feature Analysis

Documents

Vocabulary - Florida Center for Reading Research | Florida ... · Continue until all the word cards are matched with corresponding cards. 4. ... Vocabulary 2005 The Florida Center