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Student Center Activities Vocabulary Produced by the Florida Center for Reading Research Copyright Florida Department of Education ©2005 371-2115A-5CA01

Student Center Activities - Florida State Universityfcrr.org/pdf/V_Final.pdf · V.006 Choose and Chat V.007 Action Word Ring Sort V.008 Describe-A-Picture V.009 Describe It ... nice

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Student Center Activities

Vocabulary

Produced by the Florida Center for Reading Research

Copyright Florida Department of Education ©2005

371-2115A-5CA01

2005 The Florida Center for Reading Research

AcknowledgementsWe would like to thank the following individuals and organizations for their contributions to this project.

Just Read Florida! Office at the Florida Department of Education

Mary Laura Openshaw, M.A.Miranda Free, Ph.D.

K-1 Development Team at FCRR

Marcia Kosanovich-Grek, Ph.D.Jeannie Keaton, Ed.S.

Teresa Logan, B.A.Kelly Magill, M.S.

Sarah Stafford, Ed.S.

Curriculum Review Team at FCRR

Georgia Jordan, M.S.Lila Rissman, M.S.

Mary Van Sciver, M.S.Michelle Wahl, M.S.

Technical Projects Group at FCRR

Karl Hook, M.S.Pete Lenkway, Ph.D.

Kristopher Bice, B.F.A.Danny Brooke, B.S.

Ryan Ziglar, B.S.

FCRR Senior Staff

Joseph Torgesen, Ph.D.Jack R. Brown, M.S.B.A., M.A., M.M.A.

Marcia Kosanovich-Grek, Ph.D.Pat Howard, Ph.D.Karl Hook, M.S.

Steve Nettles, M.S.Tricia Curran, Ph.D.

Graphics Support

Scholastic Inc.

2005 The Florida Center for Reading Research

IntroductionDuring the Spring 2004 Florida Reading First school site visits, staff from the Florida Center for Reading Research (FCRR) determined that teachers may benefit from classroom materials that would be immediately useful in implementing independent student center activities.

Over the past year, a team of teachers at FCRR has been collecting ideas and creating materials for use in kindergarten and first grade classrooms.

There are three books:

1. Phonological Awareness and Phonics Student Center Activities 2. Fluency, Vocabulary, and Comprehension Student Center Activities 3. Teacher Resource Guide

The first two books are activity plans and activity masters ready for immediate use in classrooms. The third book is an informative guide offering important insight on differentiated instruction and how to use the student center materials. Next year (2005-2006), similar materials for second and third grade classrooms will be developed.

When considering Florida’s formula, 5 + 3 + ii + iii = No Child Left Behind, please note that each instructional component is covered in the student center activities books. In addition, the activities will directly support your efforts to provide effective initial instruction, because they will help you to provide differentiated instruction to meet the needs of every child.

Marcia L. Kosanovich-Grek, Ph.D.Director of Curriculum and Instructional Projects

Florida Center for Reading Research

2005 The Florida Center for Reading Research

VocabularyWord Identification/Word in ContextV.001 Memory Word MatchV.002 Contraction ConnectionV.003 Word FinderV.004 Sentence Sticks

Words that Describe/Word MeaningV.005 About MeV.006 Choose and ChatV.007 Action Word Ring SortV.008 Describe-A-PictureV.009 Describe ItV.010 Glitter WordsV.011 String-A-PoemV.012 Word WizardV.013 Word-O-NaryV.014 Multiple Meaning BugsV.015 Four Square Vocabulary Map

Word Categorization/Word KnowledgeV.016 Transportation Key SortV.017 Cube Word SortV.018 Food Pyramid Word SortV.019 Peeking PocketsV.020 Brainstorming SortV.021 Synonym SpiderV.022 Overhead AntonymsV.023 Find the OppositeV.024 Go Fish for Homophones

Word Structure/Word AnalysisV.025 Compound Word HuntV.026 Compound Word Flip BookV.027 Prefix Line-UpV.028 Overhead Add-A-PartV.029 Word ConnectionsV.030 Vocabulary Venn DiagramV.031 Semantic MapV.032 Semantic Feature Analysis

Contents

Vocabulary

2005 The Florida Center for Reading Research

Word 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, 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).

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VocabularyV.001.AM1aMemory Word Match

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VocabularyVocabularyMemory Word MatchV.001.AM1b

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VocabularyV.001.AM1cMemory Word Match

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VocabularyVocabularyMemory Word MatchV.001.AM1d

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VocabularyV.001.AM1eMemory Word Match

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VocabularyVocabularyMemory Word MatchV.001.AM1f

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VocabularyV.001.AM1gMemory Word Match

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VocabularyVocabularyMemory Word MatchV.001.AM1h

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VocabularyV.001.AM1iMemory Word Match

Vocabulary

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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. Basket Place word cards in the basket. Student sheet (Activity Master V.002.SS)

ActivityStudents match words to contractions on a game board. 1. Place the contraction game board and basket of word cards at the center. Provide each student with a student sheet. 2. Taking turns, student one selects a word card, reads the word, 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 the basket. 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

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VocabularyV.002.AM1Contraction Connection

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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.

2005 The Florida Center for Reading Research

NameV.002.SSContraction Connection

Vocabulary

2005 The Florida Center for Reading Research

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

2005 The Florida Center for Reading Research

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. Three 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. Reads the sentence.5. Peer evaluation

Words in ContextSentence Sticks

V.004

Vocabulary

2005 The Florida Center for Reading Research

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.

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VocabularyAbout Me V.005.AM1

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VocabularyVocabularyAbout MeV.005.AM2a

nice

good

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VocabularyAbout Me V.005.AM2b

happy calm

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VocabularyVocabularyAbout MeV.005.AM2c

sad

kind

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VocabularyAbout Me V.005.AM2d

Vocabulary

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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).

2005 The Florida Center for Reading Research

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 Pencils

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.

2005 The Florida Center for Reading Research

VocabularyVocabularyAction Word Ring SortV.007.AM1

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VocabularyAction Word Ring Sort V.007.AM2a

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VocabularyVocabularyAction Word Ring SortV.007.AM2b

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VocabularyAction Word Ring Sort V.007.AM2c

Name

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Action Word Ring SortV.007.SS

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Vocabulary

ObjectiveThe student will produce words to describe a picture.

Materials Describe-A-Word Student Sheet (Activity Master V.008.SS) Scissors Markers or crayons Pencils

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. Draw and label a picture in the center of the box.3. Write one descriptive word (or sentence) on the inside of each flap. Cut out and fold. 4. Teacher evaluation

Extensions and AdaptationsFold 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

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VocabularyVocabularyDescribe-A-PictureV.008.SS

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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) Pencils

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.

Name

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Describe ItV.009.SS

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Vocabulary

ObjectiveThe student will identify words to describe a picture.

Materials Poetry text 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 poetry text, the “Glitter Box,” picture cards, paper, and markers at the center. 2. The student selects a picture card, names, draws, and labels the picture.3. Selects words that describe the picture from the “Glitter Box.” 4. Lists the words under the picture.5. 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).

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VocabularyVocabularyGlitter WordsV.010AM1a

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VocabularyGlitter Words V.010.AM1b

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VocabularyVocabularyGlitter WordsV.010.AM1c

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VocabularyGlitter Words V.010.AM1d

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VocabularyVocabularyGlitter WordsV.010.AM1e

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VocabularyGlitter Words V.010.AM2a

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VocabularyVocabularyGlitter WordsV.010.AM2b

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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

2005 The Florida Center for Reading Research

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 definitons, 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)

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VocabularyWord Wizard V.012.AM1

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VocabularyVocabularyWord WizardV.012.AM2

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NameWord Wizard V.012.SS

Vocabulary

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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.

2005 The Florida Center for Reading Research

VocabularyWord-O-Nary V.013.AM1

Vocabulary

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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 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 Bug student sheet (Activity Master V.014.SS) Pencils

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 in the “head” position on the work boards. Matches the definition cards to word cards by placing on the word board to complete the bug’s body. 3. Selects two words and definitions from the word boards and records the words on the student sheet. 4. Teacher evaluation

Word MeaningMultiple Meaning Bugs

V.014

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VocabularyMultiple Meaning Bugs V.014.AM1

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VocabularyVocabularyV.014.AM2 Multiple Meaning Bugs

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VocabularyMultiple Meaning Bugs V.014.AM3a

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VocabularyVocabularyV.014.AM3b Multiple Meaning Bugs

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NameMultiple Meaning Bugs V.014.SS

Vocabulary

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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 dictionaries Pencils

ActivityStudents use a “four square map” to describe a target word. 1. Place picture dictionaries and target word at the center. Provide the student with a student sheet.2. Student writes the target word (and draws an illustration) in the upper left-hand section of their maps.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

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NameV.015.SSFour Square Vocabulary Map

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VocabularyVocabularyFour Square Vocabulary MapV.015.AM1

Vocabulary

2005 The Florida Center for Reading Research

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

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VocabularyTransportation Key Sort V.016.AM1

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VocabularyVocabularyTransportation Key Sort V.016.AM2a

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VocabularyTransportation Key Sort V.016.AM2b

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VocabularyVocabularyTransportation Key Sort V.016.AM2c

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VocabularyTransportation Key Sort V.016.AM2d

Vocabulary

2005 The Florida Center for Reading Research

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 word cube.2. Taking turns, the students roll the word 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

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VocabularyCube Word Sort V.017.AM1

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VocabularyVocabulary

glueglue

Cube Word SortV.017.AM2

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VocabularyCube Word Sort V.017.AM3a

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VocabularyVocabularyCube Word SortV.017.AM3b

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VocabularyCube Word Sort V.017.AM3c

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VocabularyVocabularyCube Word SortV.017.AM3d

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VocabularyCube Word Sort V.017.AM3e

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VocabularyVocabularyCube Word SortV.017.AM3f

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VocabularyCube Word Sort V.017.AM3g

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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

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VocabularyV.018.AM1Food Pyramid Word Sort

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VocabularyVocabularyFood Pyramid Word SortV.018.AM2

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VocabularyV.018.AM3aFood Pyramid Word Sort

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VocabularyVocabularyFood Pyramid Word SortV.018.AM3b

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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 dictionaries Use child-friendly dictionaries 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 rings or string Markers and crayons Pencils

ActivityStudents use picture dictionaries to find common words and illustrate, write, and sort the words into envelopes. 1. Place picture dictionary, sample envelopes, paper, hole punch, and book rings 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

2005 The Florida Center for Reading Research

Vocabulary

Objective The student will produce words by categories.

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

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

Extensions and Adaptations Write the headings 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

2005 The Florida Center for Reading Research

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 spider, glue, and scissors at the center. Provide the 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 word card, 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. 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

2005 The Florida Center for Reading Research

VocabularyVocabularySynonym SpiderV.021.AM1

2005 The Florida Center for Reading Research

NameSynonym Spider V.021.SS

Vocabulary

2005 The Florida Center for Reading Research

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. 5. List the words on the student sheet.6. Teacher evaluation

Word KnowledgeOverhead Antonyms

V.022

2005 The Florida Center for Reading Research

VocabularyV.022.AM1aOverhead Antonyms

2005 The Florida Center for Reading Research

VocabularyVocabularyOverhead AntonymsV.022.AM1b

2005 The Florida Center for Reading Research

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

2005 The Florida Center for Reading Research

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

2005 The Florida Center for Reading Research

Name

Antonym Pairing Sheet

Overhead Antonyms V.022.SS1

Name

2005 The Florida Center for Reading Research

Synonym Pairing Sheet

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

2005 The Florida Center for Reading Research

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

2005 The Florida Center for Reading Research

VocabularyVocabularyFind the OppositeV.023.AM1a

2005 The Florida Center for Reading Research

VocabularyFind the Opposite V.023.AM1b

2005 The Florida Center for Reading Research

Vocabulary

Extensions and Adaptations Give definitions of each word when making a match. Divide the deck by homophones.

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 stack of cards face down at the center. 2. Student one deals 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.

2005 The Florida Center for Reading Research

VocabularyV.024.AM1aGo Fish for Homophones

2005 The Florida Center for Reading Research

VocabularyVocabularyV.024.AM1b Go Fish for Homophones

2005 The Florida Center for Reading Research

VocabularyV.024.AM1cGo Fish for Homophones

2005 The Florida Center for Reading Research

VocabularyVocabularyV.024.AM1d Go Fish for Homophones

2005 The Florida Center for Reading Research

VocabularyV.024.AM1eGo Fish for Homophones

2005 The Florida Center for Reading Research

VocabularyVocabularyV.024.AM1f Go Fish for Homophones

Vocabulary

2005 The Florida Center for Reading Research

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 wo trays Place each set of cards on a separate tray.

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

2005 The Florida Center for Reading Research

VocabularyV.025.AM1aCompound Word Hunt

2005 The Florida Center for Reading Research

VocabularyVocabularyV.025.AM1b Compound Word Hunt

2005 The Florida Center for Reading Research

VocabularyV.025.AM1cCompound Word Hunt

2005 The Florida Center for Reading Research

VocabularyVocabularyV.025.AM2a Compound Word Hunt

2005 The Florida Center for Reading Research

VocabularyV.025.AM2bCompound Word Hunt

Vocabulary

2005 The Florida Center for Reading Research

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 Pencils

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

2005 The Florida Center for Reading Research

VocabularyV.026.AM1aCompound Word Flip Book

2005 The Florida Center for Reading Research

VocabularyVocabularyV.026.AM1b Compound Word Flip Book

2005 The Florida Center for Reading Research

VocabularyV.026.AM1cCompound Word Flip Book

2005 The Florida Center for Reading Research

VocabularyVocabularyV.026.AM1d Compound Word Flip Book

2005 The Florida Center for Reading Research

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). Two baskets Place clothespins and squares in a basket.

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

2005 The Florida Center for Reading Research

Objective The student will identify the meaning of suffixes.

Materials Overhead projector Root and suffix cards (Activity Master V.028.AM1a - V.028.AM1h) Choose target sets. Transparencies Copy roots and suffix on the transparencies. Basket Place cards in the basket. Paper Pencils

ActivityStudents make new words on the overhead by adding roots to a suffix.1. Place the suffix on the overhead projector and the basket of roots next to the overhead projector.2. Working in pairs, student one selects a root and reads the word. 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.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 root words and suffixes.

2005 The Florida Center for Reading Research

VocabularyV.028.AM1aOverhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyVocabularyV.028.AM1b Overhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyV.028.AM1cOverhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyVocabularyV.028.AM1d Overhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyV.028.AM1eOverhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyVocabularyV.028.AM1f Overhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyV.028.AM1gOverhead Add-A-Part

2005 The Florida Center for Reading Research

VocabularyVocabularyV.028.AM1h Overhead Add-A-Part

2005 The Florida Center for Reading Research

Vocabulary

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

Materials Strips of three words (Activity Master V.029.AM1) Copy, laminate, and cut into strips. Student sheet (Activity Master V.029.SS) Pencils

ActivityStudents compare three words, find two words that are similar, and record the shared attribute.1. Place word cards 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 back of the student sheet along with a word that shares a similar attribute.

Word AnalysisWord Connections

V.029

2005 The Florida Center for Reading Research

VocabularyVocabularyV.029.AM1 Word Connections

2005 The Florida Center for Reading Research

NameV.029.SSWord Connections

Vocabulary

2005 The Florida Center for Reading Research

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. Markers or pencils

ActivityStudents use a Venn Diagram to compare words.1. Place word cards and markers on a flat surface. Provide each student with a student sheet. 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

2005 The Florida Center for Reading Research

NameV.030.SS Vocabulary Venn Diagram

2005 The Florida Center for Reading Research

VocabularyVocabularyV.030.AM1 Vocabulary Venn Diagram

2005 The Florida Center for Reading Research

Vocabulary

ObjectiveThe student will identify the relationship among words.

Materials Chart paper Select and write target vocabulary words. Semantic Map (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.2. Students read the keyword and “brainstorm” related words. 3. Read the categories or questions in each box 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 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

Name

2005 The Florida Center for Reading Research

V.031.SS Semantic Map

2005 The Florida Center for Reading Research

Vocabulary

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

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

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

Name

2005 The Florida Center for Reading Research

V.032.SS1 Semantic Feature Analysis

2005 The Florida Center for Reading Research

NameV.032.SS2Semantic Feature Analysis