Vocabulary Tales - 25 Books, 16 Pages and Teaching Guide, Grades K-1 (gnv64).pdf

5/19/2018 Vocabulary Tales - 25 Books, 16 Pages and Teaching Guide, Grades K-1 (gnv64).pdf

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Teaching Guide

New York Toronto London Auckland Sydney

New Delhi Mexico City Hong Kong Buenos Aires

Vocabulary Tales 2009 Liza Charlesworth, Scholastic Teaching Resources


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Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages for classroom use. No other

part of the publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any way or by

any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For

information, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Guide written by Pamela ChankoCover design by Maria Lilja

ISBN-13: 978-0-545-08866-4 / ISBN-10: 0-545-28866-6

Copyright 2009 by Scholastic Inc.

All rights reserved.



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Introduction . . . . . . . . . . . . . . . . . . . . . . 4

Using the Program. . . . . . . . . . . . . . . . . . 5Using the Storybooks . . . . . . . . . . . . . . . . 6

Using the Mini-Books . . . . . . . . . . . . . . . . 8

Assessment. . . . . . . . . . . . . . . . . . . . . . 10

Vocabulary Games and Activities . . . . . . . . . 12

Grow-a-Word Reproducible . . . . . . . . . . . . 17

Book-by-Book Reproducibles. . . . . . . . . . . . 18

One of a Kind!(all-about-me words) . . 43

Dinner Time!(family words) . . . . . . . 47

Emily and Mortimer(friendship words) . 51

Little Piggys Big Day(neighborhood words) . . . . . . . . . . . 55

Bear Goes Shopping(shopping words) . 59

The Monster Chef(cooking words) . . . 63

Kit Visits Kat(transportation words). . . . 67

School Rules(school words) . . . . . . . 71

Safely Ever After(safety words) . . . . . 75

I Love Popcorn!(five senses words) . . . 79

Squirrels Tree(seasonal words) . . . . . 83

Going to Grandmas(weather words) . . 87

A Plant of My Own(plant words) . . . . 91

I Think I Need a Pet(animal words) . . . 95

Katie the Caterpillar(insect words) . . . 99

Seymour the Scaredy-Shark(ocean words). . . . . . . . . . . . . . . . 1

Dinosaur Days(dinosaur words). . . . . 1

Protect the Earth!(environmental words) . . . . . . . . . . . 1

Grace in Space(space words). . . . . . 1

Silly Monkey in the Science Lab(science words) . . . . . . . . . . . . . . . 1

The Sandcastle Contest(shape words). . . . . . . . . . . . . . . . 1

A Gift for Giraffe(measurement words). . . . . . . . . . . . 1

Kitty Breaks the Bank(money words) . . . . . . . . . . . . . . . 1

Callie Stays Up Late(time words). . . . 1

Tortoise Goes to Camp

(computer words) . . . . . . . . . . . . . . 1

Answers . . . . . . . . . . . . . . . . . . 1



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If youre opening this book, youre already on the way to building a strong foundationalvocabulary for every student in your classroom. Welcome to Vocabulary Tales, the fun andeasy way to teach vocabulary in context!

Having a strong vocabulary is the key that opens not only the door to reading success, but

the doors to achievement in virtually every other area as well. Think about itno matter what

the subject is, words are what we use to teach it, understand it, and speak about it. A strong

vocabulary makes students not only better readers and speakers, but also better writers,

because they have the words they need to express what they want to. A strong vocabulary

even improves students social skills, because it allows them to better articulate their own

thoughts and those of others.

The research shows that the best way to build vocabulary is through repeated, direct

instruction. However, rote drilling of words and their definitions is unlikely to engage students

(or their teachers, for that matter), and facts learned out of context tend not to stick. Thatswhere Vocabulary Tales comes in. Each of these 25 playful, character- and plot-driven stories

teaches eight new words in a natural context that makes sense.

Youll find that the group of words featured in each story centers on a single theme, making

it easy for you to teach all of the words together. For instance, Bear Goes Shoppingfeatures

eight shopping words, includingpurchase, expensive, customer, and afford. Katie the

Caterpillarfeatures eight insect words, including camouflage, metamorphosis, emerge, and

hives. Other vocabulary themes include:

As you can see, the words featured in Vocabulary Tales are

not only essential for reading and writingthese are the kinds

of words children need in order to communicate effectively

about content areas across the curriculum. And they areall taught in a lively, delightful context. Imagine teaching

a vocabulary lesson and hearing giggles instead of yawns.

Thats your classroom with the addition of Vocabulary Tales!

transportation words five senses words

friendship words

weather words

school words

money words measurement words

ocean words

environmental words

and many more!

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The bright and beautiful storybooks, along with this time-saving teaching guide, are all youll

need to put the Vocabulary Tales program to work in your classroom!

StorybooksIn the durable storage box, youll find 25 of the most fun and engaging full-color storybooks

around! The Vocabulary Tales storybooks can be used for both whole-group read-alouds and

more intimate interactive reading. Each tale features eight vocabulary words that relate to

a central theme or topic, such as neighborhood words, ocean words, seasonal words, and so

on. Each topic is relevant to childrens lives, and to the subjects you teach. Plus, youll find

that the target vocabulary words fall into context naturally you dont need to sacrifice a good

story for an educational component! Instead, children will build ocean vocabulary as they

read about an unusually fearful ocean creature in Seymour the Scaredy-Shark. Theyll learn

cooking words as they watch a monster get loose in the kitchen in The Monster Chef. In short

theyll have fun as they become word wizards! For tips on using the storybooks, see pages 67of this guide.

Mini-BooksIncluded in the guide you will find a reproducible version of all 25 storybooks. The mini-books

are unabridged duplicates of the stories, so each and every student can have his or her own

complete set of Vocabulary Tales! The mini-books are great for independent reading, home-

school connections, center work, and more. For terrific tips on using the mini-books, see

pages 89 of this guide.

Activities and Games

When you involve children in word play, they can develop a love of language to last a lifetime!Hands-on games and activities are an important component of any vocabulary program, and

youll find loads of fun ideas right here in this guide. There are activities to benefit many

learning styles, from visual to kinesthetic. See pages 1216.

Book-by-Book ReproduciblesEach book in the program comes with a matching vocabulary

worksheet for student practice and quick progress checks. Starting

on page 18, youll find a reproducible for each storybook that

challenges children to match the target words from the book with

their definitions.

AssessmentWhile the book-by-book reproducibles provide you with a quick

and easy way to do spot checks, see pages 1011 for more in-depth

assessment. Here youll find tips on interpreting childrens stages of

word knowledge, as well as a chart for tracking their development.



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The books in the Vocabulary Tales program are so charming and

colorful that theyre sure to become classroom favorites just for the

stories themselves. Here are some before, during, and after readingtips for getting the most out of the educational opportunities

embedded in each book.

Before Reading

You might like to activate childrens prior knowledge and get the language flowing by

starting an oral discussion on the vocabulary theme. For instance, before reading Going to

Grandmas, a story that teaches weather words, you might ask questions such as: What is

your favorite kind of weather? What kinds of things can you do in that weather? What is

the weather like today? What are some other words we use to describe the weather?

Display the cover of the book and read the title aloud. Invite children to make predictions

about the story or to share any personal connections evoked by the illustration. For

instance, when displaying I Think I Need a Pet, you might ask: What kind of pet do you

think the girl wants? Do you think she will get it? When looking at Tortoise Goes to Camp,

you might ask: Have you ever been to camp? If not, what do you think it would be like to

go? When previewing Safely Ever After, point to the picture of Humpty Dumpty and ask:

Does this character look familiar? Where have you seen him before?

Point out the oval in the upper right corner and read aloud the vocabulary theme. Explain

to children that in this story, they will be seeing some special words, and that all the wordhave to do with the same topic. For instance, when reading Dinner Time!, you might tell

children there are eight special words in this book, and all of them have to do with family.

Tell children that the special words will be in boldface type and that later, you will be

talking about what the words mean.

During Reading

When you first share the storybook, read it straight through so children can enjoy the

language and the illustrations. Invite them to ask questions and share comments about

the plot and the characters.

On your next reading, encourage children to pay special attention to the words in boldface

print. When you come to a vocabulary word, pause to discuss childrens initial ideas abou

it. Have they seen or heard the word before? If the word is new to them, can they find a

context clue in the story to help determine its meaning? For instance, when reading Emily

and Mortimer, children may find a clue to the word honestright in the next sentence:

Emily always told him the truth.

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During subsequent readings, pause at the target words to read the definitions and sample

sentences aloud. Compare how the target word is used in the story to how it is used in

the sample sentence, and then invite children to use the word in their own sentence. For

instance, in the story School Rules, the word silentis used to describe students, while in

the sample sentence it is used to describe a house. After reading this page, you might ask

children: What is something else that might be silent?

As children grow progressively more familiar with each story, they will be able to chime

in on more of the reading. You can encourage this by using sticky notes to create cloze

reading activitiesthat is, cover one or more words in the text and allow children to

provide the words themselves. As they master more of the text, children can participate in

whole-group, partial-group, and even partnered reading in front of the class.

After Reading

Encourage children to respond to the story and share their own personal reactions. If you

need to spark ideas or get the conversation flowing, you can ask questions such as: Did th

story end up the way you thought it would, or was there a part that surprised you? Who

was your favorite character? Which illustration did you enjoy most? Why?

Use the Meaning Match activity on page 14 of the storybook to review the definitions of the

words from the story. Read each definition aloud and ask children to match it to a word in

the word chest. Depending on childrens skill level, you might limit their choices and ask

them to pick from two, three, or four words before revealing all eight.

The Vocabulary Fill-ins on page 15 of the storybook ask children to use their knowledgeof the target words from the story and apply them to a different context. Read each fill-in

sentence aloud, and then ask children to choose the word from the word box that makes

the most sense in the blank.

The open-ended questions on page 16 of the storybook help you explore the target words

more deeply with children by asking questions that tap into their personal experiences,

opinions, and prior knowledge while encouraging them to make connections to newly

acquired vocabulary. Keeping these conversations free and easygoing is

probably the best way to encourage new discoveries about words.

Last but not least, youll find an Extra activity at the bottom of page 16of the storybook challenging children to think of more words connected

to the theme (such as cooking words, animal words, and so on). This

is the time to brainstorm! You can do the activity as a whole group, in

small groups, with partners, or independently, and you can do it with

the same theme more than once. As childrens vocabularies increase and

they begin to make new associations, you never know what new words

might come up!



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Since each reproducible mini-book is an exact replica of the companion storybook, each child

in your classroom can own a complete set of all 25 Vocabulary Tales! Naturally, the mini-boo

reinforce the vocabulary taught in the storybooks, but thats not alltheyre great for bothclassroom and take-home activities alike! Use the tips below to make the most of the learning

opportunities provided by the Vocabulary Tales mini-books.

Follow Me! After youve read a Vocabulary Tale several times, give each child a copy of th

companion mini-book pages and show children how to put the book together (see page 9 o

this guide). As you read the story once more, children will be able to follow along in their v

own copies! The mini-books are great for choral reading, guided reading, Readers Theater,

mini-lessons.

Vocabulary Central The mini-books make a great starting point for a learning center. Afte

teaching a group of target words, place several copies of the mini-book at the center, along

with copies of the matching reproducible (see pages 1842). After children read the book a

complete the sheet, they can work with the words in a variety of other ways, depending on

their skill level. You might have children draw a picture to represent each word, come up w

synonyms or antonyms, or even challenge children to extend the storybook or write their o

original story using the words. You can also use the mini-books to create a listening center

Simply make a recording of yourself reading a story aloud and place copies of the mini-boo

in the center for children to follow along with your reading.

My Vocabulary Tales To make childrens personal libraries of Vocabulary Tales special, g

clean, empty shoebox for each child (or ask parents to bring one in from home) for children

decorate. Set out old magazines, gift wrap, stickers, and cut sentence strips. Then let child

use pictures, print, or both to represent their favorite words and glue them on the box! Ifchildren cant find a particular word, they can print it on a sentence strip. Label childrens

boxes with their names and let children use them to store their collection of Vocabulary Ta

mini-books.

From School to Home Use the mini-books to forge

home-school connections and involve family members

in childrens learning. After youve read a story in

class, copy the mini-book and send it home with each

child. You can use the pendant on the following page

as an invitation for parents to snuggle up and read the

mini-book with their children.

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Make double-sided copies ofthe mini-book

pages. (You

should have two

double-sided

copies for each

one.)

Position the pageswith lettered spreads(A, B, C, D) faceup.

Place the B spread

on top of the A

spread. Then, place

the C and D spreads

on top of those in

sequence.

Fold the pages inalong the solid line.

sure all the pages a

the correct order. Th

staple them togethe

along the books sp

Stack thepages and cut

them across the

horizontal dotted

line. Do not cut

along the solid line.

A

B

C

D

Ask me about the

___________________________________

words Im learning!

Then we can read the Vocabulary Tales

mini-book together.

The same day you send home a mini-book, make one copy of the pendant for each child.

Simply write the vocabulary theme on the line, cut it out, punch a hole in the top, and thread

with yarn to create a necklace children can wear home.



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While the reproducible sheets in this guide give you some information about childrens

progress, its important to note that true word knowledge goes beyond matching words with

definitions. Firstly, there are different kinds of vocabulary: speaking vocabulary is differentfrom listening vocabulary (that is, being able to understand a word spoken in context is

different from feeling comfortable enough with that word to use it freely oneself). Word

knowledge also develops along a continuum; it is not an all-or-nothing concept. In their book

Bringing Words to Life: Robust Vocabulary Instruction(Guilford Press, 2002), experts Isabel

Beck, Margaret McKeown, and Linda Kucan identify four main degrees of word knowledge, as

shown below.

Multiple-choice vocabulary tests and exercises that ask children to use the word in a sentenc

are limited because a child can get correct answers with very little knowledge of a word. For

example, a child may know that the word humongouscan be used to describe an elephant,

but still not know what the word means. A child who can use the word conductorin thesentence I saw a conductoris proving that he knows conductoris a noun, and nothing else.

Some of the best ways to assess childrens word knowledge involve getting them to interact

with the words. For instance, to see if a child knows the word emergencyafter reading Safely

Ever After, you might ask: What is an emergency that we practice for at school? What kind of

emergency could happen at home? After reading One of a Kind!, you might ask: If you were

curious about a book, would you take it off the shelf, or leave it there? Why? You can also

encourage children to connect target words to personal experiences with questions such as:

When have you felt grateful to someone? What did the person do to make you feel that way?

childs ability (or inability) to use a word across contexts gives you a more accurate picture of

his or her true word knowledge.

The assessment sheet on the next page can be used to track childrens progress. Simply copy

a class set and write each childs name at the top. After finishing a book, write the date and

the eight vocabulary words in the spaces provided. Then have a conversation with each child

to assess their knowledge of the target words using the guidelines above, and place a check

mark in the appropriate box to note the childs learning stage for each word. Its not an exact

science; just use your best judgment. Six dated assessments will fit on each sheet; make

multiple copies to follow each childs progress throughout the program.

Four Stages of Knowing a Word

Stage 1: Does not know the word at all; has never seen or heard it

before.Stage 2: Has heard or seen the word before, but does not know what

it means.Stage 3: Has vague knowledge of the word; can recognize it in one

context, but cannot apply it across a variety of situations.Stage 4: Knows the word well; can explain its meaning and use it in

many contexts.

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While the reproducible sheets in this guide give you some information about childrens

progress, its important to note that true word knowledge goes beyond matching words withdefinitions. Firstly, there are different kinds of vocabulary: speaking vocabulary is different

from listening vocabulary (that is, being able to understand a word spoken in context is

different from feeling comfortable enough with that word to use it freely oneself). Word

knowledge also develops along a continuum; it is not an all-or-nothing concept. In their book

Bringing Words to Life: Robust Vocabulary Instruction(Guilford Press, 2002), experts Isabel

Beck, Margaret McKeown, and Linda Kucan identify four main degrees of word knowledge, as

shown below.

Multiple-choice vocabulary tests and exercises that ask children to use the word in a sentence

are limited because a child can get correct answers with very little knowledge of a word. For

example, a child may know that the word humongouscan be used to describe an elephant,

but still not know what the word means. A child who can use the word conductorin thesentence I saw a conductoris proving that he knows conductoris a noun, and nothing else.

Some of the best ways to assess childrens word knowledge involve getting them to interact

with the words. For instance, to see if a child knows the word emergencyafter reading Safely

Ever After, you might ask: What is an emergency that we practice for at school? What kind of

emergency could happen at home? After reading One of a Kind!, you might ask: If you were

curious about a book, would you take it off the shelf, or leave it there? Why? You can also

encourage children to connect target words to personal experiences with questions such as:

When have you felt grateful to someone? What did the person do to make you feel that way? A

childs ability (or inability) to use a word across contexts gives you a more accurate picture of

his or her true word knowledge.

The assessment sheet on the next page can be used to track childrens progress. Simply copy

a class set and write each childs name at the top. After finishing a book, write the date and

the eight vocabulary words in the spaces provided. Then have a conversation with each child

to assess their knowledge of the target words using the guidelines above, and place a check

mark in the appropriate box to note the childs learning stage for each word. Its not an exact

science; just use your best judgment. Six dated assessments will fit on each sheet; make

multiple copies to follow each childs progress throughout the program.

Four Stages of Knowing a Word

Stage 1: Does not know the word at all; has never seen or heard it

before.Stage 2: Has heard or seen the word before, but does not know what

it means.Stage 3: Has vague knowledge of the word; can recognize it in one

context, but cannot apply it across a variety of situations.Stage 4: Knows the word well; can explain its meaning and use it in

many contexts.

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Name _______________________________________________________________________

Date: Stage

Words 1 2 3 4

Date: Stage

Words 1 2 3 4

Date: Stage

Words 1 2 3 4

Date: Stage

Words 1 2 3 4

Date: Stage

Words 1 2 3 4

Date: Stage

Words 1 2 3 4


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These hands-on, open-ended activities are great for exploring words children learn through

the Vocabulary Tales program, or any target words of your choice.

Word DetectivesAs children learn new words at school, encourage them to be on the lookout for the words

in real-world situations. Any non-academic context should be considered real world, from

a newspaper clipping to an overheard conversation. Reserve a bulletin board or wall for the

Word Detective station and encourage children to fill it up by posting records of their findings!

For instance, after reading Protect the Earth!, a child might see the word healthyon a cereal

box and attach that piece of the box to the wall; another child might hear the word recycleon

a television commercial and post a drawing of a TV with recyclein a speech bubble; and so

on. This is a great way to show children that having a good vocabulary is not only useful at

schoolit helps them everywhere they go!

PasswordYou can adapt this famous TV game show into a fun game for the classroom. Prepare by

writing several secret passwords (that is, target vocabulary words) on sentence strips or

construction paperjust make sure they will be large enough for the rest of the

class to see. Then invite two students up to the front of the room to be the first

contestants, and have them sit in chairs facing the audience. Stand between

the two students and hold up the secret password for the audience to seeit will

be their job to volunteer one-word clues that will help the contestants guess the

secret word. For instance, clues to the word kindmight include friendly,good,

sweet, caring, and so on. Have the two contestants take turns calling on members

of the audience for clues and taking guesses until one of them guesses the password.

The student who guessed the word gets to stay for another round, and the student

who gave the final clue replaces the other contestant.

CategoriesThis old favorite will get children thinking about how words are

related, and how they can be sorted. Help each student create a

simple grid of three-by-three or four-by-four squares, depending

on the childrens skill level. Across the top, have children write

three or four categories of words, for example, school words,

shape words, and ocean words. Down the side, have children

spell a three- or four-letter word, for instance, SAT. Children fill

in the squares with words that fit each category and start withthe appropriate letter (for these categories, the swords might be

students, square, and sea). Of course, children can use words

outside the program to fill in their gridsthinking about words is

whats important.

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Whats My Word?In this game, each child gets a secret wordbut everyone else is in on the secret! Write

target vocabulary words on large sticky notes and attach one to each childs back, making

sure children do not see their own words. Then have children mill around and give clues to

one another. The clues might be definitions, synonyms, words that are close to the word, and

so on. For instance, a child giving a clue to a child with noisyon her back might say, Your

word means the same as loud. A child talking to the child with humongouson his back

might say, Your word is close to enormous. Children can also ask others about their own

words, for example: Is my word a computer word? Does my word have to do with insects? and

so on. Let children ask questions and give clues until everyone has guessed his or her secret

word.

Word Wall ActivitiesAs childrens vocabularies grow larger and larger, you will probably want to put up a word wall

to track all the new words students are learning! Word walls allow children to explore words in

varied ways. Plus, the activities you can do with word walls are lots of fun, and require almostno set up! To create your word wall, simply set aside a bulletin board or wall at childrens eye

level and keep a stack of note cards close by. Then, each time you study a new vocabulary

word with children, write it on a note card and attach it to the wall. Its that easy! Here are

just a few ideas for vocabulary fun with a word wall.

Vocabulary Basketball For this game, create a masking tape fault line in front of

your word wall and place a clean, empty trash can at a short distance to serve as your

basketball hoop. You can use a plush ball or beanbag for a basketball. Line up two teams

of children and have the first child on each team take turns standing behind the fault line.

Choose a secret word from the wall and give the child a clue in the form of a synonym,

antonym, or definition. For instance, if you choose the word scrumptious, you might say,

Show me the word that means very delicious. If the child identifies the word correctly,he or she earns one point for the team, plus the chance to earn an extra point by shooting

a basket. Play continues until each child has had a turn, or as time permits. For a fun

variation, you can write the clues on scrap paper and use your recycling bin as the hoop.

Children can read the clue, crumple the paper, and shootthe clue itself becomes the

basketball!

Vocabulary Swat Team For this game, divide the group into

two teams, have them each line up in front of the word wall,

and give the first child in each line a fly swatter. Then say a

cloze sentence for one of the words on the wall. For instance, if

you choose the word tradition, you might say, In my family, it

is a ___ to eat turkey on Thanksgiving. The first child to swatthe word that fits earns a point for his or her team. Players

then move to the back of the line. Continue until each child has

had a turn, or for as long as time permits.


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Mystery Word In this game, you choose a mystery

word from the wall that children solve with five

successive clues, each of which narrows the choices

from the clue before. Have children number their papers

from one to five; as you give each clue, children shouldwrite a word from the wall that matches all the clues

given so far. The last clue should lead children directly

to the mystery word. Heres an example for the word

blizzard:

Clue 1: The mystery word is on the word wall.

Clue 2: The mystery word has two syllables.

Clue 3: The mystery word has to do with weather.

Clue 4: The mystery word is a kind of storm.

Clue 5: The mystery word completes this sentence: After the ___, the snow was piled five inches high.

Round-Robin Storytelling Heres a fun, silly way to use vocabulary words in context.

Take down random words from the word wall, one for each child and yourself. Pass out

the cards, keeping one for yourself, and sit in a circle with children for a round-robin

story. The trick? Each part of the story must include the word that the speaker is holding!

Start the story yourself, showing children your word and modeling how you include it. For

instance, if you have the wordgenerous, you might begin, Once there was a very generous

king. But he may have been too generous, because he gave away almost all he had. Then

pass the story on to the next child in the circle. If children need help with ideas, a few well-

placed questions might help. For instance, if the next child had the word backpack, you

might ask, What if the king only had a few things left? What would he carry them in?

Just make sure children know theres no pressurethe sillier the story, the better!

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Quick-DrawA Pictionary-style drawing game will be fun for all students, but might be especially beneficial fo

visual learners. Prepare the game by writing target vocabulary words on note cards and gatherin

two groups of players. To begin, the first illustrator from Team 1 picks a random card, reads the

(without showing it to anyone else), and attempts to draw a representation of the word on the boor chart paper for his or her team to guess. No letters or talking is allowed, but players are allow

to interact with their pictures. For instance, a child who picked the word neighbormight draw tw

houses with a person in front of one of them, and then point to the person. The drawing period

should be about one minute (you can time it with a stopwatch or a sand timer). If Team 1 guess

word correctly, they earn a point. If Team 1 cannot guess the word in the time allotted, Team 2

one chancebut only oneto guess the word from the illustrations that have already been crea

If they are correct, they earn the point. If not, the point goes unearned.

In either case, it is then Team 2s turn. Play continues (giving different

team members a chance to draw) until all cards have been used.

Mix and MingleUse this activity when children need to form partners or groups, or just

for fun. If possible, laminate a note card for each child in the class. If

not, you can use plain note cards. (Laminated cards will create a write-

on/wipe-off surface, so you can use them over and over again with a

water-based marker.) Punch holes in the upper corners of the cards

and string with yarn to make a necklace. To form partners, write a

vocabulary word on one card and a definition on another, making sure

each child will have a match. Then place all the necklaces in a paper

bag and let children pick one at random. Children can mix and mingle,

milling about and looking at each others necklaces until they find

their matching partner! This can also be done with synonyms. To form

small groups, you can make necklaces with categories of words that gotogether, such as family words (grandparents, nephew, aunt, uncle) or time words (week, minut

second, hour).

Pass It On!This fun game is based on Pass the Chicken, but you dont need a rubber chicken to play it! Y

can pass anything, such as a beanbag. Seat children in a circle, ask a volunteer to be It, and

explain that the object of the game is to never get caught holding the beanbag. To begin, give th

beanbag to It and give the child a challenge, such as, Name three computer words. Pass it on

soon as you say Pass it on, It passes the beanbag to the child on his right, and children quic

pass the beanbag around the circle. If the beanbag comes back to the original holder before the

can name three computer words, that child is still It. Otherwise, the child holding the beanbag

when It completes the task becomes the new It. For variation, you can incorporate different kichallenges, such as saying three sentences using a particular target word, naming two synonym

antonyms of a target word, and so on.


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PyramidRemember the $25,000 Pyramidgame show? Well, its a great way to teach vocabulary

and word relationshipsand its loads of fun! You can easily adapt it for use in the

classroom. Divide the class into two teams and have the first child from each teamcome to the front of the room. These children are the first contestants; they should sit

in chairs facing the class, away from the board. Choose one contestant to go first and

write a word category or theme (such as shopping words) on the board behind her.

During a timed period (such as one minute), volunteers from her team should call out

words that will help her guess the category (such as expensive, customer, and so on).

If she guesses the category correctly within the allotted time, her team earns a point. If

not, the other contestant is allowed one guess to earn the point for his team. Whether

he earns the point or not, it is then his teams turn with a new category. After that,

bring up the next pair. Play as long as time permits.

Grow-a-Word

Use the reproducible on page 17 to build critical thinking skills and encourage childrento delve more deeply into word relationships. The reproducible can be used with any

word children are learningit helps grow their ideas about the word! First, have

children write the target word in the center of the flower. On the petals, children can

either write words or draw images that the target word reminds them of. These can be

examples, related words, descriptions, or synonyms. For example, if the target word is

mother, a childs activity sheet might be very personal and contain adjectives such as

funny, kind, beautiful, loving, and family.

1616


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Name ___________________________________________________________

Word


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Read each definition. Then write the word next to the definition that matches it.

WORD DEFINITION

1.__________________ = able to do things all by yourself

2.__________________ = to pretend

3.__________________ = extra special

4.__________________ = feeling good about what you have done

5.__________________ = strong feelings

6.__________________ = to want to find out more about something

7.__________________ = without any mistakes

8.__________________ = able to wait without getting upset

Use your favorite new vocabulary word from the book in a sentence.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

emotions

proud

patient

independent

curious

extraordinary

perfect

imagine

1818


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WORD DEFINITION

1.__________________ = a mother or fathers parents

2.__________________ = a brother or sisters son

3.__________________ = the people in your family

4.__________________ = an aunt or uncles child

5.__________________ = a mother or fathers brother,

or the husband of your aunt

6.__________________ = a large meal

7.__________________ = something special you do regularly

8.__________________ = a mother or fathers sister, or the wife of your u


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

feast

tradition

aunt

nephew

relatives

grandparents

cousin

uncle


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WORD DEFINITION

1.__________________ = happy to give your things to others

2.__________________ = being nice to others

3.__________________ = to be thankful for something

4.__________________ = never lying, cheating, or stealing

5.__________________ = to have the same idea or opinion

about something

6.__________________ = to rely on someone or something

7.__________________ = disagreements or fights between people

8.__________________ = showing strong friendship or support for someo


____________________________________________________________________

____________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

depend

loyal

generous

honest

grateful

arguments

kind

agree

2020


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WORD DEFINITION

1.__________________ = a building where movies or plays are shown

2.__________________ = to look at a lot of different things

3.__________________ = a restaurant that has all kinds of food

4.__________________ = someone who lives nearby

5.__________________ = a place where art, history, or science objects

are displayed

6.__________________ = using something that doesnt belong to you,

then giving it back

7.__________________ = the leader of a town or city

8.__________________ = a drugstore


___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

browse

pharmacy

mayor

diner

neighbor

theater

borrow

museum


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WORD DEFINITION

1.__________________ = to buy something

2.__________________ = a small case for holding money

3.__________________ = to have enough money to buy something

4.__________________ = people who buy things

5.__________________ = a group of different things

6.__________________ = to hold something close in a loving way

7.__________________ = to pick out something from a group

8.__________________ = costing a lot of money


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

wallet

choose

snuggle

variety

expensive

purchase

customers

afford

2222


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WORD DEFINITION

1.__________________ = instructions for cooking food

2.__________________ = the main cook in a restaurant

3.__________________ = a list of foods served in a restaurant

4.__________________ = foods and spices used in a recipe

5.__________________ = something you wear to protect your clothes

when you are cooking

6.__________________ = a small amount of something

7.__________________ = very delicious

8.__________________ = to heat something until it starts to bubble


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

apron

ingredients

boil

menu

chef

recipe

scrumptious

pinch

nt


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WORD DEFINITION

1.__________________ = something that carries people

from one place to another

2.__________________ = to give an idea

3.__________________ = walking slowly

4.__________________ = going to see people or places

5.__________________ = someone who walks

6.__________________ = the amount of space between two places

7.__________________ = people who ride in vehicles

8.__________________ = cars, vans, trucks, and motorcycles on the roa


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

passengers

strolling

visit

distance

suggest

pedestrian

traffic

vehicle

2424


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WORD DEFINITION

1.__________________ = a large bag that you wear on your back

2.__________________ = school work to do at home

3.__________________ = absolutely quiet

4.__________________ = to work together

5.__________________ = what you should or should not do

6.__________________ = to try to do something that is hard

7.__________________ = people who learn at a school

8.__________________ = to give your attention to something


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

rule

challenge

students

homework

silent

backpack

concentrate

cooperate


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WORD DEFINITION

1.__________________ = something that happens suddenly and puts

someone in danger

2.__________________ = to watch out for something that could hurt you

3.__________________ = a hard hat that keeps your head safe

4.__________________ = signs that tell you what to do

5.__________________ = to keep something from happening

6.__________________ = to pay no attention to something

7.__________________ = doing something very carefully so you

dont get hurt

8.__________________ = information or a skill you need to learn or study


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

lesson

caution

emergency

prevent

signals

helmet

ignore

beware

2626


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WORD DEFINITION

1.__________________ = to look at something with wonder

2.__________________ = the way something smells

3.__________________ = loud

4.__________________ = bumpy

5.__________________ = to break open or explode

6.__________________ = what our bodies use to find out about the worl

7.__________________ = to smell something

8.__________________ = the way something tastes


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

senses

burst

flavor

scent

sniff

noisy

rough

gaze

er


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WORD DEFINITION

1.__________________ = to collect or pick things

2.__________________ = one of the four natural parts of the year

3.__________________ = to shake with cold or fear

4.__________________ = not wanting to work or be active

5.__________________ = the season between summer

and winter, also called fall

6.__________________ = when flowers appear on plants and trees

7.__________________ = a cool, dark area away from

the suns bright light

8.__________________ = to run lightly and quickly


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

autumn

scamper

gather

shiver

season

lazy

bloom

shade

2828


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WORD DEFINITION

1.__________________ = a big snowstorm

2.__________________ = damp and moist

3.__________________ = gently and pleasantly windy

4.__________________ = to become ice

5.__________________ = a prediction or guess about the future,

especially about what the weather will be

6.__________________ = a little cold

7.__________________ = a big, wet storm with very strong winds

8.__________________ = to rain lightly


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

chilly

hurricane

forecast

breezy

freeze

drizzle

humid

blizzard


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WORD DEFINITION

1.__________________ = a small growth on a plant that will later becom

a leaf or a flower

2.__________________ = the colored part of a plant that makes seeds

or fruit

3.__________________ = the dirt in which plants grow

4.__________________ = the parts of a plant or tree that grow under

the ground

5.__________________ = the invisible mixture of gases around you that

you breathe

6.__________________ = a young plant that has just come up above

the soil

7.__________________ = the brightly colored outer parts of a flower

8.__________________ = the tiny part of a plant that you put in the grou

so a new plant can grow


____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

flower

shoot

seed

roots

bud

air

soil

petals

3030


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WORD DEFINITION

1.__________________ = a doctor who takes care of animals

2.__________________ = very, very, very big

3.__________________ = to take an animal from the wild and train it to

live with people

4.__________________ = the place where a plant or animal normally liv

5.__________________ = to run very fast

6.__________________ = living in nature; not taken care of by humans

7.__________________ = strong and dangerous

8.__________________ = the long nose of an elephant


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

wild

trunk

habitat

humongous

tame

gallop

veterinarian

fierce


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WORD DEFINITION

1.__________________ = a big change

2.__________________ = the high sound that an insect or bird makes

3.__________________ = to come out into the open

4.__________________ = a home for bees

5.__________________ = to give off a low light

6.__________________ = a coloring or covering that makes

an animal look like its surroundings

7.__________________ = to move slowly and quietly

8.__________________ = to carry


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

camouflage

emerge

chirp

cart

hive

glow

creep

metamorphosis

3232


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WORD DEFINITION

1.__________________ = the ocean

2.__________________ = shells of sea animals

3.__________________ = the small pieces of hard skin that cover the

body of a fish, snake, or other reptile

4.__________________ = a plant that grows in the sea

5.__________________ = the land along the edge of

an ocean, river, or lake

6.__________________ = a raised part of the water that moves and rolls

7.__________________ = parts on the body of a fish that flap and are

used for moving through the water

8.__________________ = to go headfirst into the water


____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

shore

sea

scales

dive

seashells

fins

seaweed

wave


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WORD DEFINITION

1.__________________ = a group of animals with the same features

2.__________________ = animals that eat plants

3.__________________ = the rocklike remains of a dinosaur,

animal, or plant

4.__________________ = huge

5.__________________ = a helmetlike lump on top of a dinosaurs hea

6.__________________ = when a type of animal has died out

7.__________________ = very, very old

8.__________________ = animals that eat meat


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

ancient

fossils

enormous

extinct

carnivores

crest

species

herbivores

e features

r,

3434


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WORD DEFINITION

1.__________________ = to make something smaller or less

2.__________________ = strong and well

3.__________________ = to turn old items into new products

4.__________________ = garbage that harms the earths air, water, or so

5.__________________ = the power we get from electricity, gas, or othe

sources

6.__________________ = to use something carelessly

7.__________________ = to keep something safe from harm

8.__________________ = to use again


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

reuse

pollution

energy

healthy

waste

recycle

protect

reduce


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WORD DEFINITION

1.__________________ = a person who travels in space

2.__________________ = our neighborhood in space

3.__________________ = to travel around the sun or a planet

4.__________________ = a smell

5.__________________ = a large hole in the ground

6.__________________ = a happy dream that you have

while you are awake

7.__________________ = a lumpy rock that travels around the sun

8.__________________ = very important and in need of attention

right away


____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

odor

asteroid

crater

urgent

daydream

astronaut

solar system

orbit

e

3636


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WORD DEFINITION

1.__________________ = a piece of metal that attracts other metal

2.__________________ = a scientific test to see what happens

3.__________________ = a special room for doing scientific work

4.__________________ = a guess about what will happen

5.__________________ = special glasses that fit tightly around

your eyes to protect them

6.__________________ = a device that makes tiny things look

large enough to see

7.__________________ = a substance that is dry and hard

8.__________________ = a substance, such as oxygen, that will spread t

fill any space that contains it


____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

gas

magnet

microscope

laboratory

prediction

experiment

goggles

solid

n

round

s look


41/145


WORD DEFINITION

1.__________________ = a shape with three sides

2.__________________ = a perfectly round shape

3.__________________ = very beautiful

4.__________________ = a shape with four straight sides in which the

opposite sides are equal in length

5.__________________ = half of a circle

6.__________________ = a shape like an egg

7.__________________ = a shape with four equal sides

8.__________________ = to bend or turn gently


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

circle

oval

curve

semicircle

magnificent

triangle

rectangle

square

3838


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WORD DEFINITION

1.__________________ = a unit of length equal to 5,280 feet

2.__________________ = a device used for weighing things

3.__________________ = to find out the size, weight,

or amount of something

4.__________________ = extremely large

5.__________________ = a unit of length equal to 1/12 of a foot

6.__________________ = how heavy something is

7.__________________ = how large something is from side to side

8.__________________ = a long, flat stick used for measuring


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

measure

weight

mile

ruler

wide

inch

huge

scale

eet

s


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WORD DEFINITION

1.__________________ = the smallest unit of money;

the value of a penny

2.__________________ = not costing any money

3.__________________ = a coin that is equal to ten cents

4.__________________ = the amount that you have to pay for somethin

5.__________________ = the main unit of money;

one is equal to 100 cents

6.__________________ = money that is given to someone regularly

7.__________________ = a coin that is equal to 25 cents

8.__________________ = something that you buy for less

than the usual price


____________________________________________________________________

____________________________________________________________________

Name ___________________________________________________________

dollar

quarter

bargain

dime

free

price

allowance

cent

4040


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WORD DEFINITION

1.__________________ = the smallest unit of time

2.__________________ = sixty minutes

3.__________________ = twelve oclock at night

4.__________________ = sleepy

5.__________________ = the very beginning of the day

6.__________________ = sixty seconds

7.__________________ = awake and busy at night

8.__________________ = seven days


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

drowsy

week

nocturnal

dawn

minute

midnight

second

hour


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WORD DEFINITION

1.__________________ = an online group of pages created

by a person or company

2.__________________ = the system that connects computers

all over the world

3.__________________ = the set of keys used for typing on a compute

4.__________________ = a secret word or code

5.__________________ = the part of a computer or television

where the pictures and words appear

6.__________________ = an electronic message sent between compu

7.__________________ = connected to a system of computers

8.__________________ = a hand tool used to control

what happens on a computer screen


___________________________________________________________________

___________________________________________________________________

Name ___________________________________________________________

password

mouse

online

Internet

E-mail

Web site

screen

keyboard

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VocabularyTalesTeachingGuide

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D


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Documents

Vocabulary Tales - 25 Books, 16 Pages and Teaching Guide, Grades K-1 (gnv64).pdf