Idea Transcript
Vocabulary Word Knowledge
V.001
Memory Word Match
Objective The student will identify the meaning of words.
Materials Memory Word Match cards (Activity Master V.001.AM1a - V.001.AM1i) Choose a target set (i.e., numbers, shapes, contractions, or abbreviations).
Activity Students match words to corresponding meanings (i.e., symbols, contractions, or abbreviations) while playing a memory game. 1. Place the Memory Word Match cards face down in rows. 2. Taking turns, students select two cards, read or name them orally, and determine if cards match (e.g., seven, 7). 3. If there is a match, pick up the cards, place to the side, and take another turn. If cards do not match (e.g., seven, 5) return them to their original places. 4. Reverse roles and continue until all matches are made. 5. Peer evaluation
5
seven
8 eight
4 four
Extensions and Adaptations Use other sets of target cards (Activity Master V.001.AM1a – V.001.AM1i).
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.001.AM1a
Memory Word Match
one
1
two
2
three
3
four
4
memory word match cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.001.AM1b
Memory Word Match
five
5
six
6
seven
7
eight
8
memory word match cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.001.AM1c
Memory Word Match
nine
9
ten
10
eleven
11
twelve
12
memory word match cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.001.AM1d
Memory Word Match
square circle rectangle triangle memory word match cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Memory Word Match
V.001.AM1e
oval pentagon octagon hexagon memory word match cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.001.AM1f
Memory Word Match
I am
I’m
cannot
can’t
was not
wasn’t
he will
he’ll
memory word match cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Memory Word Match
V.001.AM1g
she is
she’s
are not
aren’t
it is
it’s
you are
you’re
memory word match cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.001.AM1h
Memory Word Match
Sun.
Sunday
Mon.
Monday
Tues.
Tuesday
Wed.
Wednesday
memory word match cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Memory Word Match
V.001.AM1i
Thur.
Thursday
Fri.
Friday
Sat.
Saturday
memory word match cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Knowledge
V.002
Contraction Connection
Objective The student will identify the meaning of contractions.
Materials Contraction Connection game board (Activity Master V.002.AM1) Contraction word cards (Activity Master V.002.AM2) Student sheet (Activity Master V.002.SS) Pencils
Activity Students match words to contractions on a game board. 1. Place the Contraction Connection game board at the center. Scatter contraction word cards with the contractions face down on a flat surface (e.g., “you’re” facing down, “you are” facing up). Provide each student with a student sheet. 2. Taking turns, student one selects a word card, reads the words ( e.g., “you are”), looks at the board, finds the matching contraction (i.e., you’re), and covers it with the word card. Student two turns the word card over to the contraction side and reads it. 3. If correct, each stuednt writes the words and the contraction on the student sheet. If incorrect, return word card to its original position. 4. Reverse roles and continue until all matches are made and student sheet is complete. 5. Teacher evaluation
Name Contraction Connection
Contraction
isn’t they’re
I’ll
you’re
we are she is
can’t it’s
I’m
I’d she’s she is
he’s
we’re we are
don’t
we're she's
V.002.SS
Words
won’t what’s
I’ve
you are ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Extensions and Adaptations Use each contraction to write a sentence.
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.002.AM1
what’s
won’t
you’re
it’s I’m
we’re
she’s
I’d
I’ll
don’t
they’re
isn’t
he’s
can’t
I’ve
Contraction Connection
contraction connection game board ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.002.AM2
Contraction Connection
do not
is not
will not
what is
I would
I have he is
cannot it is
we are they are you are
I will she is I am I’m
you’re
they’re
we’re
he’s
she’s
it’s
what’s
I’d
I’ve
I’ll
can’t
don’t
isn’t
won’t
1. Copy the Activity Master. 2. Cut out the word grid on the outside dotted line only. 3. Fold the two sets of words on the bold line. 4. Glue pages back-to-back. 5. Laminate 6. Cut the squares apart.
contraction word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.002.SS
Contraction Connection
Contraction
©2005 The Florida Center for Reading Research (Revised, 2008)
Words
K-1 Student Center Activities: Vocabulary
Vocabulary Word Knowledge
V.003
Synonym Spider
Objective The student will identify synonyms.
Materials Synonym Spider and word legs (Activity Master V.003.AM1) Copy on card stock, laminate, and cut. Student sheet (Activity Master V.003.SS) Glue Scissors Pencils
Activity Students match synonyms by placing pairs on a spider shape. 1. Place the Synonym Spider, spider word legs, glue, and scissors at the center. Provide each student with a student sheet. 2. Taking turns, student one selects a spider word leg, reads the word (e.g., “small”), and places it on the right side of the spider. 3. Student two selects the synonym, reads it (i.e., “little”), and places it across from the match on the left side of the spider. 4. Reverse roles and continue until all synonyms are matched. Read each pair of synonyms aloud. 5. Use student sheet to make a spider and record the synonyms on the spider legs. 6. Teacher evaluation
little
small
Extensions and Adaptations Write and use other synonyms or antonyms (Activity Master V.003.SS).
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Synonym Spider
V.003.AM1
big
large
little
small
like
enjoy
happy
glad
synonym spider and word legs ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.003.SS
Synonym Spider
blank spider and word legs K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Word Knowledge
V.004
Overhead Antonyms
Objective The student will identify antonyms.
Materials Overhead projector Antonym word cards (Activity Master V.004.AM1a - V.004.AM1b) Select eight pairs of antonym word cards. Student sheet (Activity Master V.004.SS1) Transparency film Copy antonym word cards on transparency and cut. Copy student sheet on transparency (in addition to paper copy). Basket Place the word cards in the basket. Pencils
Activity Students pair antonyms on an overhead projector. 1. Place antonym pairing transparency sheet on overhead and basket of transparency antonym word cards at the center. Provide each student with a student sheet. 2. Taking turns, student one selects a card, reads the word (e.g., “hot”), and places it in the top left box on the antonym pairing sheet. 3. Student two selects the antonym, reads it (i.e., “cold”), and places it in the top right box. 4. Reverse roles and continue until all antonyms are matched. Read each pair of antonyms aloud. 5. Record the antonyms on student sheet. 6. Teacher evaluation Name V.022.SS1
hot
Overhead Antonyms
Antonym Pairing Sheet
cold
hot
K-1 Student Center Activities: Vocabulary
cold
©2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations Pair synonyms (Activity Master V.004.AM2a - V.004.AM2b and Activity Master V.004.SS2).
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.004.AM1a
Overhead Antonyms
hot
cold
back
front
above
below
big
little
laugh
cry
day
night
fast
slow
happy
sad
antonym word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Overhead Antonyms
V.004.AM1b
hard
soft
new
old
top
bottom
up
down
short
long
large
small
full
empty
over
under
antonym word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.004.SS1
Overhead Antonyms
Antonym Pairing Sheet
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Overhead Antonyms - Extension (synonyms)
V.004.AM2a
happy
glad
large
big
little
small
all
every
begin
start
below
under
close
shut
go
leave
synonym word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.004.AM2b
Overhead Antonyms - Extension (synonyms)
thin
slender
sum
total
error
mistake
fix
repair
hard
difficult
right
correct
like
enjoy
shout
yell
synonym word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.004.SS2
Overhead Antonyms - Extension (synonyms)
Synonym Pairing Sheet
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Knowledge
V.005
Go Fish for Homophones
Objective The student will identify homophones.
Materials Homophone word cards (Activity Master V.005.AM1a - V.005.AM1f )
Activity Students match homophones while playing a “Go Fish” game. 1. Place the homophone word cards face down in a stack at the center. 2. Student one gives seven cards to each player and places the remaining cards face down in a stack. 3. Students check their cards for matching homophones, read them, and place the matching sets down. 4. Taking turns, student one asks for a specific homophone for one of the cards he is holding (e.g., “Do you have a card that says “eight?”) 5. If yes, the card is given to student one who reads each homophone. Holds each card up separately and uses in a sentence (i.e., “Ate, I ate all my pizza. Eight, eight is an even number”). Takes another turn. If no, student two says, “Go Fish.” Student one selects the top card from the stack. 6. Reverse roles and continue until all cards are matched. 7. Peer evaluation
I ate all my pizza. Eight is an even number.
ate
eight
Extensions and Adaptations Use cards to play a homophone memory game.
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Go Fish for Homophones
V.005.AM1a
dear
deer
ate
eight
cent
sent
flower
flour
homophone word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.005.AM1b
Go Fish for Homophones
here
hear
I
eye
meet
meat
no
know
homophone word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Go Fish for Homophones
V.005.AM1c
one
won
pair
pear
red
read
sale
sail
homophone word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.005.AM1d
Go Fish for Homophones
see
sea
so
sew
some
sum
to
two
homophone word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Go Fish for Homophones
V.005.AM1e
tale
tail
wood
would
way
weigh
their
there
homophone word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.005.AM1f
Go Fish for Homophones
son
sun
here
hear
seem
seam
right
write
homophone word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Word Knowledge
V.006
About Me
Objective The student will use adjectives to describe.
Materials bout Me sentence word board (Activity Master V.006.AM1) A Copy, cut, assemble, and laminate. Adjective word cards (Activity Master V.006.AM2a - V.006.AM2d)
Activity Students complete a sentence using descriptive words. 1. Place the About Me sentence word board and adjective word cards at the center. 2. The student reads all the word cards, selects three that describe himself, and places them on the sentence strip covering the blank spaces. Reads the sentence (e.g., “I am smart, caring, and cheerful.”). 3. Chooses five other students and completes the About Me sentence word board using three adjectives that describe each of them. Reads each sentence. 4. Self check
,
caring glue
I am
smart
, and
cheerful
Extensions and Adaptations Write and use other adjective word cards (Activity Master V.006.AM3). Read the sentences to a classmate. Write and use the sentences to make a class big book. ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.006.AM1
, and glue
I am
,
About Me
about me sentence word board K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.006.AM2a
About Me
cranky
charming
annoyed
pleasant
nice
considerate
good
glad
adjective word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.006.AM2b
About Me
happy
calm
cooperative
tall
short
heroic
strong
smart
adjective word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary About Me
V.006.AM2c
tearful
sad
wonderful
kind
overjoyed
cheerful
hilarious
magnificent
adjective word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.006.AM2d
About Me
outstanding
terrified
timid
shy
nervous
fancy
graceful
caring
adjective word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary About Me
V.006.AM3
blank cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Knowledge
V.007
Choose and Chat
Objective The student will use adjectives to describe.
Materials Classroom objects Choose eight familiar classroom objects and label (e.g., 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” Student sheet (Activity Master V.007.SS) Pencils
Activity Students use descriptive word clues to identify objects. 1. Place the bags of objects at the center. Provide each student with a student sheet. 2. Working in pairs, student one selects one of the objects in the “Student One” bag, and uses descriptive words to describe it to student two (e.g., “It is a rectangle and is black and soft”). 3. Using the clues, student two attempts to name the object. 4. If the object is named, student two removes it from the bag and writes the name of the object and the adjectives describing it on student sheet. If not named, the object remains in the bag. 5. Reverse roles and continue until all objects are identified and recorded. 6. Teacher evaluation
“It is a rectangle and black and soft.”
Name Choose and Chat
V.007.SS
eraser
object
object
Describing Words 1. 2. 3.
Describing Words
rectangle black soft
1. 2. 3.
4.
Student One
Student Two
4.
object
object
Describing Words 1.
Describing Words 1.
2.
2.
3.
3.
4.
4.
©2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities:
Vocabulary
Extensions and Adaptations Use other objects. Make a mobile by drawing the object and stringing the descriptive words below it.
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.007.SS
Choose and Chat
object
object
Describing Words
Describing Words
1.
1.
2.
2.
3.
3.
4.
4.
object
object
Describing Words
Describing Words
1.
1.
2.
2.
3.
3.
4.
4.
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Knowledge
V.008
Action Word Ring Sort
Objective The student will identify the meaning of verbs.
Materials Picture cards (Activity Master V.008.AM1) Laminate and hole punch one corner of the picture cards. Action word cards (Activity Master V.008.AM2a - V.008.AM2b) Laminate and hole punch one corner of the action word cards. Student sheet (Activity Master V.008.SS1) Book rings Crayons or markers Pencil
Activity Students identify verbs related to a picture and sort on book rings. 1. Place the picture cards, book rings, and crayons at the center. Place the action word cards face up in rows. Provide the student with a student sheet. 2. The student selects a picture card (e.g., frog) and places it on a book ring. 3. Reads all the word cards, selects two or more that describe the picture (e.g., sleeps, croaks, jumps), and places each word on the book ring. 4. Continues until all picture cards have action word cards describing them. 5. Selects one picture card and corresponding action cards and records words on student sheet. 6. Teacher evaluation
y
(Revised, 2008)
Action Wor d Ring Sort
Florida Center for Reading Research
ps
©2005 The
croaks
Name
Vocabular
s
jum
V.008.SS1
K-1 Student Center Activities:
s
p lee
Extensions and Adaptations Make and use other action word cards (Activity Master V.006.AM3). Make a riddle by drawing picture in the middle square, writing action words on the flaps, and folding flaps over picture. Partner opens flaps one at a time and reads the words to solve the riddle (Activity Master V.008.AM3). Select one picture card and corresponding action cards and record words on graphic organizer (Activity Master V.008.SS2). K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Action Word Ring Sort
V.008.AM1
picture cards: frog, dog, boy, girl, cat, bird ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.008.AM2a
Action Word Ring Sort
barks
catches
cries
croaks
dreams
drinks
eats
hops
action word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Action Word Ring Sort
V.008.AM2b
jumps
laughs
sings
flies
plays
purrs
sleeps
runs
action word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.008.SS1
K-1 Student Center Activities: Vocabulary
Action Word Ring Sort
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Action Word Ring Sort
V.008.AM3
riddle pattern ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.008.SS2
Action Word Ring Sort
graphic organizer K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Morphemic Elements
V.009
Compound Word Hunt
Objective The student will identify the meaning of compound words.
Materials Compound word cards (Activity Master V.009.AM1a - V.009.AM1c) Picture cards (Activity Master V.009.AM2a - V.009.AM2b)
Activity Students make compound words by pairing word cards that name pictures. 1. Scatter compound word cards face up on a flat surface. Place picture cards face down in a stack. 2. Working in pairs, student one selects a picture card from the stack, names the picture (e.g., “football”), and says to partner, “What two words make this word?” 3. Student two repeats the word, identifies the two separate words (i.e., “football is made up of foot and ball”), and “hunts” for the two words. Places the cards together to make the compound word, and reads the word (i.e., “football”). 4. Reverse roles and continue until all pictures are matched with the words that form compound words. 5. Peer evaluation
earth
cow
house
plane
air
foot ball Extensions and Adaptations Make and match other compound words (Activity Master V.006.AM3) and matching pictures (Activity Master V.009.AM3).
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.009.AM1a
Compound Word Hunt
air plane bird house cow boy earth worm compound word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.009.AM1b
Compound Word Hunt
finger nail foot ball jelly fish rain bow compound word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.009.AM1c
Compound Word Hunt
rattle snake sun light tooth brush water melon compound word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.009.AM2a
Compound Word Hunt
picture cards: airplane, birdhouse, cowboy, earthworm, fingernail, football ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.009.AM2b
Compound Word Hunt
picture cards: jellyfish, rainbow, rattlesnake, sunlight, toothbrush, watermelon K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Compound Word Hunt
V.009.AM3
blank cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Morphemic Elements
V.010
Compound Word Flip Book
Objective The student will identify the meaning of compound words.
Materials Flip pages (Activity Master V.010.AM1a - V.010.AM1c) Copy, laminate, cut, compile book, and staple. Student sheet (Activity Master V.010.SS) Pencil
Activity Students make compound words and match them to corresponding pictures in a flip book. 1. Place flip book at the center. Provide the student with a student sheet. 2. The student “flips” the pages in the flip book, selects a picture card on the left hand side, and names the picture (e.g., “sunflower”). 3. “Flips” through the middle and right-hand pages to find two words that make the corresponding compound word (i.e., sun, flower). Reads the word (i.e., “sunflower”) and records on student sheet. 4. Continues until student sheet is complete. 5. Teacher evaluation
Name V.010.SS
Compound Word Flip Book
sun flower
sun flower
K-1 Student Center Activities:
Vocabulary ©2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations Add pages to the compound word flip book (Activity Master V.010.AM2).
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary
motor cake
news worm
pea stack
hay watch
V.010.AM1a
Compound Word Flip Book
wrist fly dragon fall flip pages ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary
pop book
shoe fish
Compound Word Flip Book
sun berry
water flower
V.010.AM1b
earth paper cup ball flip pages K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary
star blade
straw lace
cook cycle
roller shell
V.010.AM1c
Compound Word Flip Book
base corn sea nut flip pages ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.010.SS
K-1 Student Center Activities: Vocabulary
Compound Word Flip Book
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Compound Word Flip Book
V.010.AM2
blank flip pages ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Morphemic Elements
V.011
Prefix-O
Objective The student will identify the meaning of prefixes.
Materials Prefix-O game boards (Activity Master V.011.AM1a - V.011.AM1b) Meaning word cards (Activity Master V.011.AM2a - V.011.AM2c) Note: prefixes used are un = not, re = again, dis = opposite, and pre = before. Game pieces (e.g., counters)
Activity Students match words with prefixes to their meanings while playing a Bingo-type game. 1 Place the meaning word cards face down in a stack. Provide each student with a different Prefix-O game board and game pieces. 2. Taking turns, student one selects the top card from the stack and reads the phrase (e.g., “heat before”). 3. Each student looks for a word on his Prefix-O game board that corresponds to the phrase (i.e., preheat) 4. If found, places one game piece on that word. 5. Student one places meaning word card in a discard pile. 6. Continue until one student covers his game board and says, “Prefix-O!” 7. Peer evaluation
Prefix-O! heat before
preheat
reopen
disappear
unwrap
dislike
reheat
reappear
rewrap
unlike
Extensions and Adaptations Make and use other bingo game boards (Activity Master V.011.AM3) and meaning word cards (Activity Master V.009.AM3).
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.011.AM1a
Prefix-O
Prefix-O! preheat
reopen
disappear
unwrap
dislike
reheat
reappear
rewrap
unlike
game board ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.011.AM1b
Prefix-O
Prefix-O! disable
replace
undo
rewind
uncut
displace
precut
unable
redo
game board K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Prefix-O
V.011.AM2a
heat before
open again
opposite of appear
not wrap
opposite of like
heat again
meaning word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.011.AM2b
Prefix-O
appear again
wrap again
not like
opposite of able
place again
not do
meaning word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.011.AM2c
Prefix-O
wind again
not cut
opposite cut before of place
not able
do again
meaning word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.011.AM3
Prefix-O
Prefix-O!
blank game board K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Word Meaning
V.012
Multiple Meaning Bugs
Objective The student will identify the multiple meanings of words.
Materials Multiple Meaning Bugs work boards (Activity Master V.012.AM1a - V.012.AM1f ) Copy on card stock, laminate, and cut. Meaning word circles (Activity Master V.012.AM2a - V.012.AM2b) Copy on card stock, laminate, and cut. Student sheet (Activity Master V.012.SS) Pencil
Activity Students identify multiple meanings of words while making bugs. 1. Place the Multiple Meaning Bugs work boards face up in rows. Place the meaning word circles face down in a stack. Provide the student with a student sheet. 2. The student reads each word on the head of each bug. 3. Selects a meaning word circle from the stack, reads it, and determines meaning (e.g., “lid for a bottle; that is a cap”). Places on the work board containing the corresponding word. 4. Continues until all bugs have two meaning word circles on them. 5. Selects two words and definitions from the work boards and records on student sheet. 6. Teacher evaluation
bug
cap
bark
bat
rock
ring ©2005 The
Name
Multiple Mean ing Bugs
Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities:
a lid for a bottle
V.012.SS
Vocabulary
Extensions and Adaptations Use other words with multiple meanings to record on student sheet. Make and use other multiple meaning bugs and meaning word circles (Activity Master V.012.AM3 - V.012.AM4). ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.012.AM1a
bug
Multiple Meaning Bugs
multiple meaning bugs work board K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.012.AM1b
bark
Multiple Meaning Bugs
multiple meaning bugs work board ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.012.AM1c
bat
Multiple Meaning Bugs
multiple meaning bugs work board K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.012.AM1d
cap
Multiple Meaning Bugs
multiple meaning bugs work board ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.012.AM1e
rock
Multiple Meaning Bugs
multiple meaning bugs work board K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.012.AM1f
ring
Multiple Meaning Bugs
multiple meaning bugs work board ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.012.AM2a
Multiple Meaning Bugs
insect
to annoy someone
sound a dog makes
outside covering of a tree
a flying mammal
a big stick used to hit a ball
meaning word circles K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Multiple Meaning Bugs
V.012.AM2b
a covering for a head
a lid for a bottle
a stone
sway
band worn on finger
sound a bell makes
meaning word circles ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.012.SS
K-1 Student Center Activities: Vocabulary
Multiple Meaning Bugs
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Multiple Meaning Bugs
V.012.AM3
blank multiple meaning bugs work board ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.012.AM4
Multiple Meaning Bugs
blank meaning word circles K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Word Meaning
V.013
Four Square Vocabulary Map
Objective The student will produce the meaning of words.
Materials Information books about a content topic Index card(s) Select target vocabulary word(s). Write the target word(s) on the index card(s). Student sheet (Activity Master V.013.SS1) Picture dictionary Pencil
Activity Students describe a vocabulary word using a four square map. 1. Place books, index cards, and picture dictionary at the center. Provide the student with a student sheet. 2. The student writes the vocabulary word and draws an illustration depicting the word in the upper left-hand section of the map. 3. Completes the map by answering the questions in each box. Uses books or dictionary, if necessary. 4. Teacher evaluation
What is it?
What is it like?
It is like a lizard but it has a hard shell on its back.
Four Square Vocabulary Map
©2005 The Florida Center for Reading Research (Revised, 2008)
A freshwater reptile.
snapping turtle gopher turtle
Name
turtle
What are some examples?
V.013.SS1
K-1 Student Center Activities: Vocabulary
Word
Extensions and Adaptations Use other vocabulary words. Use other word maps (Activity master V.013.SS2).
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.013.SS1
What are some examples?
What is it like?
Word
What is it?
Four Square Vocabulary Map
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.013.SS2
What is it like?
Word Non-examples
What is this?
Sentence
Four Square Vocabulary Map
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Meaning
V.014
Semantic Map
Objective The student will produce the meaning of words.
Materials Information books about a content topic Student sheet (Activity Master V.014.SS) Write the target topic or keyword in the center of the map. Write categories or questions in the boxes closest to the center box. Chart paper Select and write words related to the topic on chart paper. Pencils
Activity Students “brainstorm” words related to a topic and record on a semantic map. 1. Place chart paper and books at the center. Provide each student with a student sheet. 2. Students read the keyword and questions on the student sheet. Using the chart paper for ideas, “brainstorm” and write answers to each question. 3. Write descriptive words in boxes extending from question boxes. Use books if necessary. 4. Continue until all boxes are filled. 5. Teacher evaluation Name Semantic Map
fur
V.014.SS
fuzzy
swims
What does it look like?
brown
wet
What does it eat?
fish
bear Where does it live?
How does it move?
Alaska cold ©2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Vocabulary
Extensions and Adaptations Extend boxes on the map to include additional categories and distinguishing features. Make a semantic floor map using index cards as boxes, yarn as lines, and letter tiles as words.
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name Semantic Map
©2005 The Florida Center for Reading Research (Revised, 2008)
V.014.SS
K-1 Student Center Activities: Vocabulary
Vocabulary Word Meaning
V.015
Word Wizard
Objective The student will produce the meaning of words.
Materials Information books about a content topic Word Wizard bookmarks (Activity Master V.015.AM1) Word Wizard cards (Activity Master V.015.AM2) Student sheet (Activity Master V.015.SS) Pencils
Activity Students find, record, and discuss words of interest in text. 1. Place books and Word Wizard cards at the center. Provide each student with a Word Wizard bookmark and student sheet. 2. Students write their name, the book title, and author on the Word Wizard bookmark. 3. Read the text, find, and discuss words that are interesting, new, different, unusual, funny, difficult, or important. Record words and page numbers on the Word Wizard bookmark. 4.Taking turns, students read and discuss statements on the Word Wizard cards for each of the words on their bookmarks. 5. Choose one word from the Word Wizard bookmark and complete student sheet. 6. Teacher evaluation
Name Word Wizard
V.012.SS
kmark
Word Wizard Boo Name
Word:
Book Title
1. What does the word mean? Author
Words
Page Numbers
2. What page did you find the word
on?
3. Write a sentence using the word.
Use the word in a sentence.
text Find the word in the ce. ten sen the d and rea
What does the word mean? ©2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Vocabulary
Extensions and Adaptations Write synonyms and antonyms of selected words.
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.015.AM1
Word Wizard
Word Wizard Bookmark Word Wizard Bookmark Name
Name
Book Title
Book Title
Author
Author
Words
Page Numbers
Words
Page Numbers
word wizard bookmarks ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.015.AM2
Word Wizard
What does the word mean?
Find the word in the text and read the sentence.
Use the word in a sentence.
word wizard cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.015.SS
Word Wizard
Word: 1. What does the word mean?
2. What page did you find the word on?
3. Write a sentence using the word.
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Meaning
V.016
Word-O-Nary
Objective The student will produce the meaning of words.
Materials Information books about a content topic Index cards Write four-to-six target vocabulary words on cards. Provide page numbers where the word can be found in books. Word-O-Nary cards (Activity Master V.016.SS) Picture dictionary Stapler Pencils
Activity Students write simple explanations, sentences, and synonyms of words. 1. Place books, index cards, picture dictionary, and stapler at the center. Provide each student with four-to-six Word-O-Nary cards. 2. Taking turns, students selects an index card, read the word, and write it on the Word-ONary card. 3. Review the word in the text and dictionary and complete the Word-O-Nary card. 4. Continue until a Word-O-Nary card is completed for each of the vocabulary words. 5. Staple cards together to make a “Word-O-Nary.” 6. Teacher evaluation
Word- O-Nary – What Word:
my word means to me
.
Name:
My word means:
My sentence:
Other words that ha
ve the same meaning
:
Extensions and Adaptations Make a class “Word-O-Nary.”
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.016.SS
Word-O-Nary
Word-O-Nary – What my word means to me. Word:
Name:
My word means:
My sentence:
Other words that have the same meaning:
Word-O-Nary – What my word means to me. Word:
Name:
My word means:
My sentence:
Other words that have the same meaning:
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Analysis
V.017
Transportation Key Sort
Objective The student will sort words by categories.
Materials Transportation category cards (Activity Master V.017.AM1) Copy on card stock, laminate, hole punch, and cut. Word keys (Activity Master V.017.AM2a - V.017.AM2d) Copy on card stock, laminate, hole punch, and cut. Key rings or book rings
Activity Students sort transportation words into categories and group on key rings. 1. Place the transportation category cards face up in a row and the key rings at the center. Place the word keys face down in a stack. 2. Taking turns, the students select and read the category cards, and place each on a separate key ring. 3. Select a word key, read the word, and place it on the key ring with the corresponding category card (e.g., places the glider key card on the key ring with the air category card). 4. Continue until all word keys are sorted. 5. Peer evaluation
la airp
g
blimp
r
lid e
ne
Air
Extensions and Adaptations Use word keys without category cards and complete an open sort. Use other category cards (Activity Master V.017.AM3) and word keys (Activity Master V.017.AM4). K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.017.AM1
Transportation Key Sort
Air
Land
Water transportation category cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.017.AM2a
glider
blimp hot air balloon
space shuttle
airplane helicopter
Transportation Key Sort
word keys K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary
bicycle bus
horse
ambulance car
camper
V.017.AM2b
Transportation Key Sort
word keys ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.017.AM2c
ship
train truck
canoe
taxi motorcycle
Transportation Key Sort
word keys K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary
jet ski motorboat
tugboat
sailboat raft
submarine
V.017.AM2d
Transportation Key Sort
word keys ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.017.AM3
Transportation Key Sort
blank category cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Transportation Key Sort
V.017.AM4
blank word keys ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Analysis
V.018
Cube Word Sort
Objective The student will sort words by categories.
Materials Pocket chart Category header cards (Activity Master V.018.AM1) Category cube (Activity Master V.018.AM2) Copy on card stock, laminate, cut, and assemble. Category word cards (Activity Master V.018.AM3a - V.018.AM3g)
Activity Students sort words while playing a category cube game. 1. Place category header cards across the top row of the pocket chart. Place the category word cards face up in rows and the category cube at the center. 2. Taking turns, student one reads the words on the top row of the pocket chart. Student two rolls the category cube, reads the word, selects a word card which belongs in that category, and places it under the corresponding word on the pocket chart (e.g., student two rolls and says the word “food,” then selects the “steak” word card, and places it in the column under “food” on the pocket chart). 3. Continue until all the word cards are sorted. 4. Peer evaluation
Food
Clothing header
broccoli
Pets
header
belt
header
snake
Months
Days header
Saturday
header
September
Feelings header
scared
steak
Extensions and Adaptations Choose a category, draw, and label a picture of each item. Use food category header cards (Activity Master V.018.AM4), category spinner (Activity Master V.018.AM5), and category word cards (Activity Master V.018.AM6a - V.018.AM6c) to complete another sort. K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.018.AM1
Cube Word Sort
Food
Clothing header
Pets
header
Days header
Months header
header
Feelings header
category header cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM2
Cube Word Sort
Clothing
Food
Days
Pets
Months
glue
Feelings
glue
glue
category cube K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Cube Word Sort
V.018.AM3a
bread
steak
peas
corn
potato
lettuce
peaches
broccoli
category word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM3b
Cube Word Sort
hat
shoes
pants
shirt
socks
belt
dress
coat
category word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Cube Word Sort
V.018.AM3c
cat
dog
bird
hamster
fish
gerbil
horse
snake
category word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM3d
Cube Word Sort
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday category word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Cube Word Sort
V.018.AM3e
January
February
March
April
May
June
July
August
category word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM3f
Cube Word Sort
September
October
November
December
category word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Cube Word Sort
V.018.AM3g
happy
sad
angry
scared
excited
proud
shy
delighted
category word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM4
Cube Word Sort
Fruits
Vegetables header
Meat and Beans
header
Grains
header
Oils
header
Milk header
header
category header cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.018.AM5
Cube Word Sort
s t i Fru
Ve g
eta
ble
s
Gr
Milk
Meat and Beans ain
s
O i l s category spinner ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM6a
Cube Word Sort
sunflower oil
yogurt
cheese
ice cream
soy beans
strawberries
beef
cottonseed oil
category word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Cube Word Sort
V.018.AM6b
fish
chocolate milk
bread
lima beans
broccoli
carrots
potatoes
spinach
category word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.018.AM6c
Cube Word Sort
cabbage
oatmeal
apples
bananas
brown rice
grapes
category word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Word Analysis
V.019
Categor-Ring
Objective The student will identify and sort words by categories.
Materials Picture dictionary Letter or legal size envelopes Choose categories and label three of the envelopes to use as a model (e.g., shapes, animals, toys). Punch holes in one corner of the remaining envelopes. Index cards Book ring Pencil
Activity Students sort words found in the dictionary into categories. 1. Place picture dictionary and model envelopes at the center. Provide the student with three plain envelopes, index cards, and a book ring. 2. The student reads and copies each of the words from the model envelopes onto each of his three plain envelopes (e.g., shapes, animals, toys). 3. Uses the picture dictionary to find words for each category (e.g., square, cat, ball). Writes the selected words on index cards. 4. Continues until there are at least five cards for each category. 5. Sorts each card into the corresponding category envelope. Puts the envelopes on a book ring. 6. Teacher evaluation
toys
shapes ls a im an
Extensions and Adaptations Use index cards in an open sort. Draw pictures to use as cues on each card. Use magazines and catalogs to find words for categories. Share with a partner and add new words to the envelopes. ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Analysis
V.020
Word Connections
Objective The student will identify similarities and differences between the meanings of words.
Materials Word strips (Activity Master V.020.AM1) Copy, laminate, and cut into strips. Student sheet (Activity Master V.020.SS) Pencil
Activity Students compare similar words, distinguish features, and record shared attributes. 1. Place word strips in a stack face down at the center. Provide the student with a student sheet. 2. The student selects a strip and reads the three words (e.g., “ballet, soccer, football”). 3. Determines which two words are similar and why (e.g., “soccer and football are both played using a ball”). 4. Writes the two similar words in the boxes on the student sheet (e.g., soccer/football) and writes the shared attribute beside the words (e.g., ball or games played with a ball.). 5. Continues until student sheet is complete. 6. Teacher evaluation Name Word Connections
V.020.SS
soccer
ballet
soccer
football
games played with a ball
football
K-1 Student Center Activities:
Vocabulary ©2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations Write the word that is different on the back of the student sheet along with a word that shares a similar attribute.
K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary V.020.AM1
Word Connections
ballet
soccer
football
car
bike
boat
house
yard
building
lion
dog
cat
apple
broccoli
peach
blouse
shirt
shoes
pot
bowl
plate
tree
bush
sidewalk
lamp
flashlight
sun
chair
couch
table
word strips ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.020.SS
K-1 Student Center Activities: Vocabulary
Word Connections
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Word Analysis
V.021
Same and Different
Objective The student will identify similarities and differences between the meanings of words.
Materials Information books about a content topic Vocabulary word cards (Activity Master V.021.AM1) Choose a target word pair or use vocabulary from a content topic. Student sheet (Activity Master V.021.SS) Pencil
Activity Students compare and contrast words using a Venn Diagram. 1. Place vocabulary word cards and books at the center. Provide the student with a student sheet. 2. The student reads the words and writes them in each of the boxes on the student sheet. 3. Writes attributes that are shared by both words in the overlapping area of the circles on the Venn Diagram. Writes attributes which are unique to just one of the topics in the corresponding circle. Uses books if necessary. 4. Continues until there are at least three attributes in each of the three sections of the Venn Diagram. 5. Teacher evaluation
shark
Same and Different
alligator
Name
Reading Research (Revised, 2008) ©2005 The Florida Center for
Topics:
V.021.SS
Vocabulary K-1 Student Center Activities:
Extensions and Adaptations Use other target word cards to compare and contrast. Compare and contrast attributes of classroom objects.
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.021.AM1
Same and Different
alligator
shark
frog
toad
insect
spider
city
farm
home
school
car
bike
vocabulary word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.021.SS
Topics:
Same and Different
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary Word Analysis
V.022
Semantic Feature Analysis
Objective The student will identify similarities and differences between the meanings of words.
Materials Information books about a content topic Student sheet (Activity Master V.022.SS1) Pencil
Activity Students identify the features that distinguish one word from another by completing a semantic feature analysis grid. 1. Place books at the center. Provide the student with a student sheet. 2. The student says the name of the first picture in the left column (i.e., “cat”) and reads the words across the top row (attributes). Places a check in each attribute box that applies to the word (i.e., cat: fur, tail eyes). Use books if necessary. 3. Continues down the grid until all categories and attributes are compared and student sheet is complete. 4. Teacher evaluation
fur
tail
eyes
shell
Semantic Feature Analysis
gills
Name
2008) for Reading Research (Revised, ©2005 The Florida Center
scales feathers
V.022.SS1
Vocabulary K-1 Student Center Activities:
Extensions and Adaptations Make a large floor graph using masking tape as lines to compare distinguishing features (attributes) of objects (e.g., mittens, shoes, buttons, or toys). Make and use a semantic feature analysis grid for other words (Activity Master V.022.SS2). K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Name V.022.SS1
scales feathers
gills
fur
tail
eyes
shell
Semantic Feature Analysis
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Name V.022.SS2
K-1 Student Center Activities: Vocabulary
Semantic Feature Analysis
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Words in Context
V.023
Another Word
Objective The student will identify antonyms in context.
Materials Sentence strips (Activity Master V.023.AM1a - V.023.AM1b) Copy on card stock, laminate, and cut apart. Antonym word cards (Activity Master V.023.AM1b) Copy on card stock, laminate, and cut apart.
Activity Students exchange antonyms for the underlined word in sentences. 1. Place sentence strips face down in a stack and antonym word cards face up in rows on a flat surface. 2. Working in pairs, student one selects a sentence, reads it, and repeats the underlined word (e.g., “It is cold outside today. Cold”). 3. Student two reads the word cards, finds the antonym for the underlined word, places it over the underlined word, and reads the new sentence (i.e., “It is hot outside today”). 4. Reverse roles and continue until all the antonyms are correctly matched to sentences. 5. Peer evaluation
It is cold outside today.
hot
Extensions and Adaptations Use synonyms to change words in sentences (Activity Master V.023.AM2). Make other sentences, antonym, and synonym word cards.
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
K-1 Student Center Activities: Vocabulary
V.023.AM1a
Sometimes my classroom is very noisy.
It is cold outside today.
I helped my friend carry a heavy package.
My homework was very easy.
Sam was happy when he got his new puppy.
Vocabulary Another Word
sentence strips
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary
hard quiet light
sunset
sour sad short hot
dog running in the park. I saw a big
I watched the beautiful sunrise.
My jump rope is too long.
The candy tastes sweet.
little
V.023.AM1b
Another Word
sentence strips and antonym word cards ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.023.AM2
Another Word
glad simple hefty chilly loud sugary lengthy dawn huge
synonym word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Words in Context
V.024
Word Fill-In
Objective The student will identify the meaning of words in context.
Materials Sentence strips Write sentences using selected target vocabulary with one word missing. For example, Mary brushed her ____ before she went to bed. Index cards or construction paper rectangles Write the missing words from the sentences on the cards.
Activity Students choose words to complete sentences. 1. Place sentence strips face down in a stack and index cards face up in rows on a flat surface. 2. Taking turns, student one selects a sentence, and reads it saying “blank” for the missing word. 3. Student two reads the index cards, finds the missing word, places it over the blank, and reads the sentence. 4. Reverse roles and continue until all the words are correctly matched to sentences. 5. Peer evaluation
truck
The big red _______________ went down the road.
Extensions and Adaptations Make other word cards that complete the sentences. For example, The big red car went down the road. Use other sentence (Activity Master V.024.AM1a- V.024.AM1b) and word cards (Activity Master V.024.AM2). ©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
Vocabulary V.024.AM1a
so we don’t miss the bus.
He was
before going to bed.
All the students were in school. No one was
.
to be in the parade.
We must Mary brushed her
Word Fill-In
sentence cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
©2005 The Florida Center for Reading Research (Revised, 2008)
at the funny joke.
She
but we filled it up quickly with cookies.
,
Word Fill-In
than me. I am ten and he is twelve.
My brother is
Everyone makes mistakes. No one is .
The jar was
Vocabulary V.024.AM1b
sentence cards
K-1 Student Center Activities: Vocabulary
Vocabulary V.024.AM2
Word Fill-In
teeth hurry absent excited perfect empty older laughed
word cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)
Vocabulary Words in Context
V.025
If the Word Fits
Objective The student will identify the meaning of words in context.
Materials Sentence cards (Activity Master V.025.AM1a - V.025.AM1b) If words in this activity are not appropriate for your students, make and use sentence cards that are more applicable. Note: The first underlined word is the target word and the second underlined word is the answer.
Activity Students identify the meaning of target words by using the context of the sentence. 1. Place sentence cards face down in a stack at the center. 2. Working in pairs, student one selects the top card from the stack and reads the sentence to student two without showing the card (e.g., “The cloud was so enormous it seemed to cover the whole sky. Was it huge or little?”). 3. Student two states the answer (i.e., “it was huge”). Student one checks to see if the answer is correct by looking at the second underlined word or phrase. 4. If correct, student one gives the card to student two. If incorrect, student one states the correct answer, shows the card to student two, and places it at the bottom of the stack. 5. Reverse roles and continue until all cards are read. 6. Peer evaluation
“The cloud was so enormous that it seemed to cover the whole sky. Was the cloud huge or little?”
The cloud was so enormous it seemed to cover the whole sky. Was the cloud huge or little?
Extensions and Adaptations Make and use other sentence cards (Activity Master V.025.AM2).
©2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Vocabulary
K-1 Student Center Activities: Vocabulary
Was the cloud huge or little?
I can’t find my dog. He just disappeared. Is the dog eating or unable to be seen?
The bike gained speed as it went down the hill.
Did the bike lose or add speed?
The cloud was so enormous it seemed to cover the whole sky.
Did the cat want to find out what was making the noise or want to go to sleep?
The cat was very curious and tried to discover what was making the noise.
Vocabulary
V.025.AM1a If the Word Fits
sentence cards
©2005 The Florida Center for Reading Research (Revised, 2008)
©2005 The Florida Center for Reading Research (Revised, 2008)
Autumn is the season before winter when the weather turns cooler.
Am I thirsty or tired?
I need to go to sleep now because I am very drowsy.
Was he scared or excited?
If the Word Fits
Is the season fall or spring?
Did she repeat or answer the question?
He was eager to go downstairs and open his gifts.
The girl’s reply to the question was right.
Vocabulary V.025.AM1b
sentence cards
K-1 Student Center Activities: Vocabulary
Vocabulary V.025.AM2
If the Word Fits
blank cards K-1 Student Center Activities: Vocabulary
©2005 The Florida Center for Reading Research (Revised, 2008)