Introduce Target Vocabulary in Context

DAY Introduce Target Vocabulary in Context

Materials: Concept web, words in context sheet, word smart graphic organizer

Introduce vocabulary words and activate prior knowledge through discussion using a concept web, Pictures, models, or toys.

To provide a basis for understanding and discussion, read the words in context worksheet aloud with students. If appropriate, have them generate their own examples of words in context.

Classwork/Homework:

Have students complete the word smart graphic organizer for select words.

Encourage them to generate a synonym and an antonym, draw a picture, write a sentence, and formulate a definition for each selected vocabulary word, as appropriate for your group of students.

Use Vocabulary in Context and Reinforce Meaning

Materials: Word cards, definition cards, analogy worksheet, cloze sentence worksheet

Review the word smart assignment from DAY 1. Allow students to discuss and compare their definitions and make revisions on their word smart worksheet.

Give students the definition cards and have them check the part of speech and match the definition with the corresponding word card. If appropriate, give them the opportunity to use the definition cards to check and revise the definitions they wrote on their word smart worksheets.

Using the word cards, encourage students to do an open sort or sort the words by part of speech.

Additionally, you may choose to review the analogy worksheet with students. If appropriate, have them generate their own analogies.

Classwork/Homework:

Have students apply their understanding of the vocabulary words by completing

the cloze sentence worksheet.

Introduce and Apply Word-Attack Skills

Materials: Word analysis worksheet or material for the exploration activity

Review the cloze sentence assignment from DAY 2.
Introduce and discuss the word analysis or exploration activity to reinforce a skill, such as part of speech, common affixes, synonyms, antonyms, multiple meaning words, and so on.

Classwork/Homework:

To reinforce word analysis skills, have students complete the word analysis

worksheet or activity

.

Review and Apply Words

Materials: Word cards, vocabulary game, concept completion worksheet

• Review the word analysis assignment from DAY 3.

• Choose a vocabulary game and have students play it to reinforce and review word meaning.

Classwork/Homework:

To review and reinforce understanding, have students complete the concept

completion worksheet.

DAY 5 Assess

Materials: Assessment, demonstration activity worksheet

• Review the concept completion worksheet from DAY 4.

• Have students complete the multiple-choice assessment by either writing the correct choice in the blank or filling in the correct bubble.

• As an alternative assessment, have students participate in an activity selected from the vocabulary games sheet.

5-DAY VOCABULARY

TEACHING PLAN

____________________________________________

DAY 1

CONCEPT WEB

INSTRUCTIONS:

Write a topic or word in the box. Then write details about the topic or word in the surrounding

circles.

Name: _______________________________________________________

WORDS IN CONTEXT

absent

(adjective)

Their tired grandmother was absent

from, not present at, the family

dinner.

No one was absent from class the

day of the field trip.

If vegetables are absent, or missing,

from your diet, you will not get all

of the nutrients you need.

Synonym

Definition _______________________________________________________________________________________________

__________________________________________________________________________________________________________

Antonym

Word Picture

INSTRUCTIONS:

Record a vocabulary word in each word box. Then write a synonym and an antonym, draw a picture, and define each word. Use each word in a sentence on the back of this worksheet.

Name: _______________________________________________________

absent

not present at a place or

event, especially when

expected to be

(adjective)

ANA

LOGIES

DAY 2

Name:

An analogy shows a relationship between two sets of words. The words in the first pair must have the same

relationship as the words in the second pair. To complete an analogy with a missing word, you must first discover

the relationship between the completed pair. (Example: Cat is to meow as dog is to bark.)

here

INSTRUCTIONS:

Determine the relationship between the first pair of words then use the words in the word box to complete the

second pair of words.

1. Absent is to gone ...as... present is to

CLOZE SENTENCES

Name:

Absent

INSTRUCTIONS:

Use the vocabulary words in the word box above to complete the sentences below.

When the teacher was , a substitute taught the

class.

ADJECT

IVES

DAY 3

Name:

An adjective is a word that describes a noun.

(Example: A beautiful butterfly landed on the yellow flower.)

INSTRUCTIONS:

Read the words below. Circle all of the adjectives. Then write one complete sentences using one or more of the

adjectives in each sentence.

absent

Write three words that are not adjectives.

EXPLORATION

INSTRUCTIONS:

Assign one or more of the following activities to reinforce the function of adjectives.

ADJECTIVES

Create a Sentence

Materials: Word cards, box or envelope, strips of paper

Place all the word cards in a box or envelope. Have students pull out a word card

and use their chosen word to create a written or oral sentence on a strip of paper.

Have them share their sentences with their classmates.

Define It

Materials: Two-sided copies of word and definition cards, action cards, box or envelope

Make two-sided copies of the reproducible word and definition cards.

Place the word and action cards in a box or envelope. Have each student select a card so that his or her classmates can’t see it. Then, if applicable, have the starting player define his or her word (without using the word).

The first player in the group to correctly guess the word gets to keep the word card. The player holding the most word cards

at the end of the game wins.

I Wonder What . . .

Materials: Word cards, box or envelope

Place all the word cards in a box or envelope. Have pairs of students choose a word. Then have the first student in the pair begin the game by using his or her vocabulary word to complete a sentence that begins with: I wonder what . . .

(I wonder what a beautiful monster would wear.) Then, have the second student in the pair follow by using the same vocabulary word to answer the question.

A beautiful monster would wear a shimmering evening gown and pearl earrings.

As pairs of students continue to pick words and complete their sentences,encourage responses that show they understand the meaning of the word.

Pick a Synonym or Antonym

Materials: Word cards, action cards, box or envelope

Place all the word and action cards in a box or envelope. Have students pull out a card and, if applicable, give a synonym or antonym for the chosen word. (You may choose to omit words that do not have synonyms or antonyms, or you may choose

to include them as points of discussion.)

ANTONYMS

DAY 3

Name:

An antonym is a word that has the opposite meaning

of another word. (Example: night/day; hot/cold)

INSTRUCTIONS:

Read the words in the left-hand column. Then list at least two antonyms for each word in the right-hand column.

Use one of the antonyms to write a complete sentence for each word.

absent

Antonyms:

Sentence:

Name:

A synonym is a word that has the same or almost the same

meaning as another word. (Example: hot/burning)

INSTRUCTIONS: Read the words in the left-hand column. Then list at least two synonyms for each word in the right-hand column.

Use one of the synonyms to write a complete sentence for each word.

VOCABULARY GAMES

Concentration

Materials: Word cards, definition cards

Make copies of the reproducible word and definition cards. Cut them out. Place the cards face down on a table. Have students match each word card with its corresponding definition card.

Draw It

Materials: Word cards, definition cards, dry-erase board and marker

Make two-sided copies of the reproducible word and definition cards so that the words are on one side of the page and the corresponding definitions are on the flip side. Place all the word cards in a box or envelope. Have a student pick a card and not allow his or her classmates to see it. Then have the student draw a picture of the word on a dry-erase board while the other players guess the word. The first player to correctly guess the word gets to keep the word card. The player holding the most word cards at the end of the game wins.

Flash Cards

Materials: Word cards, definition cards

Make two-sided copies of the reproducible word and definition cards and cut them apart so that the words are on one side of the cards and the corresponding definitions are on the flip side. Have students quiz each other on word meaning using the cards. Then, to assess understanding, hold up each card (word side out) and have students say the word’s meaning. After you’ve made your way through the entire deck, flip the cards over (definition side out) and have students say the word based on the definition.

I Would, I Wouldn’t

Materials: Word cards

Make copies of the word cards. Place all the word cards in a box or envelope and have pairs of students choose a word. Have the first student in the pair begin the game by using his or her vocabulary word to complete a sentence that begins with: “I would…” (I would like to know more

about how a tornado is formed.) The second student in the pair then follows by using the same vocabulary word to complete a sentence that begins with: “I wouldn’t ever…” (I wouldn’t ever want to get caught in a tornado.) As pairs of students continue to pick words and complete

“I would…” and “I wouldn’t…” sentences, encourage responses that show they understand the meaning of the word.

Jumble It

Materials: Word list, writing paper

Place a vocabulary word list where everyone can see it and give each student a sheet of writing paper. Explain that students are to make a word jumble for a partner. They are to choose the vocabulary words at random and write them, one word per line, in a mixed-up fashion in a column along the left side of their paper, leaving room on the right side for their partner to unscramble the word. When students have finished jumbling their words, have them trade papers with their partner to solve each other’s jumble. The first partner to unscramble the words correctly

is the winner.

Once Upon a Time

Materials: Word cards

Make copies of the word cards. Cut them apart and place them face down in front of a pair or group of students. Have students take turns drawing a word card and using the word to complete the sentence, “Once upon a time, I…” (This activity can be completed aloud or in writing.)

It’s in the Bag

Materials: Word cards, action cards, sentence cards, three paper bags

Make a copy of each set of cards (word cards, action cards, and sentence cards). Place each set of cards in a separate paper bag. Label one bag “Word Bag,” one “Action Bag,” and one “Sentence Bag.” Then have each student pick a word card from the Word Bag and read the card aloud.

Next, have him or her pick a card from the Action and/or Sentence Bag and use his or her chosen vocabulary word to do as the card(s) instruct. For an added challenge, allow students to select more than one action or sentence card to use with their word. Play until each student has had the chance to read and use his or her word, or as time allows.

Quick Change

Materials: Word list, dry-erase marker, old sock, plastic-topped desk or dry-erase board for each player

Have students stand in front of their plastic-topped (NOT wooden) desk with a dry-erase marker and an old sock. Post the vocabulary list where everyone can see it. Tell students that when you say “go,” they are to choose a word on the list and draw a picture of it on their desk or dry-erase

board. When you say “stop,” they are to stop and move to the desk to their right. Then have each student guess which vocabulary word is depicted in the drawing on their new desk. They should then check their answer with the person to their right who drew it. Then have them erase that drawing and begin playing again with a different word. Allow students to continue moving around the room, drawing each new word at a new desk. The game ends when all the words have been used or time runs out.

Scavenger Hunt

Materials: Word cards, newspapers, textbooks, magazines

Have students go on a scavenger hunt by searching in newspapers, textbooks, and magazine for the words on the vocabulary word list.

Story Train

Materials: Word cards, writing paper

Hand each student a word card and a sheet of writing paper. Explain that the goal of the game is to complete group stories. Give students a specific time limit in which to write, such as two minutes. Have them use the word on their word card to begin writing a story. At the end of the allotted time period, have them pass their story paper to the student on their left. Each student should then read the beginning of the story he or she received and add to it using his or her word card. Before ending the exercise, let students know that the last round has begun and have them write a conclusion to the story. Invite those who write the conclusion to read the entire story aloud.

Word Associations

Materials: Word cards, timer

Make copies of the word cards. Cut them apart and place them face down in front of a group of at least four students. Have students take turns drawing a card. After everyone has drawn a card, start the timer. Have one member of the group name all the things he or she can associate with

his or her word in the time allotted. Have another player record the words and another player tally how many words were named. Then have another player check the associations. When the timer is done, players may challenge any association the featured player named. If the player cannot justify the association, the player loses 5 points. If the player can justify the association, the challenger loses 5 points. Play continues until all the words have been played or until time runs out. All unchallenged words earn 1 point for the player. The player with the most points at the end of the game wins.

Word Lotto

Materials: Word cards, definition cards

Make copies of the reproducible word cards and definition cards. Place the word cards face up on the table. Place the definitions in a stack face down. Have players draw a definition card and match it to the word card. You may wish to play again using the definition cards face up and the word cards in a stack face down.

Wordo

Materials: Wordo game board, word cards, definition cards, place markers

Make copies of the reproducible Wordo game board to hand out to students. Write each of the vocabulary words on the board. Then have students write each word once in any blank square on their Wordo game board. Have them read the word or definition for each vocabulary word

one at a time. Have students use a place marker to cover the square on their paper that contains the word you read or defined. The first student to fill in a row of squares shouts “Wordo!” and wins. Verify student answers by having them read each covered word and then telling you the word’s definition.

Which Word?

Materials: Word cards

Make copies of the word cards. Cut them apart and place them face down in front of a pair or group of students. Have students take turns drawing two cards at a time. Begin by having the first player use one of the chosen words to complete a sentence that begins with: “Which word would

I use…?” Then have the speaker show his or her words, and ask the other player(s) to choose which word the speaker was thinking of when composing his or her sentence.

Example:

eye ear

Which word would I use to hear a cat meowing?