Blank Vocabulary Worksheet Template

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VocabularyWord MeaningV.017Know or NoObjectiveThe student will relate new vocabulary to prior knowledge.MaterialsHeader cards (Activity Master V.017.AM1)Word cards (Activity Master V.001.AM4)Write target word on each card. Note: This activity can be used in conjunction with theintroduction of new vocabulary.Student sheet (Activity Master V.017.SS1)Depending on the number of words, students may need more than one student sheet.DictionaryPencilActivityStudents sort words based on understanding of meaning.1. Place word cards face down in a stack. Place header cards face up in a row. Provide thestudent with a dictionary and a student sheet.2. The student selects the top card and reads the word.3. Reads headers and decides which one best describes how well the word is known. Placesthe word card under that header. Note: If unable to read the word, card is placed underthe header, Don’t know meaning.4. Continues until all word cards are placed.5. Writes the words in the corresponding column and the meaning of the words on thestudent sheet using dictionary, as needed.6. Teacher evaluationdedicatededicateMeaningcommit yourselfto somethingKnow or NonominateDon’t knowmeaningoccasion2007 The FloridaCenter for ReadingResearchemphasisKnowsomethingabout themeaningNameVocabularymajoritySeen or heardthe word, butnot sure ofthe meaningV.017.SS14-5 StudentCenter Activities:Know meaningwell and canuse the wordExtensions and AdaptationsDiscuss previous experience and knowledge of words with a partner.Write sentences or paragraphs using the words on the back of the student sheet.Count (e.g., using check marks) number of target word encounters in correspondingcolumn for a week. Record an example of where and how (Activity Master V.017.SS2).4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

2007 The Florida Center for Reading ResearchheaderheaderKnow somethingabout themeaningheaderKnow or NoSeen or heardthe word, butnot sure ofthe meaningheaderDon’t knowmeaningKnow meaningwell and canuse the wordVocabularyV.017.AM1header cards4-5 Student Center Activities: Vocabulary

Know meaningwell and canuse the wordSeen or heardthe word, butnot sure ofthe meaningKnowsomethingabout themeaningDon’t knowmeaningMeaningNameV.017.SS14-5 Student Center Activities: VocabularyKnow or No2007 The Florida Center for Reading Research

WordHeard it(Put a checkmark for eachtime you hearthe word.)Said it(Put a checkmark for eachtime you saythe word.)Wrote it(Put a checkmark for eachtime you writethe word.)Read it(Put a checkmark for each Examples of where and howtime you readthe word.)NameKnow or No2007 The Florida Center for Reading ResearchV.017.SS24-5 Student Center Activities: Vocabulary

VocabularyWord MeaningV.018Dictionary CubeObjectiveThe student will identify the meaning of words and word-related informationusing a dictionary.MaterialsWord cards (Activity Master V.001.AM4)Select target words and write on cards.Dictionary cube (Activity Master C.018.AM1)DictionariesActivityStudents discuss vocabulary words by answering dictionary-related questions.1. Place word cards face down in a stack next to the dictionary cube. Provide each studentwith a dictionary.2. Taking turns, student one selects a word card and reads aloud. Both students find theword in the dictionary.3. Student two rolls the dictionary cube, reads the question, and answers it based on theinformation in the dictionary.4. Discuss answer with student one to assure accuracy.5. Reverse roles.6. Continue the activity until all the target words have been discussed.7. Peer evaluationchannelaqueductreservoirExtensions and AdaptationsRecord answers (Activity Master V.018.SS).Use thesaurus, digital tools, or other references to find words. Make other cubes withdifferent questions (Activity Master V.018.AM2).4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.018.AM1Dictionary CubeUse the wordin a sentence.How do youpronouncethe word?How do youknow?What part ofspeech isthe word?What is themeaning ofthe word?Is the origin oretymologyof the wordlisted? If so,what is it?glueorvelcroAre synonymsor antonymslisted? If so,what are they?glueorvelcroglueorvelcrodictionary cube2007 The Florida Center for Reading Research1. Cut along solid line2. Fold along dotted lines3. Glue or velcro flapstogether.4-5 Student Center Activities: Vocabulary

WordHow do youpronouncethe word? Howdo you know?Is the originof the wordlisted? If so,what is it?What part ofspeech isthe word?What is themeaning ofthe word?Are synonymsor antonymslisted? If so,what are they?Use the word in asentence. Use theback of this sheet,if necessary.NameV.018.SS4-5 Student Center Activities: VocabularyDictionary Cube2007 The Florida Center for Reading Research

VocabularyV.018.AM2Dictionary Cubeglueorvelcroglueorvelcroglueorvelcroblank cube2007 The Florida Center for Reading Research1. Cut along solid line2. Fold along dotted lines3. Glue or velcro flapstogether.4-5 Student Center Activities: Vocabulary

VocabularyWord MeaningV.019Dictionary DigsObjectiveThe student will identify the meaning of words and word-related informationusing a dictionary.MaterialsStudent sheet (Activity Master V.019.SS1)Write a target vocabulary word in the center box. Either the same word can be written on onesheet and copied for all students or a different word can be written on each individual sheet.Optional: Provide word cards and students choose word and write on student sheet.DictionaryPencilActivityStudents look up target words in the dictionary and record specific information.1. Provide the student with a student sheet and a dictionary.2. The student reads the word on the student sheet and looks the word up in the dictionary.3. Records meaning and other information about the word using the dictionary.4. Teacher evaluationlarge room or building for meetingsnounaw-di-tawr-ee-uhmauditoriumLatin, from audre,which means to heartheatre,lecture hallOur class went the auditoriumfor the awards toassembly.SentenceExtensions and AdaptationsCut and staple forms to make a personal dictionary (Activity Master V.019.AM1).State target word. Read definition or other fact (e.g., part of speech) of the target word andanother word on the same page. Partner guesses which fact corresponds to target word.Use graphic organizer to record word-related information (Activity Master V.019.SS2).4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

NameV.019.SS1Dictionary DigsMeaningPart of speechPronunciationWordWord origin or etymologyAlternate word choicesSentence2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.019.AM1Dictionary DigsWord:Meaning:Synonyms:Sentence:Other information:Word:Meaning:Synonyms:Sentence:Other information:Word:Meaning:Synonyms:Sentence:Other information:4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

NameV.019.SS2Dictionary DigsMeaningSynonymsAntonymsWordOther Interesting Word-Related Information2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyWord MeaningV.020Word CluesObjectiveThe student will identify the meaning of words and word-related informationusing a dictionary.MaterialsChart paperProvide a word bank of familiar target words.Word clue cards (Activity Master V.020.AM1a - V.020.AM1b)Copy as many cards as needed. Write one target word on each card, laminate, and cut.Reference books (e.g., dictionary, thesaurus)Vis-à-Vis markersActivityStudents develop clues to reveal words.1. Shuffle word clue cards and place face down in a stack and display the word bank.Provide each student with Vis-à-Vis marker and reference books.2. Taking turns, students select clue cards until all the cards are distributed (withoutrevealing them to partner). Fill out clue cards independently using references, as needed.3. Student one reads the clues to student two who looks at the word bank and tries toguess the word. If correct, clue card is given to student two. If incorrect, student onecontinues to give other clues until guessed correctly.4. Reverse roles.5. Continue until all clue cards are used.6. Peer evaluationWord:nourishgive foodtoIt means:You would use this word when:talking about eating and health4 consonants.Something special about theword:it has adigraph - shThere areExtensions and AdaptationsWrite specific clue prompts for other words (e.g. this is how you feel when your petruns away, it starts with the letter m, an antonym is happy; the answer is melancholy).Write dictionary clues (Activity Master V.020.AM2).4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.020.AM1aWord CluesWord:Word:It meansIt meansYou would use this word whenA synonym isThere aresyllables.Something special aboutthis word:Word:It meansIt could be used toThis word begins withSomething special aboutthis word:There areconsonants.Something special about thisword:Word:It meansThis is a(part of speech)There aresyllables.Something special about thisword:word clue cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.020.AM1bWord CluesWord:Word:It meansIt meansIt could be used toAn antonym isIt has aIt has a(prefix, suffix,both, neither)Something special about thisword:(prefix, suffix,both, neither)Something special about thisword:Word:Word:It meansIt meansA synonym isAn antonym isThere arevowels.Something special aboutthis word:This word ends withSomething special aboutthis word:word clue cards4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.020.AM2Word CluesWord:Word:Pronunciation:Pronunciation:Part of speech:Part of speech:Origin or etymology:Origin or etymology:Alternate word choices:Alternate word choices:Word:Word:Pronunciation:Pronunciation:Part of speech:Part of speech:Origin or etymology:Origin or etymology:Alternate word choices:Alternate word choices:dictionary clue cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyWord MeaningV.021What Do You Mean?ObjectiveThe student will identify the meaning of words.MaterialsWord and meaning cards (Activity Master V.021.AM1)Write target vocabulary word that has been introduced on each word card. Write meaning tocorrespond to the vocabulary word on meaning card. In small letters write the word at thebottom of the meaning card. Note: Preprinted vocabulary and meaning cards can be used(e.g., from your reading program).ActivityStudents match meanings to vocabulary words.1. Place word cards face up in rows. Place meaning cards face down in a stack.2. Taking turns, student one selects the top meaning card (without revealing it) and reads itto student two (without the answer that is shown at the bottom). For example, “tendingto spread from person to person.”3. Student two picks up a word card that may match the meaning and reads it aloud(i.e., contagious). Student one checks the bottom of the card for the correct word. Ifcorrect, student one gives the card to student two who places both cards face up next toeach other. If incorrect, the meaning card is placed at the bottom of the stack and theword card is returned to its original place.4. Reverse roles.5. Continue until all word cards are used.6. Peer iouswordtending to spreadfrom person to personmeaningcontagwordiousExtensions and AdaptationsPlay a memory matching game with cards.Read word cards to partner who states the meaning.Read word cards in a timed practice.4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.021.AM1What Do You meaningwordwordword and meaning cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyWord MeaningV.022Defining DepictionsObjectiveThe student will identify the meaning of words.MaterialsChart paperProvide a list of target vocabulary.DictionaryConstruction paperMay cut in half or use large index cards.Markers or crayonsPencilActivityStudents depict words by drawing pictures that relate to meaning.1. Provide the student with list of words, dictionary, construction paper, and markers.2. The student reads all the words and selects one. If the meaning is not known, looks up themeaning in the dictionary.3. Uses the construction paper and markers to write word and draw a picture clue that helpsto remember the meaning. For example, for the word volcano, may draw a volcano andlabel the parts.4. Display words on classroom wall or make class or individual picture dictionary.5. Teacher evaluationlderuptflowhRepel Metal Norts F o r c e s M a g netSouth PoleAttract FielavavolcanoExtensions and AdaptationsUse target vocabulary and drawings to depict a cartoon like dialogue that illustrates themeaning of the word or words (Activity Master V.022.SS1).Depict target vocabulay (Activity Master V.022.SS2).Label magazine picture (e.g., automobile with axle, engine, and upholstery).4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

NameDefining Depictions2007 The Florida Center for Reading ResearchV.022.SS14-5 Student Center Activities: Vocabulary

NameDefining DepictionsWordV.022.SS24-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyWord MeaningV.023Undercover MeaningsObjectiveThe student will identify the meaning of words.MaterialsContent area textSelect four target words from content area text or curriculum.Chart paper or index cardsWrite target words and page numbers.Vocabulary flap book (Activity Master V.023.AM1)DictionaryScissorsPencilActivityStudents record information about words.1. Place text, dictionary, scissors, and chart of target words on a flat surface. Provide thestudent with a vocabulary flap book.2. Student follows the directions to prepare the vocabulary flap book (i.e., cut on dottedlines and fold the student sheet lengthwise).3. Writes the target words on front of the vocabulary flap book.4. Completes the information inside the flaps (i.e., definition, examples, uses the word in asentence). Uses dictionary and text, as needed.5. Teacher evaluationhurricanetropical cyclonewith torrentialrain and high windsThe hurricanecaused floodingand damage.earthquakevolcanotsunamiKatrina, DennisExtensions and AdaptationsUse graphic organizer to record information about words (Activity Master V.023.SS).Select three words and compare (Activity Master V.023.AM2).Use Venn diagrams to compare words (Activity Master V.031.SS1 and V.031.SS2).2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

4-5 Student Center Activities: tionExamplesSentenceDefinitionWord #3ExamplesSentenceDefinitionWord #4V.023.AM1ExamplesWord #2Word #1VocabularyUndercover Meanings2007 The Florida Center for Reading Research

NameV.023.SSUndercover MeaningsWhat is this?ExamplesNon-ExamplesWordWhat is it like?2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyExamplesExamplesSentenceSentence4-5 Student Center Activities: VocabularyExamplesDefinitionDefinitionSentenceWord #2DefinitionUndercover MeaningsWord #1Word #3V.023.AM22007 The Florida Center for Reading Research

VocabularyWord MeaningV.024All For OneObjectiveThe student will produce the multiple meanings of words.MaterialsMultiple meaning word cards (Activity Master V.024.AM1)Student sheet (V.024.SS1)Blank cards (Activity Master V.001.AM4)Copy on card stock and laminate.Reference materials (e.g., dictionary, thesaurus, text)Vis-à-Vis markersPencilsActivityStudents write multiple meanings for words on blank cards.1. Place the word cards face down in a stack next to reference materials. Provide each studentwith blank cards, Vis-à-Vis markers, and a different student sheet.2. Taking turns, student one selects the top card, reads it, and places it down on the table(e.g., present).3. Writes a meaning for the word on a blank card using a Vis-à-Vis marker. Places it besidethe word and reads it (e.g., gift).4. Student two writes a different meaning for the word and places it on the other side of theword (e.g., here). Uses dictionary, if necessary.5. Reverse roles and continue until all word cards are used.6. Record meanings on the student sheet and write sentences to demonstrate both meanings.7. Teacher evaluationpresentMeaningssomething givenin attendanceSentencesmy birthday.me a present forMy cousin boughtday of school.present on the firstAll the students weregiftAll For OneWordhereV.024.SS1Extensions and AdaptationsContinue to write additional meanings for each word.Write target words and multiple meanings (Activity Master V.024.AM2), shuffle, andsort using multiple webs (Activity Master V.024.AM3).Use graphic organizer to record mutiple meanings (Activity Master V.024.SS2).2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.024.AM1All For Onepresentfilewakevaultbaydatekindstickmultiple meaning word cards4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

NameV.024.SS1WordMeaningsSentencesAll For One2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.024.AM2All For Oneblank cards4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.024.AM3All For Onemeaningmeaningwordmeaningmeaning2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

NameV.024.SS24-5 Student Center Activities: VocabularyAll For One2007 The Florida Center for Reading Research

VocabularyWord MeaningV.025Ask-A-WordObjectiveThe student will demonstrate a deeper understanding of the meaning of words.MaterialsChart paperWrite target vocabulary words that are familiar to the students.Student sheet (Activity Master V.025.SS)References (e.g., dictionary, thesaurus)PencilsActivityStudents answer questions related to the meaning of words by completing a questionnaire.1. Provide students with chart of target words, references, and student sheet.2. Taking turns, students choose a different target word and write it on their student sheet.3. Student one (the interviewer) asks student two the first question on the student sheet.4. Student two (acting as the word) answers and student one records.5. Continue to ask questions and record answers until the student sheet is complete.Use references, if needed.6. Reverse roles.7. Teacher evaluationWordindividualribe you?How do people descinctive, personal, andThey think that I’m unique, distrs.othedifferent thanare related to you?Name some others thatand particular.I am related to special, exclusive,e things that you like?Why?What are soms, because I standI like crowds and common thing.out in themWhy?s that you don’t like?What are some thingyone else,everlikeacttomadegbeinI don’t likeg that I believe in.because that is against everythin Why?you?utabofeelrsotheHow dourage people to beThey admire me because I encoorm.confnottoandsthemselveial?What makes you specerent way.I represent each person in a diffut you?t people to know aboWhat else do you wanys be proud ofalwaI just want people to know towho they are as an individual!Extensions and AdaptationsWrite more questions. Answer acting as the word. For example, What makes you proud?Take turns and answer questions (Activity Master V.025.AM1).Ask and answer probing questions about the meaning of target words. For example, If you arean individual do you do what everyone else does or what you think is right for you? Why?2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

NameV.025.SSAsk-A-WordWordHow do people describe you?Name some others that are related to you?What are some things that you like? Why?What are some things that you don’t like? Why?How do others feel about you? Why?What makes you special?What else do you want people to know about you?4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyAsk-A-WordV.025.AM1How do peopledescribe you?Name someothers that arerelated to you?What are somethings that youlike? Why?What are somethings that youdon’t like? Why?How do others feelabout you? Why?What makesyou special?Name one thingyou want people toknow about you?What makes youmost proud to beyou? Why?question cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyWord AnalysisV.026Word-by-WordObjectiveThe student will identify the relationship among words.MaterialsSorting board (Activity Master V.026.AM1)Laminate.Word cards (Activity Master V.026.AM2a - V.026.AM2b)Laminate and cut.EnvelopesPlace each set of words with the same icons in an envelope.Student sheet (Activity Master V.026.SS1)PencilActivityStudents show relationships among the meaning of words by placing them on a continuum.1. Place the sorting board and envelopes containing the word card sets on a flat surface.Provide the student with a student sheet.2. The student opens one of the envelopes and scatters cards.3. Reads the words on the cards. Thinks about what they mean to determine the order relativeto each other. Places on sorting board (e.g., filthy, dirty, soiled, clean, spotless, disinfected).4. Records the information on the student sheet.5. Continue until student sheet is complete.6. Teacher evaluationfilthydirtysoileddisinfectedExtensions and AdaptationsWrite other words to sort on sorting board (Activity Master V.026.AM3).Work with a partner and write words to place on the large sorting board (ActivityMaster V.026.AM4 and Activity Master V.026.AM5a - V.026.AM5b) Note: Gluesorting board together. Record words on student sheet (Activity Master V.026.SS2).4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.026.AM1123456Word-by-Word2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

snonestarvinghungryword cards4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

ravesatisfiedmicroscopicsatiatedword cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

NameV.026.SS14-5 Student Center Activities: VocabularyWord-by-Word2007 The Florida Center for Reading Research

VocabularyWord-by-WordV.026.AM3small blank cards for sorting board – for Activity Master V.026.AM12007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.026.AM4Word-by-Wordsmall and large blank cards for sorting board – for Activity Master V.026.AM5a - V.026.AM5b4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.026.AM5a123Word-by-Word2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.026.AM5bWord-by-Word45644-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

NameV.026.SS2Word-by-Word241632541632541632007 The Florida Center for Reading Research54-5 Student Center Activities: Vocabulary

VocabularyWord AnalysisV.027Worn-Out WordsObjectiveThe student will produce more precise alternatives for overused words.MaterialsWorn-Out Words header cards (Activity Master V.027.AM1)Word cards (Activity Master V.027.AM2a - V.027.AM2b)Copy two pages and laminate.Student sheet (Activity Master V.027.SS1)Vis-à-Vis markersPencilsActivityStudents write more precise alternatives for overused words.1. Place header cards face up in a row on a flat surface. Place word cards face down in a stack.Provide each student with a student sheet.2. Taking turns, students select the top card from the stack and read the word at the bottomof the card (e.g., nice).3. Write a precise alternative (e.g., friendly) and place under the corresponding header.4. Read the word.5. Continue until each header has four alternatives.6. Record information on a student sheet.7. Teacher esomeprettyimpressiveawesomeniceExtensions and AdaptationsWrite and sort more precise alternatives (Activity Master V.001.AM4) for other overusedwords using header cards (Activity Master V.027.AM3). Record on student sheet(Activity Master V.027.SS2).Write sentences using some of the alternative words.4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

aderV.027.AM1Worn-Out Wordsheader cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.027.AM2aWorn-Out ord cards4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyV.027.AM2bWorn-Out Wordsbadbadbadbadprettyprettyprettyprettyword cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

NameV.027.SS1awesomebadprettyniceWorn-Out Words4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

t Wordsheader cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

NameV.027.SS24-5 Student Center Activities: VocabularyWorn-Out Words2007 The Florida Center for Reading Research

VocabularyWord AnalysisV.028Category CluesObjectiveThe student will produce categories for words.MaterialsCategory cards (Activity Master V.028.AM1a - V.028.AM1b)Student sheet (Activity Master V.028.SS1)PencilsActivityStudents categorize related words and label them.1. Place category cards face down in a stack. Provide each student with a student sheet.2. Taking turns, student one selects the top card. Reads the words on the card to student two(e.g., tsunami, hurricane, tornado).3. Student two says a word or phrase that best categorizes all the words (e.g., disastrous events orweather words with three syllables). Places card in a discard pile.4. Record label for each category on the student sheet.5. Reverse roles and continue until all the cards are used and identified.6. Teacher evaluationNameCategory oimporttransportportablemechanicpysicianpolice ts“These nshinepost officehospitallibrar yfor Reading Research2007 The Florida CenterActivities: Vocabulary4-5 Student CenterExtensions and AdaptationsSort some of the category cards and label (i.e., apartment, palace, house; post office,hospital, library are all buildings).Write more category cards (Activity Master V.001.AM4).Record other categories and related words (Activity Master V.028.SS2).2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyV.028.AM1aCategory sporthailportablecategory cards4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

VocabularyCategory evermechanicsandphysicianshorelinepolice ondimentmountainspost officevolcanoeshospitalislandslibrarycategory cards2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

NameV.028.SS1Category wlevermechanicphysicianpolice ealvegetablecondimentmountainsvolcanoesislandspost officehospitallibrary4-5 Student Center Activities: Vocabulary2007 The Florida Center for Reading Research

NameV.028.SS2Category .4.4.5.5.5.2007 The Florida Center for Reading Research4-5 Student Center Activities: Vocabulary

VocabularyWord AnalysisV.029Category TagObjectiveThe student will produce words for categories.MaterialsGame board (Activity Master V.029.AM1a - V.029.AM1b)Number cube (Activity Master V.013.AM3)Game pieces (e.g., counters)ActivityStudents state words that correspond to categories by playing a board game.1. Place game board, number cube, and game pieces on a flat surface.2. Taking turns, students roll the number cube and move game piece the number ofspaces shown.3. Say category (e.g., space things).4. State three or more words or phrases that correspond to the category (i.e., Mars,moon, and satellite).5. If correct, leave game piece on the space. If incorrect, place game piece back on theprevious space.6. Continue until both students r

Word and meaning cards (Activity Master V.021.AM1) Write target vocabulary word that has been introduced on each word card. Write meaning to correspond to the vocabulary word on meaning card. In small letters write the word at the bottom of the meaning card. Note: Preprinted vocabulary a

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