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)