Grade 1
Module 2-3
Lesson D: Vocabulary-Antonyms
Content Overview for Lesson
If necessary, remind students of the procedures for shared reading taught in
Module 1-3 Lesson A. This lesson will focus on antonyms.
Teacher Preparation
Choose appropriate Big Books to demonstrate for the students the use of
antonyms such as, Dan the Flying Man by Joy Cowley. Cover some words
(ex: up/down) for students to predict what the covered words are in the big
book text.
Create anchor chart titled Antonyms.
Instructional
Considerations
(Misconceptions/Common
Errors,
Additional Instructional Strategies)
All Big Books are not created equal. Be careful when selecting Big Books for
Shared
Reading. Many publishers have enlarged books that are not appropriate for
Shared Reading lessons. Be aware of the spacing between words, the size of
the letters/words, and the number of words on a page.
During Shared Reading, provide quick, focused activities to help bring the
concepts about the print to a conscious level. Every concept would not be
addressed with every child on every day. Select concepts based on observing
students as they interact with text.
Always take your lesson focus back to the text, such as, reading the sentence
that a student identified a high frequency word, etc. If the book is short
enough, read entire text after teaching foci for the lesson-“Whole-PartWhole” instruction.
Use different big books to re-teach strategies, as needed.
Key Vocabulary and Concepts
Anchor chart a chart compiled with the teacher and students such as,
Rituals and Routines for Independent Writing
Antonyms: A word meaning the opposite of another word.
Whole-part-whole: The steps in relationship to whole text, skills, and a
return to the whole text for practice and application.
Running record is a tool that is administered one-on-one with students to
record reading behaviors readers make as they are reading. As a student
reads a portion of a book, the teacher notes errors, self-corrections,
repetitions, re-readings, hesitations, and appeals for help.
Objective for Lesson D
The student will understand the relationship between two or more words
concentrating on antonyms.
Materials Needed


Choose appropriate Big Books to demonstrate for the students the
use of antonyms
Anchor chart titled Antonyms.
Teaching Lesson Introduction to the lesson
Lesson D
Demonstration and Guided Practice:
In shared reading identify antonyms in text.
Use a Big Book such as, Dan the Flying Man, by Joy Cowley.
Follow the same steps from Module 1-1 Lesson A:
 Re-reading of familiar text (“warm-up” with nursery rhymes).
 Orientation to a new text.
 Reading of the new text.
 Follow-Up discussion and teaching points on antonyms.
During the orientation of the new text, have students make predictions.
Following the story, students confirm predictions. Cover some words (ex:
up/down) and have students predict what the covered words are in the big
book text. Next, uncover the words to confirm their predictions. Explain that
these words are opposites or antonyms. Write up-down on the anchor chart.
Have students brainstorm other antonyms they know. Write these on the
anchor chart.
Lead a second reading while simultaneously noticing the antonyms students
identified.
Continue this shared reading experience using different Big books to identify
antonyms. These books can be books previously used for other teaching
purposes.
Independent Practice:
Place big book in learning center. Children can reread the story with or
without a pointer. Highlighters can be used to locate antonyms.
During independent reading children can use post it notes to record examples
of antonyms in the books they read.
Assessing
the
Lesson
Formative
Assessment
and
Summative
Assessment
Formative Assessment
Using a rubric that identifies the reader as emerging, early/developing, or
transitional/independent in his use of print concepts, record the behaviors of
students that you notice during shared reading, small group instruction, and
independent reading.





Title and author.
Sight word knowledge.
Base words with inflected endings.
Antonyms.
Problem Solving Strategies.
Summative Assessment
Listen to individual students read. Make notes of the types of errors,
corrections, and attempts the students make to read the text. Use this
information to make decisions on what type of text is appropriate for each
student to read and form small groups to focus on their instructional needs.
If you are knowledgeable in taking running records, a running record can
be administered.
Note the students’ use of synonyms and antonyms in writing samples.
Go to the following website to see an example of an assessment:
http://www.readwritethink.org/lesson_images/lesson282/ClozePassage.pdf
Extending the Learning
For differentiation and enrichment, provide extensions through literacy
centers:
 Students can re-tell the story using props;
 Books can also be placed in a listening center so that students can
have more opportunities to hear the text read aloud;
 Re-read the book;
 Write a different version using antonyms to change the book;
 Read for specific high frequency words, rhyming words, antonyms, and
vocabulary and highlight them in Big Books with highlighter tape or
wikki stix;
 Reconstruct the events from the story;
 Put events in sequential order.
Independent Reading:
Students should be reading from their independent reading bags each day to
practice identifying antonyms and writing them on sticky notes to add to the
anchor chart. Some students may read in pairs.
For differentiation and intervention, provide guided practice in small group
instruction Based on observations and anecdotal notes, form small groups
and provide scaffolding as needed as students practice the strategies that
have been demonstrated. Some students may need 1-1 attention during
reading.