5-DAY VOCABULARY TEACHING PLAN - Grandview C-4 Moodle 2.1

WORDS IN CONTEXTDAY 1(Page 1 of 3)credit(noun)1.2.3.I give her credit for trying sohard to finish the race.He expects to get credit, notdisapproval, for his detailedreport.I can't take credit for somethingI didn't do.luminous(adjective)1.2.3.If something is luminous, it is brightand full of light.We could see the luminous firefliesglowing in the darkness.The woman's luminous earringssparkled as though they were onfire.gigantic(adjective)1.2.3.A mansion is gigantic, especiallywhen compared with a tinydollhouse.A blue whale is gigantic; in fact, it'sthe biggest animal ever to havelived on Earth.The word "gigantic" can describesomething as big as a giant.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

WORDS IN CONTEXTDAY 1(Page 2 of 3)capable(adjective)1.2.3.I'm capable of lifting a miniature poodle,but I'm unable to lift a St. Bernard.My mother hired a capable, orcompetent, assistant to help her finish abig project at work.That horse is simply not capable ofwinning the race; too many other horsesare faster.strand(noun)1.2.3.If you take apart a rope, you will beable to see each strand, or fiber, it ismade from.A strand of hair on a human headusually lasts for two to three years.The hardest part of sewing is to getthe strand of thread through the eyeof the needle.category(noun)1.2.3.A category is a grouping of people orthings that have certain features incommon.Estefan is entering the art show in thephotography category, or division.Which category does solar power belongin--renewable or nonrenewable?2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

WORDS IN CONTEXTDAY 1(Page 3 of 3)slump(verb)1.2.3.To slump is the opposite ofstanding up straight.We were selling a lot of candy, butthen sales started to slump, or dropoff.It looked as if our team was on itsway to the playoffs until we startedto slump badly.soggy(adjective)1.2.3.After our basement flooded, thefurniture and carpet were soggy, orsoaked, with dirty water.I followed the directions, but my cakecame out of the oven soggy, not light.When the fields get soggy after a hardrain, the tractor can get stuck in the mud.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

Name: _______________________________________________________WORD SMARTDAY 1(Page 1 of 1)INSTRUCTIONS: Record a vocabulary word in each word box. Then write a synonym and an antonym, drawa picture, and define each word. Use each word in a sentence on the back of this worksheet.WordPictureSynonymAntonymDefinition _________________________________________________________________________________________________________________________________________________________________________________________________________WordPictureSynonymAntonymDefinition _________________________________________________________________________________________________________________________________________________________________________________________________________2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

creditapproval or praise givento a person for a quality,work, or achievement(noun)WORD CARDDEFINITION CARDluminousglowing or reflectinglight; radiant(adjective)WORD CARDDEFINITION CARDgiganticvery, very big(adjective)WORD CARDDEFINITION CARD

capablehaving the qualities orskills to do somethingwell(adjective)WORD CARDDEFINITION CARDstranda thread, fiber, or filamentthat may be twisted orwoven with others(noun)WORD CARDDEFINITION CARDcategorya grouping that helps toorganize something(noun)WORD CARDDEFINITION CARD

slumpto drop off or decline; tosit or stand with roundedshoulders(verb)WORD CARDDEFINITION CARDsoggysoaked with liquid; heavyand moist(adjective)WORD CARDDEFINITION CARD

ANALOGIESDAY 2(Page 1 of 1)Name:An analogy shows a relationship between two sets of words. The words in the first pair must have the samerelationship as the words in the second pair. To complete an analogy with a missing word, you must first discoverthe relationship between the completed pair. (Example: Cat is to meow as dog is to bark.)gloryteensycrowdascenddulldependabilitymelodyweightyINSTRUCTIONS: Determine the relationship between the first pair of words. Then use the words in the word box to complete thesecond pair of words.1.Gigantic is to huge ...as... tiny is to2.Category is to grouping ...as... tune is to3.Luminous is to bright ...as... dim is to4.Strand is to rope ...as... person is to5.Slump is to improve ...as... descend is to6.Capable is to capability ...as... dependable is to7.Soggy is to mushy ...as... heavy is to8.Credit is to praise ...as... honor is to2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

CLOZE SENTENCESDAY 2(Page 1 of 1)Name:creditgiganticstrandslumpluminouscapablecategorysoggyINSTRUCTIONS: Use the vocabulary words in the word box above to complete the sentences below.1.We could see thethe darkness.glow of the flashlight through2.Many older people don't understand music from the hip hop3.It's not good for your back towhen you're sitting or standing.4.After Mary and I hugged, I found ahair on my sweater.of her blond5.He got all thefor my good idea.6.Ashe is responsible for.person is one who can handle the tasks he or7.A skyscraper is abuilding.8.If you leave breakfast cereal in milk for very long, it will become2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

ADJECTIVESDAY 3(Page 1 of 1)Name:An adjective is a word that describes a noun.(Example: A beautiful butterfly landed on the yellow flower.)INSTRUCTIONS: Read the words below. Circle all of the adjectives. Then write four complete sentences using one or more of theadjectives in each sentence.soggycreditcapablecategorygiganticluminousstrandslump1.2.3.4.Write three words that are not adjectives.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

INSTRUCTIONS: Assign one or more of the following activities to reinforce the function of adjectives.EXPLORATIONDAY 3ADJECTIVESCreate a SentenceMaterials: Word cards, box or envelope, strips of paperPlace all the word cards in a box or envelope. Have students pull out a word cardand use their chosen word to create a written or oral sentence on a strip of paper.Have them share their sentences with their classmates.Define ItMaterials: Two-sided copies of word and definition cards, action cards, box or envelopeMake two-sided copies of the reproducible word and definition cards. Place theword and action cards in a box or envelope. Have each student select a card so thathis or her classmates can’t see it. Then, if applicable, have the starting player definehis or her word (without using the word). The first player in the group to correctlyguess the word gets to keep the word card. The player holding the most word cardsat the end of the game wins.I Wonder What . . .Materials: Word cards, box or envelopePlace all the word cards in a box or envelope. Have pairs of students choose aword. Then have the first student in the pair begin the game by using his or hervocabulary word to complete a sentence that begins with: I wonder what . . .(I wonder what a beautiful monster would wear.) Then, have the second studentin the pair follow by using the same vocabulary word to answer the question.A beautiful monster would wear a shimmering evening gown and pearl earrings.As pairs of students continue to pick words and complete their sentences,encourage responses that show they understand the meaning of the word.Pick a Synonym or AntonymMaterials: Word cards, action cards, box or envelopePlace all the word and action cards in a box or envelope. Have students pull outa card and, if applicable, give a synonym or antonym for the chosen word. (You maychoose to omit words that do not have synonyms or antonyms, or you may chooseto include them as points of discussion.)2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

SYNONYMSDAY 3(Page 1 of 1)Name:A synonym is a word that has the same or almost the samemeaning as another word. (Example: hot/burning)INSTRUCTIONS: Read the words in the left-hand column. Then list at least two synonyms for each word in the right-hand column.Use one of the synonyms to write a complete sentence for each word.luminousSynonyms:Sentence:giganticSynonyms:Sentence:capableSynonyms:Sentence:categorySynonyms:Sentence:soggySynonyms:Sentence:2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

VOCABULARY GAMESConcentrationMaterials: Word cards, definition cardsMake copies of the reproducible word and definition cards. Cut them out. Place the cards facedown on a table. Have students match each word card with its corresponding definition card.Draw ItMaterials: Word cards, definition cards, dry-erase board and markerMake two-sided copies of the reproducible word and definition cards so that the words are on oneside of the page and the corresponding definitions are on the flip side. Place all the word cards ina box or envelope. Have a student pick a card and not allow his or her classmates to see it. Thenhave the student draw a picture of the word on a dry-erase board while the other players guessthe word. The first player to correctly guess the word gets to keep the word card. The playerholding the most word cards at the end of the game wins.Flash CardsMaterials: Word cards, definition cardsMake two-sided copies of the reproducible word and definition cards and cut them apart so thatthe words are on one side of the cards and the corresponding definitions are on the flip side. Havestudents quiz each other on word meaning using the cards. Then, to assess understanding, hold upeach card (word side out) and have students say the word’s meaning. After you’ve made your waythrough the entire deck, flip the cards over (definition side out) and have students say the wordbased on the definition.I Would, I Wouldn’tMaterials: Word cardsMake copies of the word cards. Place all the word cards in a box or envelope and have pairs ofstudents choose a word. Have the first student in the pair begin the game by using his or hervocabulary word to complete a sentence that begins with: “I would…” (I would like to know moreabout how a tornado is formed.) The second student in the pair then follows by using the samevocabulary word to complete a sentence that begins with: “I wouldn’t ever…” (I wouldn’t everwant to get caught in a tornado.) As pairs of students continue to pick words and complete“I would…” and “I wouldn’t…” sentences, encourage responses that show they understand themeaning of the word.Jumble ItMaterials: Word list, writing paperPlace a vocabulary word list where everyone can see it and give each student a sheet of writingpaper. Explain that students are to make a word jumble for a partner. They are to choose thevocabulary words at random and write them, one word per line, in a mixed-up fashion in acolumn along the left side of their paper, leaving room on the right side for their partner tounscramble the word. When students have finished jumbling their words, have them trade paperswith their partner to solve each other’s jumble. The first partner to unscramble the words correctlyis the winner.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

Use the word in a sentencewith a hippopotamus.Use the word in a sentencewith an alien.SENTENCE CARDSENTENCE CARDUse the word in a sentencewith a peanut butterand jelly sandwich.SENTENCE CARDUse the word in a sentencewith a chicken.SENTENCE CARDUse the word in a sentencewith a superhero.Use the word in a sentencewith a lizard.SENTENCE CARDSENTENCE CARDUse the word in a sentencewith a scientist.Use the word in a sentencewith a monkey.SENTENCE CARDSENTENCE CARDUse the word in a sentencewith the president.Use the word in a sentencewith a worm.SENTENCE CARDSENTENCE CARDTHE SENTENCE CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

Use the word in a sentencewith a gooey lollipop.Use the word in a sentencewith a banana.SENTENCE CARDSENTENCE CARDUse the word in a sentencewith a million dollars.Use the word in a sentenceabout taking a test.SENTENCE CARDSENTENCE CARDUse the word in a sentenceabout a rock concert.Use the word in a sentenceabout a video game.SENTENCE CARDSENTENCE CARDUse the word in a sentenceabout eating somethingthat tastes bad.SENTENCE CARDUse the word in a sentenceabout sailingacross the ocean.SENTENCE CARDUse the word in a sentenceabout a mysterious box.SENTENCE CARDUse the word in a sentenceabout winninga contest.SENTENCE CARDTHE SENTENCE CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

Use the word in a sentenceabout reaching a goal.Use the word in a sentenceabout a football game.SENTENCE CARDSENTENCE CARDUse the word in a sentencewith a friend.Use the word in a sentencewith a funny hat.SENTENCE CARDSENTENCE CARDUse the word in a sentencewith Elvis.Use the word in a sentencewith a magician.SENTENCE CARDSENTENCE CARDUse the word in a sentenceabout a vacation.Use the word in a sentenceabout life in the city.SENTENCE CARDSENTENCE CARDUse the word in a sentenceabout livingon the moon.SENTENCE CARDUse the word in a sentenceabout saving the day.SENTENCE CARDTHE SENTENCE CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

Give asynonym.Give asynonym.ACTION CARDACTION CARDGive anantonym.Give anantonym.ACTION CARDACTION CARDUse the word in asentence.Use the word in asentence.ACTION CARDACTION CARDShowthe word without talking.Showthe word without talking.ACTION CARDACTION CARDDescribe it!Describe it!ACTION CARDACTION CARDTHE ACTION CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

CHANCE CARDSkip-a-roo!CHANCE CARDSkip-a-roo!Use this card at any time to skip a turn.Use this card at any time to skip a turn.CHANCE CARDCHANCE CARDREVERSEThe card holder reverses direction.REVERSEThe card holder reverses direction.CHANCE CARDDraw 2The card holder mustdraw two cards.CHANCE CARDDraw 2The card holder mustdraw two cards.CHANCE CARDSLAM!The card holder chooses anotherplayer to take his or her turn.CHANCE CARDSLAM!The card holder chooses anotherplayer to take his or her turn.CHANCE CARDCELEBRATE!Card holder’s choice:Skip a turn. • Reverse direction of play.Have another player draw two cards.Have another player take the card holder’s turn.CHANCE CARDCELEBRATE!Card holder’s choice:Skip a turn. • Reverse direction of play.Have another player draw two cards.Have another player take the card holder’s turn.THE CHANCE CARDS CAN BE USED WITH ANY CARD GAME.2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

Wordo★★FREESPACE★★2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

CONCEPT COMPLETIONDAY 4(Page 1 of 1)Name:INSTRUCTIONS: Use what you know about the vocabulary words to complete the following sentences.1.My favorite category of music is2.I am not capable of3.If you slump in a chair, you4.I give her credit for5.Bread can get soggy if6.One thing I would describe as gigantic is7.If something is luminous, it is8.A strand of hair2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com

ASSESSMENTDAY 5(Page 1 of 1)Name:INSTRUCTIONS: Choose the best answer to complete each statement.1.Getting credit for something is notlikegetting recognitiongetting punishedearning praise6.A category is not the same as agroupingtypestory2.A might be described asluminous.starphonechocolate cake7.When teams slump, they aredoing poorlyin the middle of a winningstreaksteadily playing well3.If an animal is gigantic, it is very,veryslowloudlarge8.Synonyms for soggy do not includesquishysoakingslick4.is not an antonym forcapable.ConfusedUnableIncompetent5.There is no such thing as a strand ofthreadhairwater2011 Learning A-Z. All rights reserved. Unit 1: Miss Alaineuswww.VocabularyA-Z.com