PR-6218UK Reading for Success - Book 3

Vocabulary
Word illustrations
Specific word instruction activities – 1
One way to assist pupils in learning new words is to have them discuss and illustrate their meanings.
Materials
• white paper • crayons • marker
• children’s book • index cards
1. Provide each pupil with a large sheet of white paper.
2. Have the pupil fold the paper to make eight sections.
3. Select eight new words from a story.
4. Discuss one word at a time. Write the word on an index card and show the pupils the word. Ask
them to try to pronounce it. Then model the correct pronunciation.
5. Ask if they know the meaning of the word. If they don’t, discuss the word’s meaning and use it in a
sentence.
6. Each pupil should write the new word near the bottom of one of the construction paper sections.
7. Above the word, the pupil should draw a picture that represents the word. You might also ask the
pupil to write a sentence using the word.
8. Continue in this manner with the remaining words.
9. Remind the pupils that these words will be found in the story they will read. Encourage them to refer
to their illustrations for assistance in remembering the meanings of the words.
The sky’s the limit
This activity assists pupils in generating vocabulary words about clouds.
Materials
• It looked like spilt milk by Charles G Shaw (optional)
• paper and pencils
1. Gather the pupils together and engage them in a discussion about clouds. Ask them if they have ever
looked at the shapes of clouds and the kinds of shapes they have seen. If desired, share the book It
looked like spilt milk by Charles G Shaw.
Viewing sample
2. Take the class outside on a cloudy day and have the pupils look up at the clouds. (You might want to
find a grassy area where the pupils can lie down to look at the clouds.)
3. Ask the pupils to think of words that describe the clouds they see.
4. Upon returning to the classroom, have the pupils write down the words they thought of and discuss
these as a class. Write the pupils’ words on a large sheet of paper.
5. Draw attention to the words that provide general descriptions (e.g. pretty, cool), as opposed to words
that offer specific descriptions (e.g. fluffy, misty).
Prim-Ed Publishing – www.prim-ed.com 109 Reading for success