Workshop Resource Book
Columbus, OH
Level 4
SRAonline.com
Copyright © 2008 SRA/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Permission is granted to reproduce the printed material contained on pages with a permission-to-reproduce copyright line on the condition that such material be reproduced only for classroom use; be provided to students, teachers, or families without charge; and be used solely in conjunction with Imagine It! an Open Court Curriculum. Printed in the United States of America. Send all inquiries to this address: SRA/McGraw-Hill 4400 Easton Commons Columbus, OH 43219 ISBN: 978-0-07-610405-5 MHID: 0-07-610405-2 2 3 4 5 6 7 8 9 ILG 15 14 13 12 11 10 09 08 07
Table of Contents
Introduction Reading Skills
vii
Activity 1 Game Cards and Game Mats.............................................2
Word Structure
Activity 2 Fun with Suffixes..............................................................3 Activity 3 Fun with Prefixes..............................................................4 Activity 4 Prefix-Go-Round................................................................5 Activity 5 Go Fish Families...............................................................6 Activity 6 Compounds in the Dog Pound...........................................7 Activity 7 Greek Family Roots...........................................................8 Activity 8 Latin Family Roots..........................................................10 Activity 9 Hey, Tree! I’m Rootin’ for You!.........................................12 Activity 10 The Choice Is Yours......................................................14 Activity 11 There Has to be Something Better!................................18 Activity 12 Snooping for Synonyms................................................21 Activity 13 From One Extreme to the Other......................................22 Activity 14 The Search for Same Sounds........................................23 Activity 15 Homophone Rummy......................................................24 Activity 16 Measure Your Words Carefully.......................................25 Activity 17 Should’ve, Would’ve, Could’ve........................................26 Activity 18 Stop Pulling My Leg!.....................................................27 Activity 19 I Don’t Mean What I Say!..............................................30
Vocabulary
Activity 20 Vocabulary Bingo..........................................................33 Activity 21 Artist or Actor?.............................................................35 Activity 22 Make Me a Match.........................................................36 Activity 23 Vocabulary Rummy.......................................................37 Activity 24 A Picture’s Worth a Thousand Words..............................38 Activity 25 It’s Story Hour!.............................................................39 Activity 26 Race against the Clock.................................................40 Activity 27 A Monkey on Your Back.................................................41 Activity 28 Vocabulary Go Fish.......................................................42 Activity 29 Sketch a Story!............................................................43 Activity 30 Fast Match!..................................................................44 Activity 31 Make It Make Sense!....................................................45 Activity 32 Synonym Scurry...........................................................46
Grammar, Usage, and Mechanics
Activity 33 Trading Papers.............................................................47 Activity 34 Act and Guess.............................................................48 Activity 35 It’s a Noun! It’s a Verb! It’s Both!...................................49
Table of Contents
Activity 36 Wild and Wacky Plurals.................................................51 Activity 37 A Plethora of Pronouns..................................................52 Activity 38 What’s That Noun?.......................................................53 Activity 39 Pay Attention!..............................................................54 Activity 40 Sentence Switch-Up......................................................55 Activity 41 Adverb Quest................................................................57 Activity 42 Fragments Get Back!....................................................58 Activity 43 Between the Lines........................................................59 Activity 44 Parts of Speech Bingo..................................................60 Activity 45 From A to Z..................................................................62
Oral Fluency
Directions.....................................................................................63 Activity 46 Unit 1 Lesson 1............................................................65 Activity 47 Unit 1 Lesson 2............................................................66 Activity 48 Unit 1 Lesson 3...........................................................67 Activity 49 Unit 1 Lesson 4...........................................................68 Activity 50 Unit 1 Lesson 5...........................................................69 Activity 51 End of Unit 1................................................................70 Activity 52 Unit 2 Lesson 1............................................................71 Activity 53 Unit 2 Lesson 2...........................................................72 Activity 54 Unit 2 Lesson 3...........................................................73 Activity 55 Unit 2 Lesson 4...........................................................74 Activity 56 Unit 2 Lesson 5...........................................................75 Activity 57 End of Unit 2................................................................76 Activity 58 Unit 3 Lesson 1...........................................................77 Activity 59 Unit 3 Lesson 2...........................................................78 Activity 60 Unit 3 Lesson 3...........................................................79 Activity 61 Unit 3 Lesson 4............................................................80 Activity 62 Unit 3 Lesson 5...........................................................81 Activity 63 End of Unit 3 ..............................................................82 Activity 64 Unit 4 Lesson 1...........................................................83 Activity 65 Unit 4 Lesson 2...........................................................84 Activity 66 Unit 4 Lesson 3...........................................................85 Activity 67 Unit 4 Lesson 4............................................................86 Activity 68 Unit 4 Lesson 5...........................................................87 Activity 69 End of Unit 4................................................................88 Activity 70 Unit 5 Lesson 1...........................................................89 Activity 71 Unit 5 Lesson 2............................................................90 Activity 72 Unit 5 Lesson 3............................................................91 Activity 73 Unit 5 Lesson 4............................................................92 Activity 74 Unit 5 Lesson 5............................................................93 Activity 75 End of Unit 5................................................................94 Activity 76 Unit 6 Lesson 1............................................................95 Activity 77 Unit 6 Lesson 2............................................................96 Activity 78 Unit 6 Lesson 3............................................................97
Table of Contents
Activity 79 Unit 6 Lesson 4.............................................................. 98 Activity 80 Unit 6 Lesson 5............................................................. 99 Activity 81 End of Unit 6................................................................ 100
Game Cards Directions......................................................................................102 Base Words I.................................................................................103 Suffixes.........................................................................................109 Prefixes.........................................................................................111 Base Words II................................................................................113 Base-Word Families........................................................................115 Half-a-Compound Words..................................................................119 Greek Roots..................................................................................121 English Words with Greek Roots......................................................123 Latin Roots....................................................................................125 English Words with Latin Roots.......................................................127 Synonyms.....................................................................................129 Antonyms......................................................................................133 Homographs..................................................................................137 Homophones.................................................................................141 Multiple-Meaning Words.................................................................145 Contractions..................................................................................147 Irregular Plurals.............................................................................151 Category Clues..............................................................................157 Types of Sentences.......................................................................165 Sentences/Fragments....................................................................169 Prepositions..................................................................................173
Introduction to the Workshop Kit
The Workshop Resource Book will help you use the many resources provided in the Workshop Kit and will give you opportunities to help students practice a variety of skills with game-oriented activities. You can use the Workshop Kit as an option during Workshop to keep students engaged in fun, meaningful skills practice. Each kit contains the following items: • T welve Game Mats, which can be used with the accompanying Game Cards, as well as with the additional games provided in the Workshop Resource Book • Thirty-six sets of Game Cards, to be used in conjunction with the Game Mats • One set of Game Pieces, Cubes, and Markers, also to be used with the Game Mats ne Timer, to be used with the various games, as well as with the Oral Fluency •O practice in the Workshop Resource Book • Two sets each of Uppercase and Lowercase Letter Cards students can use if they need additional practice with phonics, vocabulary, or word structure • One SRA Imagine It! Photo Library CD, to be used as a • source of graphics students can use for their writing or their Inquiry activities • vocabulary help for English Learners (especially those students whose first language is Spanish, Vietnamese, Hmong, Cantonese, Korean, Haitian Creole, Arabic, Russian, Tagalog, or Khmer) • guide for students to practice map skills by relating the photos to a particular geographical area • One Workshop Resource Book that gives specific guidance on when to use the Game Mats and Game Cards and includes additional games to play in the classroom Students can use the Game Mats and Game Cards to practice comprehension, word structure, vocabulary, and grammar, usage, and mechanics skills. Use the directions on page 2 of the Workshop Resource Book to play any one of the thirty-six games in the Game Card Package. These games offer practice in the following areas: •W ord structure, including Greek and Latin roots, homographs, prefixes, and suffixes • Selection vocabulary and expanding vocabulary words • Comprehension skills, including cause and effect, sequence, and compare and contrast • Grammar, usage, and mechanics skills, such as the different parts of speech, subject-verb agreement, and types of sentences
A more complete list of the skills covered in the Game Card Package is as follows: Grammar, Usage, and Mechanics
Vocabulary
Comprehension
Affixes
Selection Vocabulary Unit 1
Cause and Effect
Adjectives
Base-Word Families
Selection Vocabulary Unit 2
Classify and Categorize
Adverbs
Comparatives and Superlatives
Selection Vocabulary Unit 3
Compare and Contrast
Compound Words
Greek and Latin Roots
Selection Vocabulary Unit 4
Fact and Opinion
Contractions
Homographs
Selection Vocabulary Unit 5
Sequence
Nouns
Homophones
Selection Vocabulary Unit 6
Word Structure
Plurals
Inflectional Endings
Possessives
Multiple-Meaning Words
Prepositions and Prepositional Phrases
Prefixes
Pronouns
Suffixes
Simple, Compound, and Complex Sentences Subjects and Predicates Subject-Verb Agreement Synonyms and Antonyms Types of Sentences Verbs and Verb Tenses
Use the Workshop Resource Book not only with the Game Mats and Game Cards, but also with dozens of other activities and games that cover word structure, vocabulary, oral fluency, and grammar, usage, and mechanics. See the table of contents for the different types of games and activities provided.
Each activity will have the following:
• An Objective, to clarify which skill is being practiced • The number of players needed, if the activity is a game • A Materials list, which includes items from the Workshop Kit or from the Workshop Resource Book itself • An indication of when to use the activity • Directions for how students can play the game or how they can complete the activity In addition, ideas for differentiating instruction for some of the games and activities have been provided.
Activity 1
Game Cards and Game Mats
Objective
materials
Students will strengthen word structure, vocabulary, comprehension, and grammar, usage, and mechanics skills.
✦O ne Game Card set from the Game Card Package ✦ One of the twelve Game Mats ✦ Number Cube ✦ Game Markers
Number of Players 2–4
Directions 1. P lace the cards with the questions and answers face down in the Cards pile. 2. E ach player rolls the Number Cube, and the one who rolls the highest number goes first. 3. P layer 1 chooses a card and hands it to another player to read. That person reads the
question and answer choices. 4. P layer 1 chooses an answer. If Player 1 is correct, he or she rolls the Number Cube and
moves that number of spaces. If Player 1 is not correct, he or she reads the correct answer and places the card in the Used Card pile. Then it is Player 2’s turn. 5. H ave students continue playing until someone reaches FINISH. 6. I f the cards run out before someone has reached FINISH, mix the cards, and put them
back in the Cards pile.
ACTIVITY 1 • Reading Skills
Workshop Resource Book
Activity 2
Go Fun Findwith It! Suffixes
Objective
materials
Students will make words that contain specific suffixes.
✦B ase-word and suffix cards from pages 103–110 ✦ Pencil ✦ Paper ✦ Dictionary ✦ Timer
Number of Players 2–6
Directions
Use this activity after Unit 1 Lesson 1.
1. C ut out the base-word and suffix cards on pages 103–110. You may choose to laminate the cards in order to keep them in good condition. 2. Place the suffix cards facedown in a stack on the playing surface. 3. Set the Timer for one minute, and turn over the first suffix card. 4. Players have one minute to write down as many words as they can think of that contain the suffix. 5. W hen time runs out, have students take turns reading their words. Have students cross off their lists any word written by more than one person. 6. H ave students tally all words they made that no one else had on his or her paper. Award one point for each word. 7. S tudents can challenge other students if they think they have written a word that isn’t real. Have students use a dictionary to check suspect words. 8. Turn over another suffix card to have students play again.
Approaching Level students are having difficulty finding words that contain more difficult suffixes,
allow them to use the base-word cards as a reference.
ABOVE Level students need a challenge with suffixes,
Workshop Resource Book
limit the suffixes to -ative, -itive, -al, -ial, -or, -ic, -ity, -ty, -en, and -ious.
ACTIVITY 2 • Word Structure
Activity 3
Fun with Prefixes
Objective
materials
Students will make words that contain specific prefixes.
✦ Prefix cards from pages 111–112 and base-word cards used in Activity 2 ✦ Pencil ✦ Paper ✦ Dictionary ✦ Timer
Number of Players 2–6
Directions
Use this activity after Unit 1 Lesson 2.
1. C ut out the prefix cards on pages 111–112. You may choose to laminate the cards in order to keep them in good condition. 2. Place the prefix cards facedown in a stack on the playing surface. 3. Set the Timer for one minute, and turn over the first prefix card. 4. Players have one minute to write down as many words as they can think of that contain the prefix. 5. W hen time runs out, have students take turns reading their words. Have students cross off their lists any word written by more than one person. 6. H ave students tally all words they made that no one else had on his or her paper. Award one point for each word. 7. S tudents can challenge other students if they think they have written a word that isn’t real. Have students use a dictionary to check suspect words. 8. Turn over another prefix card to have students play again.
Approaching Level students are having allow them to use the difficulty finding words that base-word cards as a reference. contain more difficult prefixes, ABOVE Level students need a challenge with prefixes,
limit the prefixes to en-, em-, fore-, bi-, ex-, post-, pro-, out-, iland ir-.
ACTIVITY 3 • Word Structure
Workshop Resource Book
Activity 4
Go Prefix-Go-Round Find It!
Objective
materials
Students will combine prefixes and base words to make new words.
✦B ase-word cards from pages 113–114 ✦ Prefix cards re- (two copies of this card), mis-, pre-, un-, and dis-
Number of Players 2–4
Directions
Use this activity after Unit 1 Lesson 2.
1. C ut out the base-word cards on pages 113–114. You may choose to laminate the cards in order to keep them in good condition. 2. Choose a player to go first. 3. P lace the base-word cards and the prefix cards facedown in the center of the playing area in two piles. 4. H ave Player 1 turn over a prefix card and a base-word card. If the prefix can be added to the base word to form a real word, Player 1 keeps the base-word card but places the prefix card on its discard pile. If the prefix and base word do not form a real word, Player 1 places both cards on their respective discard piles, and the next player takes a turn. 5. The player with the most base-word cards at the end of the game is the winner.
Workshop Resource Book
ACTIVITY 4 • Word Structure
Activity 5
Go Fish Families
Objective
materials
Students will match words in the same base word family.
Base-word families cards from pages 115–118
Number of Players 3–4
Directions
Use this activity after Unit 1 Lesson 4.
1. C ut out the base-word families cards on pages 115–118. You may choose to laminate the cards in order to keep them in good condition. 2. H ave students play with forty cards (ten sets of four) at a time. Deal each student seven cards. Place the remaining cards facedown in a pile in the middle of the playing surface. Tell students the object is to be the first to get rid of their cards by laying down sets of four words in the same base-word family. 3. F or example, Player 1 chooses another player to ask, “Do you have a card in the write family?” If Player 2 has the requested card (such as rewrite, writer, typewriter, or writing), he or she gives it to Player 1. Player 1 continues to ask other players for cards until one of them does not have the card requested and says, “Go fish!” 4. P layer 1 then takes a card from the pile. If Player 1 draws the card that was last requested, his or her turn continues. If the card is not in the base-word family, it is Player 2’s turn. 5. W hen a student collects four cards in the same base-word family, the student lays down the cards in front of him or her. 6. The first student to lay down all his or her cards is the winner.
ACTIVITY 5 • Word Structure
Workshop Resource Book
Activity 6
Go Compounds Find It! in the Dog Pound
Objective
materials
Students will make compound words.
✦H alf-a-compound cards from pages 119–120 ✦ Paper ✦ Pencil ✦ Timer
Number of Players 2–6
Directions
Use this activity after Unit 1 Lesson 5.
1. C ut out the half-a-compound cards on pages 119–120. You may choose to laminate the cards in order to keep them in good condition. 2. Place the half-a-compound cards facedown in a pile on the playing surface. 3. Set the Timer for one minute, and turn over the first card. 4. P layers have one minute to write down as many compound words as they can think of that contain the word. 5. W hen time runs out, have students take turns reading their words. Have students cross off their lists any word written by more than one person. 6. H ave students tally all words they made that no one else had on his or her paper. Award one point for each word. (Reward points even if students used spaces and hyphens improperly.) 7. S tudents can challenge other students if they think they have written a word that isn’t real. Have students use a dictionary to check suspect words. 8. Turn over another card to have students play again.
Workshop Resource Book
ACTIVITY 6 • Word Structure
Activity 7
Greek Family Roots
Objective
materials
Students will match English words with their Greek roots.
✦ E nglish words with Greek roots and Greek roots cards from pages 121–124 ✦ Number Cube ✦ One copy of page 9 for each student
Number of Players 2–4
Directions
Use this activity after Unit 2 Lesson 1.
1. C ut out the English words with Greek roots and the Greek roots cards on pages 121–124. You may choose to laminate the cards in order to keep them in good condition. 2. Have students roll the Number Cube. The one who rolls the highest number goes first. 3. Mix the cards, and place them facedown in rows on the playing surface. 4. P layer 1 turns over two cards. If Player 1 turns over an English word and a Greek root contained in that word, Player 1 keeps the cards. If the cards do not match, Player 1 turns the cards back over, and it’s Player 2’s turn. 5. Have students take turns until all matches have been made. 6. The student with the most matches wins the game.
Approaching Level students are having difficulty with this activity,
provide them with the reference chart on page 9.
ABOVE Level students need a challenge with this activity,
have each student give the definition of the Greek root before he or she can keep the English word with Greek roots cards.
ACTIVITY 7 • Word Structure
Workshop Resource Book
Activities 7 and 9
Greek Root Reference Card
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
Greek Root
Meaning
Example
astro
star
astronaut
auto
self
autobiography
bio
life
biology
geo
earth
geography
gram
write, record
telegram
graph
write, record
paragraph
meter
measure
thermometer
metr
measure
metric
micro
small
microphone
logy
study of
psychology
phil
love
Philadelphia
phon
sound
phonics
phono
sound
phonograph
photo
light
photography
phos
light
phosphorus
pol
city, state
police
polis
city, state
metropolis
phys
nature
physician
tech
art, skill
technology
tele
far
telescope
Workshop Resource Book
ACTIVITIES 7 and 9 • Word Structure
Activity 8
Latin Family Roots
Objective
materials
Students will match English words with their Latin roots.
✦ E nglish words with Latin roots and Latin roots cards from pages 125–128 ✦ Number Cube ✦ One copy of page 11 for each student
Number of Players 2–4
Directions
Use this activity after Unit 2 Lesson 2.
1. C ut out the English words with Latin roots and Latin roots cards on pages 125–128. You
may choose to laminate the cards in order to keep them in good condition. 2. Have students roll the Number Cube. The one who rolls the highest number goes first. 3. Mix the cards, and place them facedown in rows on the playing surface. 4. P layer 1 turns over two cards. If Player 1 turns over an English word and a Latin root
contained in that word, Player 1 keeps the cards. If the cards do not match, Player 1 turns the cards back over, and it’s Player 2’s turn. 5. Have students take turns until all matches have been made. 6. The student with the most matches wins the game.
Approaching Level students are having difficulty with this activity,
provide them with the reference chart on page 11.
ABOVE Level students need a challenge with this activity,
have each student give the definition of the Latin root before he or she can keep the English word with Latin roots cards.
10 ACTIVITY 8 • Word Structure
Workshop Resource Book
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
Activities 8–9
Latin Root Reference Card
Latin Root aud equ fac form jud jur jus loc man mem miss mit port prin ques script sens sent spect struct tract trans val voc
Workshop Resource Book
Meaning hear same to do, to make shape judge judge judge place hand remember send send to carry first to ask to write to feel to feel to look build drag or pull across to be strong/ worthy voice, to call
Example audible equal facsimile reform prejudice jury justice locality manually memory mission submit porter principle question inscription sensation sentimental spectacles construction tractor transfer valiant vocalize
ACTIVITIES 8–9 • Word Structure 11
Activity 9
Hey, Tree! I’m Rootin’ for You!
Objective
materials
Students will spell and define words containing specific Greek or Latin roots.
One copy of pages 9, 11, and 13 for each student
Number of Players 1 or 2–4
Directions
Use this activity after Unit 2 Lesson 2.
1. Y ou may choose to laminate the activity sheets in order to reuse them. Distribute one copy of pages 9, 11, and 13 to each student. 2. T ell students to choose a Greek or Latin root and write it at the base of the tree on page 13. In the box below the tree, have students fill in the root, its origin, and the meaning of the root. 3. H ave students trade activity sheets and fill in five words that contain the root word, as well as definitions for each of the five words. 4. H ave students return the activity sheets and use a dictionary to check the answers. 5. T he student who spelled the most words and defined the most words correctly wins the game.
12 ACTIVITY 9 • Word Structure
Workshop Resource Book
Activity 9
Hey, Tree! I’m Rootin’ for You!
Name
Date
Directions Write a Greek or a Latin root at the base of the tree below, and fill in its origin and meaning. Trade papers with a partner and fill in five words that contain the root word, along with their definitions, in the boxes in the tree branches. Switch papers back and check for accuracy using a dictionary.
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
3. Word: ______________ Definition: __________ ____________________
2. Word: ______________ Definition: __________ ____________________
4. Word: ______________ Definition: __________ ____________________
1. Word: ______________ Definition: __________ ____________________
5. Word: ______________ Definition: __________ ____________________
Root: ________________ Origin:________________ Meaning:______________
Workshop Resource Book
ACTIVITY 9 • Word Structure 13
Activity 10
The Choice Is Yours
Objective
materials
Students will correctly identify Greek and Latin number prefixes.
One copy of pages 15–17 for each student
Number of Players 1
Directions
Use this activity after Unit 2 Lesson 2.
1. Y ou may choose to laminate the activity sheets in order to reuse them. Distribute one copy of pages 15–17 to each student. 2. H ave students use the reference sheet on page 15 to help them answer the questions on pages 16–17. 3. Use the following key to check students’ answers.
Answers 1. trilingual 2. sextuplets 3. pentagon
4. 5. 6. 7. 8. 9. 10. 11. 12.
tricycle one octagon two hundred gigabyte trio hexagon heptopus millipede
13. tripod 14. triathlon 15. It comes from the Greek giga, meaning “very, very big.” 16. nine 17. nonagon 18. triple 19. five gigabytes 20. seven 21. biplane 22. ten 23. ten 24. two
14 ACTIVITY 10 • Word Structure
Workshop Resource Book
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
Activity 10
The Choice Is Yours
Latin
Greek
1
uni
mono
unicycle, monotone
2
bi, duo
di
bilingual, duet, dichotomy
3
tri
tri
triangle, triple
4
quad
tetra
quadruple, tetrahedron
5
quint
penta
quintuplet, pentagon
6
sex
hex
sextuplet, hexagon
7
sept
hept
septet, heptagon
8
octa
octo
octagon, octopus
9
non, nove
ennea
nonagon, novena, ennead
10
deci
dec, deca
decimal, decade, decathlon
100
cent
hect
century, hectare
1,000
milli
kilo
millipede, kilobyte
10,000
myria
myriad
1,000,000
mega
megabyte
1,000,000,000
giga
gigahertz
Workshop Resource Book
Related Words
ACTIVITY 10 • Word Structure 15
Activity 10
The Choice Is Yours
Name
Date
Directions The sentences listed below ask questions about words containing Greek and Latin Number Prefixes. Provide the correct answer for each of the questions. 1. Who knows more languages—someone who is bilingual or someone who is trilingual? 2. Who had more babies—the woman who had sextuplets or the woman who had
quintuplets? 3. Does a five-sided drawing of a house resemble an octagon or a pentagon? 4. Which would a child learn to ride first—a unicycle, a bicycle, or a tricycle? 5. How many people are speaking during a monologue?
7. How many years are in two centuries? 8. Which is bigger—a kilobyte or a gigabyte? 9. Would two brothers and a sister sing a duet or a trio? 10. Which shape has twice as many sides as a triangle—a hexagon or a pentagon?
16 ACTIVITY 10 • Word Structure
Workshop Resource Book
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
6. Is a stop sign a tetrahedron or an octagon?
Activity 10
The Choice Is Yours
Name
Date
11. What would you call a Greek octopus with only seven arms? 12. Which would take longer to count—the legs on a centipede or on a millipede? 13. A photographer sets up a camera on a stand with three legs called a _______. 14. Which track event includes running, swimming and cycling—a triathlon or a decathlon? 15. Where does the English word gigantic come from, and what does it mean? 16. My brother is one year away from being a decade old. How old is he? 17. If I add four more sides to my pentagon, what kind of shape will I have? 18. What is a three-base hit called in baseball—a trifecta, a triple, or a tripod? 19. Which computer has more memory: one with five gigabytes of memory or fifty megabytes of memory? Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
20. If each septuplet has one bottle, how many total bottles do they have? 21. An airplane with wings on two levels is called a uniplane, a biplane, or a triplane? 22. How many decades make a century? 23. How many centuries make a millennium? 24. How many clowns are in the Dynamic Duo circus act?
Workshop Resource Book
ACTIVITY 10 • Word Structure 17
Activity 11
There Has to be Something Better!
Objective
materials
Students will substitute descriptive synonyms for words in sentences.
One copy of pages 19–20 for each student
Number of Players 1
Directions
Use this activity after Unit 2 Lesson 3.
1. Y ou may choose to laminate the activity sheets in order to reuse them. Distribute one copy of pages 19–20 to each student. 2. Have students substitute descriptive synonyms for the underlined words in the sentences.
18 ACTIVITY 11 • Word Structure
Workshop Resource Book
Activity 11
There Has to be Something Better!
Name
Date
Directions Read the sentences below. Substitute a synonym for each underlined word. The synonym should be more descriptive than the underlined word. 1. Cole and Brayden took a walk through the woods. ________ 2. I could tell by her face that she was feeling sad. ________ 3. Lila tried to be quiet, but she let out a little laugh. ________ 4. Mina’s new Saint Bernard is a big dog. ________ 5. I may not feel brave, but I can act like I am. ________ Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
6. Todd thought the math test today was hard. ________ 7. I’m glad your cousins got to come to the soccer game. ________ 8. I think it might rain, because the sky looks dark. ________ 9. You really shouldn’t be mean to your little brother. ________ 10. Miriam went to the circus and said it was fun. ________
Workshop Resource Book
ACTIVITY 11 • Word Structure 19
Activity 11
There Has to be Something Better!
Name
Date
11. Can you fix the tear in your jacket? ________ 12. Vince and I talked about baseball for hours. ________ 13. I think the apples on our tree are ready. ________ 14. The runt of the litter has turned out to be fat. ________ 15. Jake hit the ball out of the park. ________ 16. I respect my grandpa and value his opinion. ________ 17. Ron’s new kitten is so little. ________ 18. I like writing about my day in my journal. ________ 19. This baseball I found in the attic looks old. ________
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
20 ACTIVITY 11 • Word Structure
Workshop Resource Book
Activity 12
Snooping for Synonyms
Objective
materials
Students will match cards to form synonyms.
✦ Synonym cards from pages 129–132 ✦ Dictionary or thesaurus
Number of Players 2–4
Directions
Use this activity after Unit 2 Lesson 3.
1. C ut out the synonym cards on pages 129–132. You may choose to laminate the cards in order to keep them in good condition. 2. Place synonym cards facedown in rows on the playing surface. 3. H ave students take turns choosing two cards. If the words on the cards are synonyms, the student keeps the match and turns over two more cards. If the words are not synonyms, the student returns the cards facedown, and the next student takes a turn. 4. T he game ends when all the cards have been matched. The student with the most cards wins the game.
Approaching Level students are having difficulty matching synonyms,
allow them to use a dictionary or a thesaurus as a reference.
ABOVE Level students need a challenge matching synonyms,
Workshop Resource Book
have each student supply a third synonym for the words on the two cards. Other students may challenge the new synonym by looking it up in a dictionary or a thesaurus.
ACTIVITY 12 • Word Structure 21
Activity 13
From One Extreme to the Other
Objective
materials
Students will match cards to form antonyms.
✦ Antonym cards from pages 133–136 ✦ Dictionary or thesaurus
Number of Players 2–4
Directions
Use this activity after Unit 2 Lesson 4.
1. Cut out the antonym cards on pages 133–136. You may choose to laminate the cards in order to keep them in good condition. 2. Place antonym cards facedown in rows on the playing surface. 3. H ave students take turns choosing two cards. If the words on the cards are antonyms, the student keeps the match and turns over two more cards. If the words are not antonyms, the student returns the cards facedown, and the next student takes a turn. 4. T he game ends when all the cards have been matched. The student with the most cards wins the game.
Approaching Level students are having difficulty matching antonyms,
allow them to use a dictionary or a thesaurus as a reference.
ABOVE Level students need a have each student supply challenge matching antonyms, a third antonym for the words on the two cards. Other students may challenge the new antonym by looking it up in a dictionary or a thesaurus.
22 ACTIVITY 13 • Word Structure
Workshop Resource Book
Activity 14
The Search for Same Sounds
Objective
materials
Students will match and read homographs with the same pronunciation.
Homograph cards from pages 137–140
Number of Players 2–4
Directions
Use this activity after Unit 2 Lesson 5.
1. Cut out the homograph cards on pages 137–140. You may choose to laminate the cards
in order to keep them in good condition. 2. P lace cards facedown on the playing surface in rows. The card set consists of four sentences for each homograph (two uses of each pronunciation). 3. Have students take turns choosing two cards. If the underlined words are the same, students must read the sentences aloud to determine whether the pronunciation is the same. 4. A student may keep the two sentence cards if the two cards have matching homographs with the same pronunciation and the student pronounces the homographs correctly when reading the sentences. If the cards don’t have matching homographs or the student pronounces them incorrectly, the student returns the cards facedown to the playing surface, and the next player takes a turn. 5. T he game ends when all the cards have been matched. The student with the most cards wins the game.
Workshop Resource Book
ACTIVITY 14 • Word Structure 23
Activity 15
Homophone Rummy
Objective
materials
Students will match pairs of homophones and use them correctly in sentences.
Homophone cards from pages 141–144
Number of Players 2–6
Directions
Use this activity after Unit 3 Lesson 1.
1. C ut out the homophone cards on pages 141–144. You may choose to laminate the cards in order to keep them in good condition. 2. C hoose one student to deal. He or she deals ten cards each to two players, seven cards each to three to four players, or six cards each to five to six players. 3. T ell students to check their cards for pairs. Each student takes a turn using each of his or her words in a sentence in order to receive points and lay down the cards. 4. H ave the dealer place the deck facedown in the center of the playing surface, and turn over the top card. 5. T he student on the dealer’s left begins the game. Player 1 takes a card from the deck or the discard pile and lays down any pairs according to Step 3. Player 1 discards one card to end his or her turn. 6. T he game is over when a student uses all his or her cards and says “Homophone Rummy!” Have students add the paired cards. The player with the most cards wins.
24 ACTIVITY 15 • Word Structure
Workshop Resource Book
Activity 16
Measure Your Words Carefully
Objective
materials
Students will illustrate the different meanings for multiplemeaning words.
✦M ultiple-meaning word cards from pages 145–146 ✦ Paper ✦ Pencil
Number of Players 2–4
Directions
Use this activity after Unit 3 Lesson 2.
1. Cut out the multiple-meaning word cards on pages 145–146. You may choose to laminate
the cards in order to keep them in good condition. 2. Place the multiple-meaning word cards facedown in a pile. 3. Turn over the top card. 4. T ell students to write that word at the top of their papers and illustrate as many meanings of the word as they can. 5. The student with the most correct illustrations wins the game.
Approaching Level students are having difficulty drawing the illustrations,
have them write the definitions instead of drawing them.
ABOVE Level students need a challenge with this activity,
Workshop Resource Book
have them write the definitions of words under their illustrations and use each word correctly in a sentence.
ACTIVITY 16 • Word Structure 25
Activity 17
Should’ve, Would’ve, Could’ve
Objective
materials
Students will combine words to form contractions.
Contraction cards from pages 147–150
Number of Players 2–4
Directions
Use this activity after Unit 3 Lesson 5.
1. C ut out the contraction cards on pages 147–150. You may choose to laminate the cards in order to keep them in good condition. 2. Place the cards facedown on the playing surface in rows. 3. H ave students take turns drawing two cards. If the words can be combined to form a contraction, Player 1 must say the contraction. If Player 1 says the contraction correctly, he or she may keep the cards. If the words cannot be combined to form a contraction, Player 1 returns the cards to their places facedown. Then it is Player 2’s turn. 4. Play continues until there are no possible matches left. All the cards may not be used. 5. The student with the most pairs at the end of the game wins.
26 ACTIVITY 17 • Word Structure
Workshop Resource Book
Activity 18
Stop Pulling My Leg!
Objective
materials
Students will define idioms by drawing picture descriptions and writing definitions.
One copy of pages 28–29 for each student
Number of Players 1
Directions
Use this activity after Unit 3.
1. Y ou may choose to laminate the activity sheets in order to reuse them. Distribute one
copy of pages 28–29 to each student. 2. H ave students draw pictures of what the idioms describe and write definitions of what the
idioms actually mean.
Workshop Resource Book
ACTIVITY 18 • Word Structure 27
Activity 18
Stop Pulling My Leg!
Name
Date
Directions The following are idioms, which are phrases whose meanings are known only to a particular group of people and cannot be understood simply by looking at the words in the phrase. Beside each, draw a picture of what the idiom describes. Then write a definition of what the idiom actually means. 1. Let the cat out of the bag 2. Has the cat got your tongue? Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
3. Have a cow 4. Until the cows come home 5. Raining cats and dogs 6. In the doghouse 7. Let sleeping dogs lie 8. Eat like a horse 9. Hold your horses 10. At the drop of a hat
28 ACTIVITY 18 • Word Structure
Workshop Resource Book
Activity 18
Stop Pulling My Leg!
Name
Date
11. Rat on someone 12. That cost an arm and a leg 13. See eye to eye 14. Turn over a new leaf 15. Spill the beans
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
16. Bite the hand that feeds you
Workshop Resource Book
ACTIVITY 18 • Word Structure 29
Activity 19
I Don’t Mean What I Say!
Objective
materials
Students will define idioms.
✦O ne copy of pages 31–32 for each student ✦ Idiom reference book and the Internet
Number of Players Pairs
Directions 1. Y ou may choose to laminate the activity sheets in order to reuse them. Distribute one
copy of pages 31–32 to each student. 2. H ave students guess the definitions of idioms and check their work with a partner.
30 ACTIVITY 19 • Word Structure
Workshop Resource Book
Activity 19
I Don’t Mean What I Say!
Name
Date
Directions Read the following idioms, and take your best guess at what they actually mean. Discuss your answers with a partner, and make any necessary changes. Then check your work using another source (an idiom reference book, your teacher, or the Internet). 1. Don’t beat around the bush.
,
2. I feel like a fish out of water.
,
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
3. It’s like taking candy from a baby.
,
4. Out of the frying pan and into the fire
,
5. When it rains, it pours.
,
6. Don’t put all your eggs in one basket.
,
7. I have cold feet.
,
8. I have a frog in my throat.
,
9. It’s on the tip of my tongue.
,
10. That’s just the tip of the iceberg.
,
Workshop Resource Book
ACTIVITY 19 • Word Structure 31
Activity 19
I Don’t Mean What I Say!
Name 11. His excuse doesn’t hold water.
Date ,
12. Read between the lines.
,
13. Get your feet wet.
,
14. Give someone a hand.
,
15. Kick up your heels.
,
,
17. Pull someone’s leg.
,
18. Put your foot in your mouth.
,
19. Wear your heart on your sleeve.
,
20. Have ants in your pants
,
21. A feather in your cap
,
22. Something up your sleeve
,
32 ACTIVITY 19 • Word Structure
Workshop Resource Book
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
16. Let the grass grow under your feet.
Find It! Activity 20Go Vocabulary
Bingo
Objective
materials
Students will practice recognizing the definitions of their vocabulary words.
✦ T wenty-five markers (beans or buttons) for each player ✦ One copy of page 34 for each student ✦ A list of twelve vocabulary words and their definitions
Number of Players 1
Directions 1. Y ou may choose to laminate the activity sheets in order to reuse them. Distribute one copy of page 34 to each student. 2. A s you read the vocabulary words and definitions to students, have them fill in any twelve spaces on their bingo cards with the words and the other twelve spaces with each definition. 3. T o play the game, call out a vocabulary word or a definition. Tell students that if you call out a word, they should place a marker on the definition of that word. If you call out a definition, they should place a marker on the word itself. 4. T he first student to place five markers in a horizontal, vertical, or diagonal row says “Bingo!” and wins the game. Check to make sure the student covered the correct words and definitions.
Approaching Level students are having difficulty remembering the definitions of vocabulary words,
allow them to use their notes or a dictionary.
ABOVE Level students need a challenge with this lesson,
Workshop Resource Book
have them fill in the definitions for each vocabulary word from memory.
ACTIVITY 20 • Vocabulary 33
Vocabulary Bingo Activity 20
Copyright © SRA/McGraw-Hill. Permission is granted to reproduce this page for classroom use.
Workshop Resource Book
34 ACTIVITY 20 • Vocabulary
Date Name
FREE
