Vocabulary Ladders: Understanding Word Nuances [1 ed.] 9781425896164, 9781425813024

Citation preview

3 Level

3 Level

Authors Timothy Rasinski, Ph.D. Melissa Cheesman Smith, M.Ed.

Publishing Credits Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, Illustration Manager; Emily R. Smith, M.A.Ed., Editorial Director; Jennifer Wilson, Editor; Amber Goff, Editorial Assistant; Grace Alba Le, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits All images Shutterstock

Standards © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the University of Wisconsin System. World-Class Instructional Design and Assessment (WIDA) © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Shell Education

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-1302-4

© 2014 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of the materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

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Table of Contents Introduction A Note to the Educator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Effective Vocabulary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 What Are Vocabulary Ladders? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Implementing Vocabulary Ladders in the Classroom. . . . . . . . . . . . . . . . . . . 10 Tips for Extensions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lesson Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How to Implement the Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Correlation to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Standards Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Lessons Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Speed of Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Range of Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Force of Eating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Relationships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Cleanliness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Human Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Showing Emotions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Moving Something. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Brightness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Level of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Degree of Certainty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

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Table of Contents Piece of an Object. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Teasing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Degree of Familiarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Quality of Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Handling an Object. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Similarities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Appendices Appendix A: Vocabulary Ladders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Appendix B: References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Appendix C: Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

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Introduction

A Note to the Educator “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” 

—Mark Twain, The Wit and Wisdom of Mark Twain

Choosing the right word adds power and richness to a writer’s message. Understanding the reason for that choice adds precision and depth to the reader’s comprehension. This book provides a unique approach to vocabulary study that supports both writers and readers and offers several advantages. First, it sharpens students’ thinking and refines their sense of the underlying concept. Second, it encourages students to consider the purposes and circumstances for selecting specific words so they are used effectively. Third, it provides the writer or speaker with a range of words from which to choose to most appropriately express the meaning he or she intends to convey. The activities in this book include instructional concepts from the research on vocabulary teaching and learning. They require students to review and clarify specific word meanings and relate them to appropriate situations. Students will also have the opportunity to solidify their learning by applying word meanings to their personal experiences. While the materials in these books are tightly organized, and the activities are clear and straightforward, the connections among words often are not. Word relationships are complex, and there may be several reasonable interpretations of how words should be arranged along a continuum. The word orders in the ladders are not cast in stone. Many times the differences among word meanings are less a matter of degree and more one of the context or situation. To be most effective in increasing the breadth and depth of student vocabularies, teachers must encourage students to explain their own understandings of the word meanings and explain how they are connected and how they may be used, and they must respect these explanations. It is in the process of talking about words that learning about them is best advanced. Thus, the ladders should not be seen as end points to be memorized, but as starting points for discussion, debate, and discovery.   

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—Jerry Zutell Professor Emeritus The Ohio State University

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Introduction

Research “Give me the right word and the right accent, and I will move the world.”  —Joseph Conrad

It is well established that success in reading requires readers to understand the individual words they encounter in text (Anderson and Freebody 1981; 1983; Becker 1977; Davis 1944; National Reading Panel 2000). Without the understanding of key words, it is very unlikely that readers will have a good understanding of the larger texts in which the words are embedded. Similarly, proficiency in writing requires writers to have a large array of words at their disposal. Word choice is consistently viewed as an important factor when judging the quality of a student’s writing. Indeed, the Common Core State Standards that are now guiding instruction in schools across the United States have identified vocabulary acquisition as critical to success not only in literacy but also in learning within the content areas. Vocabulary instruction is crucial to success in learning to read and write in English. But developing students’ vocabularies has been challenging for teachers over the years. One reason is that English contains more words than nearly any other language. That means that teachers not only have a lot of words to teach but also need to be very selective in the words they choose. It is not very productive to teach words that students will rarely encounter in oral and written language. Yet in many vocabulary programs, this is exactly the approach taken—teach students unusual and rare words that they are unlikely to hear in speech or read in print. In classrooms around the country, we see well-meaning and hardworking teachers who teach vocabulary as a list of weekly words, often paired with a reading anthology. Students are expected to find and memorize the dictionary definitions of the words for a test at the end of the week. The following week, the routine begins again with a new set of words. Many students do not like word study, and we understand why. Rote memorization of definitions of unusual and rare words for which students have little use or exposure to is likely to shut down almost anyone’s interest in words, as it is a chore rather than an exciting enterprise. There are many tools available for exploring and expanding vocabulary. One of the best is the tried-and-true thesaurus. Most writers carry thesauri with them so that when they need just the right word to express a meaning, they can find it from an array of semantically related words. Yet in our visits to classrooms across the country, we find that the set of thesauri found in most classrooms goes untouched. Many teachers are not familiar with and have not been taught ways to use a thesaurus as an ally to their instruction. This book addresses that problem by providing an engaging approach to the study of semantically related words.

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Introduction

Research

(cont.)

Effective Vocabulary Instruction Although there is no single scientifically endorsed way to teach vocabulary to all students, there are central principles that can guide teachers in creating effective instruction (Brabham et al. 2012; Nagy 1988; Stahl 1986). These principles are:

1. Meaningful Clusters—Organize words into meaningful clusters in which the words to be taught are related in some useful way. Words can be clustered by relation to theme or topic (volcano, lava, magma), word derivation (bicycle, bifocals, biannual), or essential meaning (big, large, enormous). Since words in a cluster are related, students can make connections among words within each cluster.

2.

Meaningful Use—Have students engage in meaningful use of the words by exploring the words in multiple reading and writing activities.

3. Repeated Encounters—To learn words deeply, students need to encounter the words repeatedly in various texts and practice using them in oral and written language. Throughout the years, we have used these three principles and have found them to be quite successful. We have added our own two principles to make vocabulary instruction even more successful. These principles include:

4. Regular and Consistent Routine—Vocabulary instruction should follow a regular and consistent routine so that students are well aware of the procedures for word learning, and their time is spent in exploring words rather than learning new procedures.

5. Brief Instruction—Formal vocabulary instruction should be brief.

In order to provide adequate instruction in all required areas, time is of the essence. Formal vocabulary instruction, then, should take approximately 15 minutes per day. Keep in mind, however, that time may also be devoted to the study of word decoding and spelling in addition to vocabulary. Also, we feel that informal vocabulary instruction and learning can and should take place throughout the school day—during reading and writing as well as in content-area instruction.

We have attempted to incorporate these fundamental principles into a novel approach to vocabulary instruction called Vocabulary Ladders.

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Introduction

Research

(cont.)

What Are Vocabulary Ladders? Vocabulary Ladders (VL) is a cluster approach The skill of determining to teaching many words at once. The words in a nuance in words is a VL are semantically or meaningfully related to one another (much like in a thesaurus). Unlike many key component to the vocabulary lists, we have included many words college and career that students are already familiar with so that the standards. focus of each lesson is not on learning a large number of new vocabulary words but understanding the nuances of the words they may have already encountered. Think of the words that you might find in an entry of a thesaurus. All of the words have similar essential meanings. However, they may all differ in degree (miniscule vs. small) or nuance (cute vs. beautiful). The skill of determining nuance in words is a key component to the new Common Core State Standards. So not only can the words within a semantic cluster be grouped together, they can also be organized according to their degree of essential meaning or level of nuance. These connections can also merge into opposite meanings at the other end of the spectrum. Through this approach, students not only learn groups of related words, they also are given opportunities to explore the shades of meaning that exist within each cluster. Ten minutes of VL instruction three to four days a week leads to deepening students’ understanding of words they may be familiar with and expanding the sheer size of their vocabularies. Regular work with VL will help students understand and use the relative degree of meaningful difference between words in an engaging way. Below are two examples of vocabulary ladders that we have used in our instruction with students: Quality of an Object

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Temperature

marvelous

boiling

superior

hot

satisfactory

warm

poor

chilly

terrible

freezing

atrocious

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Introduction

Research

(cont.)

As you can see, the words in each cluster are related by their essential or base meaning or theme, but they also differ from one another in the magnitude of their essential meanings. Exploring words in this way will help students see that authors have large palettes of words to choose from when writing. A writer can choose just the right word to express his or her meaning. Knowing these words will help increase students’ understanding when they read what authors have written. At the same time, studying VL will expand students’ vocabulary palettes so that when they write, they can also choose precise words that exactly fit the meaning and nuance that they are trying to express (e.g., Barbara felt sad as she left home vs. Barbara felt teary as she left home). Certainly, teachers can create VL themselves to use with students. However, teachers today are so busy with all their instructional and administrative duties that it is difficult for them to create student word lists to use on a consistent (weekly) basis for students. We have done the legwork for teachers by creating a complete set of VL that they can use with their students. With the VL in hand, teachers can now engage students regularly in exploring clusters of semantically related words. As a result, vocabulary knowledge will increase and students’ reading comprehension and writing composition will improve. Vocabulary knowledge is essential to school success—in reading, writing, and learning in all content areas. Knowledge of words allows the learning of new text to occur more easily, especially when students independently encounter complex text or close readings. Although there is no single way to teach students vocabulary, we feel Vocabulary Ladders: Understanding Word Nuances provides you—the teacher—and your students with a productive and engaging way to explore and discover the words that may allow your students to be successful.

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Introduction

Implementing Vocabulary Ladders in the Classroom Recognizing the time limits of teachers and students, we developed the VL approach to take no more than ten to fifteen minutes, three to four days a week. In these short, powerful lessons, students will be immersed in the exploration of word clusters of related words through teacher-selected activities. Students will be asked to explore the words, put the words into a meaningful order, use the words in constructing sentences, and use the words in written compositions. Through this process, students will learn the cluster of words in depth, embed the meanings into their permanent oral vocabularies, use the words to help them understand the texts they read, and improve their writing proficiency and accuracy. This book is made up of 20 lessons. An additional five lessons as well as a blank Activity Cards template can be found in the Digital Resources (filenames: additionallessons.pdf; cardstemplate.pdf). Each lesson contains a theme and a cluster of words that will be explored over several days. On the next page is the general plan used in VL for teaching nuanced meanings of word clusters. This daily breakdown is just a suggestion. We encourage teachers to decide what flow works best for their students. As the teacher, you are free to implement each weekly lesson however you like. Each lesson can be done over three, four, or five days. We do recommend that at least three days per week are devoted to vocabulary ladders. Massing the weekly activities into one or two days will not provide the rich, in-depth coverage of the words that will allow for deep learning and continuous use. Note: We recommend that you allow students to work in groups on Day 1. The discussion that occurs within the groups as they attempt to organize the words is quite valuable and likely critical to cementing these words in their permanent oral vocabularies. Those students who have a more thorough understanding of the words will assist students who may not be as familiar with them. Discussing and exploring word relationships is more valuable than establishing a single correct order, so argument and debate are encouraged. (Each lesson provides a reasonably correct order that can be used in the follow-up activities.) The key is to become acquainted with the words, discuss the words, and explore how the words might be ordered. The following page provides a suggested schedule for implementing each lesson. By the final day of the lesson, students will have expanded vocabularies and will have deeper understandings of the nuances or shades of meaning embedded in the cluster of words. By this time, students have either referenced, orally stated/defined, or used the words in context multiple times. Through multiple experiences, the words will become part of their personal vocabulary banks.

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Introduction

Implementing Vocabulary Ladders in the Classroom (cont.)

Day 1

Introduce and Discuss Words On Day 1, students will: n review the words in the specified cluster and identify the theme that connects them (e.g., colossal, huge, itty-bitty all relate to size). n work in groups to identify and discuss a reasonably correct order based on the meanings of the words. For detailed information on the Activity Cards and Vocabulary Ladders activity sheets that will be used on this day, see page 15.

Day 2

Order Words On Day 2, students will: n order the words how they think they should be ordered. n work in groups to explain why words are ordered the way they are. For detailed information on the Ordering Words activity sheet that will be used on this day, see page 16.

Day 3

Use Words in Context On Day 3, students will: n carefully choose words from the cluster based on context to complete sentences. n complete sentence stems by providing explanations that relate to targeted words. For detailed information on the Sentence Clues and Sentence Stems activity sheets that will be used on this day, see pages 17–18.

Day 4

Use Words in Writing On Day 4, students will: n write responses to a prompt using various words from the theme. n share their writings with partners. For detailed information on the Write About It! activity sheet that will be used on this day, see page 19.

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Introduction

Implementing Vocabulary Ladders in the Classroom (cont.)

Tips for Extensions n Post words for the week in (and out of) the classroom on charts or posters, and encourage students to use them in their conversation and writing. n Find ways to use the words of the week when communicating with students. n Create larger cards with the words on them to use in language centers where students can order (or sort) them in different ways such as number of syllables or negative or positive connotations. n Once students have a collection of 10 to 20 words from various lessons, have them sort the words along various dimensions. Students can be creative in coming up with their own ways to sort, or the teacher can provide the sorting topics such as sorting words into one-, two-, and three-syllables, sorting words that have more than one meaning and words that do not, and sorting words that have positive connotations and words that do not. n Students can create “mini-posters” of one of the words from the list, drawing a picture that specifically addresses the nuance of the word  (mini-posters could also be added to language centers for students to try to match the word to the poster). n Encourage students to find (and celebrate) the words of the week in the books and other texts they are reading independently and during teacher read‑aloud. n Incorporate the words in other word-study activities such as word games like WORDO. For information on how to play WORDO, including templates, see the Digital Resources (filename: wordo.pdf). n Encourage parents to use the words in their own interactions with their children. Send the words home for parents on a set of cards or paper; put the words on your classroom website home page so that parents have access to them. n As students work with the words in each vocabulary ladder, encourage them to think of other words that can be added. You may ask students to pose their additions in the following manner: I think _____ fits on the ladder because it means _____. It should go between _____ and _____ because _____. n Collect old paint samples that have the same number of paints as the words in the lesson. Have students write each word on a shade of paint and glue the sample in a notebook or word journal.

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Introduction

How to Use This Book Lesson Overview In each lesson’s introductory page, information is offered to the teacher to help plan his or her implementation of the student activity pages. The following is addressed:

The title is a quick indicator of the theme of the lesson. With this, you may want to gather reading material or other resources that relate to the theme in order to further engage students with the vocabulary words.

Speed of Travel

Speed of Travel Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

The objective indicates the range of meaning students will be working with throughout the lesson.

Objective Students will analyze words related to speed of travel, from slowly to quickly.

Materials • Vocabulary Ladders template (page 142)

A materials list identifies the components of the lesson.

• Activity Cards (page 29) • Ordering Words (page 30)

A suggested answer key is provided for quick and easy reference. It provides either concrete answers, where applicable, or it suggests specific content for teachers to look out for. Additional words that are associated with the theme are highlighted to further challenge students.

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Vocabulary Ladders Word

Definition

dawdle

to wander slowly

strut

to walk or parade as a way to impress others

jog

to move at a steady pace or trot

hustle

to move energetically at a fast pace

run

to move quickly; take flight

sprint

to race at full speed for a short distance

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. The coach told us to (jog/hustle) to the outfield between innings.

• Sentence Clues (page 31)

2. Mom begged me not to (dawdle) through the toy store so that we could finish shopping quickly.

• Sentence Stems (page 32)

3. Martin was sweaty because he had to (run/sprint) for the bus this morning.

• Write About It! (page 33)

Additional Words Introduce students to additional words such as fl it, scamper, and bound as you work through the lesson.

4. My poodle likes to (strut) around the house after getting bathed and groomed.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Introduction

How to Use This Book

The words and definitions in each lesson are provided on activity cards. Students will cut these apart and glue them on the Vocabulary Ladders activity sheet. For detailed information on how to implement these activity sheets, see page 15.

Speed of Travel

Name: __________________________________________

Date: _________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from slowly to quickly.

Appendix A

Name: __________________________________________

dawdle

to race at full speed for a short distance

hustle

to move quickly; take flight

Date: _________________

Vocabulary Ladders

Directions: Match the cut out words and definitions. Then, glue them in the correct order on the ladders. Words

Definitions

jog

to move at a steady pace or trot

run

to wander slowly to walk or parade as a way to impress others

sprint

to move energetically at a fast pace

strut

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With the Ordering Words activity, students write the words in an order of their choosing and then explain why they put the words in that order. For detailed information on how to implement this activity sheet, see page 16.

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With the Sentence Clues activity, students choose the best word from their Vocabulary Ladders to complete sentences. For detailed information on how to implement this activity sheet, see page 17.

Speed of Travel

Name: __________________________________________

Date: _________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from slowly to quickly, on the ladder. Then, explain an important difference between two of the words.

dawdle run

(cont.)

Word Bank hustle sprint

jog strut Speed of Travel

Comparing Words

Name: __________________________________________

Date: _________________

Choose two words.

Sentence Clues

With the Sentence Stems activity, students respond to sentence frames that deal with the Vocabulary Ladders words. You may wish to have students write their responses and then share with partners, in a group, or in front of the class. For detailed information on how to implement this activity sheet, see page 18.

Word 1: _________________

Word _________________ Directions: Choose the2:best word from the Word Bank to complete each sentence. One difference between these words is: Word Bank ________________________ dawdle hustle ________________________ run sprint

jog strut

________________________ ________________________ ________________________ 1. The coach told us to __________________ to the outfield ________________________ between innings. ________________________ 2. Mom begged me not to __________________ through the ________________________ Speed of Travel

toy store so that we could finish shopping quickly.

Name: __________________________________________ 30

Date: _________________

3. Martin was sweaty because he had to __________________ Sentence Stems

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for the bus this morning.

Directions: Complete each statement. 4. My poodle likes to __________________ around the house after getting bathed 1. My favorite time to jog is in the ______________ because and groomed. _____________________________________________

_____________________________________________ . 2. I like/dislike running because ______________________ _____________________________________________ Speed of Travel

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#51302—Vocabulary Ladders: Understanding Word Nuances Date: _________________

3. One store I always dawdle through is ________________

Write About It! _____________________________________________

_____________________________________________ . Directions: Read the prompt. Then, write a response to the prompt. 4. I would definitely sprint away from a _________________ _____________________________________________ _____________________________________________ . 5. My favorite clothes to strut around the house/school in are

dawdle run

_____________________________________________ Word Bank _____________________________________________ . hustle jog sprint strut 6. Three sports that require you to hustle are ____________ _____________________________________________

_____________________________________________ . ________________________________________________________ 32 #51302—Vocabulary Ladders: Understanding Word Nuances ________________________________________________________

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With the Write About It! activity, students read a prompt and use their themed vocabulary words in their responses. For detailed information on how to implement this activity sheet, see page 19.

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________________________________________________________

All of the activity sheets and teacher resources can be found on the Digital Resources.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Introduction

How to Use This Book

Appendix A

Name: ____________________

(cont.)

____________________

__

Date: _________________

Vocabulary Ladders

Directions: Match the cut out correct order on the ladders. words and definitions. Then, glue them in the Words Definitions

Travel Speed of

How to Implement the Lessons

__

__________

__________

__________

__

__________

Date: _____

rds Activity Ca

_____ Name: _____

s below. and definition t in order, from the words shee and match y Ladders activity : Cut apart the Vocabular Directions them onto Then, glue ickly. slowly to qu

Vocabulary Ladders and Activity Cards

speed for a to race at full ce short distan

dawdle hustle jog

Objective

ly; take

a steady to move at pace or trot slowly

to wander

run 142

to move quick flight

a parade as to walk or others to impress wayUnderstanding Word Nuances etically at to move energ a fast pace

#51302—Vocabulary Ladders:

sprint

strut

Students will match words with their definitions and put them in a meaningful order.

: Understanding

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s

Word Nuance

29

ary Ladders

#51302—Vocabul n

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Procedures

1. Distribute the Activity Cards sheet found on the second page of each lesson. 2. Introduce the words in the left column.

Explain that all of the words and definitions on the sheet have to do with a specific theme (e.g., temperature, size), but vary in level of meaning, or nuance. For example, the words chilly and lukewarm both deal with temperature, but they have different meanings. Discuss each word with students.

3. Have students cut the words and definitions apart.

Caution them to be careful with cards after they are cut out so that they do not lose them. You may want to have the students write their initials on the backs of the cards.

4. Put students in small groups.

Have them work together to match each word with its definition. Then, have each student within the group put the words in order based on meaning. Allow students to explain their thinking to their groups after they have ordered the words. Once all students have had opportunities to order the words and share, guide them toward the one reasonably correct way the words have been organized for the lesson.

5. Write the ordered words on the board, a vocabulary-ladder chart, or a word wall for students to revisit throughout the week.

6. Distribute the Vocabulary Ladders template found on page 142. Explain that students will use the ladder on the left to glue the words in nuance order beginning at the top of the ladder. Once all the words have been glued, have students glue the corresponding definitions on the ladder to the right.

7. You may wish to have students keep their Vocabulary Ladders activity sheets to use with the remaining activity sheets in this lesson.

© Shell Education

Optional Tips n You may wish to make multiple copies of the activity cards for students to place in personal vocabulary journals or to take home and review the vocabulary words with family members. n Copy the activity cards on colored paper so they are not easily lost once they are cut apart.

#51302—Vocabulary Ladders: Understanding Word Nuances

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Introduction

How to Use This Book How to Implement the Lessons (cont.)

(cont.)

Speed of Travel

Name: ___ ______

_________

_________

_________

Ordering

Ordering Words

______

Objective

Word Ban k hustle sprint

dawdle run

Students will write words in a meaningful order and explain important differences between the meanings of two of the words.

__

Comparin g Words Choose two words. Word 1: _________ ________ Word 2: _________ ________ One differe words is: nce between these _________

_________

_________

Procedures

______

_________

______

_________

_________

______

_________

_________

found on the third page of each lesson.

_________

jog strut

_________

1. Distribute the Ordering Words activity sheet

Date: ___ ___

Words

Direction s: Write the words from slo wly to qui from the ckl Word Ban bet ween two of the y, on the ladder k . Then, exp in the order you words. choose, lain an imp ortant diff erence

______

_________

_________

______

_________

_________

______

_________

_________

______

_________

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______

#51302—

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2. Review the words in the Word Bank.

You may wish to have volunteers read the definitions for each of the words from the Vocabulary Ladders activity sheet.

3. Instruct students to write the words from the Word Bank on the ladder in order of nuance that they choose. Explain that they may feel some of the words should be ordered in a different way.

4. Model for students what is expected of them.

For example, if two of the words are slender and lanky, you could model how to explain your reasoning for ordering them a certain way by saying, “If I am ordering words from skinny to overweight, I think that lanky would come before slender because lanky makes me think of someone whose bones are showing and slender seems a little more healthy, even though it still means a person has a thin body.”

5. Have students explain at least one important difference in meaning between two words of their choosing in the box to the right of the ladder.

6. Allow students to compare their explanations with partners or small groups.

Optional Tips n Have students work together so they can discuss why the words are ordered the way they are on the ladder. n Provide time for students to think about the important differences between words before they write them down.

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#51302—Vocabulary Ladders: Understanding Word Nuances

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Introduction

How to Use This Book How to Implement the Lessons (cont.)

(cont.)

Name: ____ ____

________

________

________

________

Sentence

Sentence Clues

__

Speed of Travel

Date: ____

________

Clues

_____

Directions: each sentencChoose the best wor d from the e. Word Ban k to complet e

Objective

Word Ban k hustle sprint

dawdle run

Students will use context and their knowledge of definitions to complete sentences with the most appropriate words.

jog strut

1. The coa ch

told us to ___ _________ between inni ______ to the outfield ngs.

2. Mom beg ged toy store so 3. Martin was

me not to ___ _________ ______ thro that we cou ugh the ld finish sho pping quic kly.

sweaty bec ause he had for the bus to _________ this morning _________ .

4. My poo dle

Procedures

likes to ___ _________ ______ around the house afte r getting bath and groome ed d.

1. Distribute the Sentence Clues activity sheet found on the fourth page of each lesson.

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2. Review the words from the Vocabulary Ladders activity sheet. Have volunteers read the definitions for all of the words to the class.

3. Explain to students that although there might be multiple answers, they should carefully review the definitions in order to provide what they feel is an appropriate response. In the last lesson, remind students that they may have to change the ending of a word to make it fit the sentence. Note: There are fewer sentences than words, though each word may be a reasonable answer to at least one of the sentences.

4. Once students have completed the activity sheet, have them compare their responses with partners. Then, allow for whole‑class discussion.

Optional Tips n Provide the additional vocabulary words to students for an added challenge and to use as possible answers. n Have students work independently, in pairs, or in small groups depending on their skill levels.

© Shell Education

#51302—Vocabulary Ladders: Understanding Word Nuances

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Introduction

How to Use This Book How to Implement the Lessons (cont.)

(cont.)

Speed of Travel

Name: ___ ______

_________

Direction

Sentence Stems

_________

s: Comp lete

Objective Students will respond to sentence stems using what they know about underlined targeted words.

Procedures

1. Distribute the Sentence Stems activity sheet found on the fifth page of each lesson.

each sta tement

1. My fav orite time to _________

32

_________

______

Date: ___ _________ Sentenc _____ e Stems

jog is in

.

the ______ ___

_____ bec _________ ause _________ _________ _________ _________ _________ _________ 2. I like/dis _________ like runnin _________ g becaus . e ______ _________ _________ _________ _______ _________ _________ _________ _________ _________ _________ 3. One sto _________ re I always _________ dawdle thro . ugh is ___ _________ _________ _________ ____ _________ _________ _________ _________ _________ _________ 4. I would _________ definitely _________ sprint aw . ay from a _________ _________ ________ _________ _________ _________ _________ _________ _________ _________ 5. My fav _________ orite clothe _________ s to strut . around the _________ house/sch _________ ool in are _________ _________ _________ _________ _________ _________ 6. Three ___ _________ sports tha ______ . t require you to hus tle are ___ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ #51302— _________ Vocabula ry Ladders: . Und erstandin

2. Have students identify the underlined word in

g Word Nuan

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each sentence. Explain that they will have to write a response to finish each sentence making sure it relates to the meaning of the underlined word.

3. Once students have completed the activity sheet, have them share their responses with partners. Instruct them to explain how each response relates to the underlined word.

4. Invite small-group or whole-class discussion.

Optional Tips n Have students work in groups to generate oral responses instead of writing them down. n Have students create drawings that represent the meanings of their sentences. n Allow students to act out their sentences in groups.

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#51302—Vocabulary Ladders: Understanding Word Nuances

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Introduction

How to Use This Book How to Implement the Lessons (cont.)

(cont.)

Name: ___ ______

_________

Write About It!

Direction

_________

_________

______

Write Abo ut It!

s: Read the promp t.

Speed of Travel

Date: ___ ___

_________

__

Then, wri te a respon se to the prompt.

Objective

_________

_________

_________

Procedures

_________ _________

found on the sixth page of each lesson.

2. Review the words from the Vocabulary

_________

_________

_________

_________

_________

__

_________

_________

_________

__

_________

_________

_________

_________

__

_________

_________

_________

_________

__

_________

_________

_________

_________

_________

_________

_________

_________

_________

__

_________

_________

_________

__

_________

_________

_________

_________

__

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

jog strut

_________

_________

_________

1. Distribute the Write About It! activity sheet

Word Ba nk hustle sprint

dawdle run

Students will respond to a writing prompt using the themed vocabulary.

__

_________

_________

__

_________

__

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Ladders activity sheet. Have volunteers read the definitions for all of the words to the class.

3. Have students read the prompt independently.

Ask them what the prompt has

to do with the theme.

4. Tell students to include at least two to three words from the Word Bank in their responses.

5. Provide time for students to write thoughtful responses.

Instruct them to underline all of the new vocabulary words they use in their writing.

6. Have students read their papers to partners and discuss the similarities and differences between them.

Optional Tips n Select volunteers to read their responses from an “author’s chair.” Have the rest of the class raise their hands as each vocabulary word is mentioned. Call on one student to explain why the word was an appropriate choice made by the author. n Have students post their Write About It! activity sheets on a classroom bulletin board so that students can read the work of their classmates.

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Introduction

Correlation to the Standards Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 states, the District of Columbia, the Department of Defense Dependents Schools, and all Canadian provinces.

How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact our Customer Service department at 1-877-777-3450.

Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre–K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state.

Common Core State Standards Many lessons in this book are aligned to the Common Core State Standards (CCSS). The standards support the objectives presented throughout the lessons and are provided in the Digital Resources (filename: standards.pdf).

TESOL and WIDA Standards The lessons in this book promote English language development for English language learners. The standards listed in the Digital Resources (filename: standards.pdf) support the language objectives presented throughout the lessons.

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#51302—Vocabulary Ladders: Understanding Word Nuances

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Introduction

Correlation to the Standards Standards Chart Common Core State Standards

Lessons

Language.3.4.a—Use sentence-level context as a clue to the meaning of a word or phrase

All Lessons

Language.3.5.c—Distinguish shades of meaning among related words that describe states of mind or degrees of certainty

All Lessons

TESOL/WIDA Standards

Lessons

English language learners communicate for social, intercultural, and instructional purposes within the school setting

All Lessons

English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts

All Lessons

© Shell Education

#51302—Vocabulary Ladders: Understanding Word Nuances

21

Size

Size Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

itty-bitty

very small

tiny

fairly small

midsize

medium-size

Objective

huge

fairly large

Students will analyze words related to size, from small to large.

enormous

very large

colossal

oversize, gigantic

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 23)

1. The brontosaurus was a(n) (colossal/enormous) dinosaur, weighing 38 tons.

• Ordering Words (page 24)

2. Standing next to an NBA basketball player, I look (itty-bitty/tiny).

• Sentence Clues (page 25) • Sentence Stems (page 26) • Write About It! (page 27)

Additional Words Introduce students to additional words such as immense and microscopic as you work through the lesson.

22

3. My parents bought a (midsize) car that was just right to fit our family of four. 4. Since I ate a(n) (huge/enormous) hamburger this afternoon, my stomach is upset.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

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Size

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from small to large.

colossal enormous huge

© Shell Education

medium-size very small oversize, gigantic

itty-bitty

very large

midsize

fairly small

tiny

fairly large

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Size

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from small to large, on the ladder. Then, explain an important difference between two of the words.

colossal itty-bitty

Word Bank enormous midsize

huge tiny

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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#51302—Vocabulary Ladders: Understanding Word Nuances

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Size

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

colossal itty-bitty

Word Bank enormous midsize

huge tiny

1. The brontosaurus was a(n) __________________ dinosaur, weighing 38 tons. 2. Standing next to an NBA basketball player, I look __________________. 3. My parents bought a __________________ car that was just right to fit our family of four. 4. Since I ate a(n) __________________ hamburger this afternoon, my stomach is upset.

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Size

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Three enormous creatures are ______________________ ______________________________________________ ______________________________________________ . 2. Something I’d rather have a tiny amount of is ___________ ______________________________________________ ______________________________________________ . 3. Surfing on a colossal wave would feel ________________ ______________________________________________ ______________________________________________ . 4. A few itty-bitty insects are __________________________ ______________________________________________ ______________________________________________ . 5. My huge ice cream sundae would include _____________ ______________________________________________ ______________________________________________ . 6. Mom says our home is midsize because ______________ ______________________________________________ ______________________________________________ . 26

#51302—Vocabulary Ladders: Understanding Word Nuances

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Size

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

colossal itty-bitty

Word Bank enormous midsize

huge tiny

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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Speed of Travel

Speed of Travel Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to speed of travel, from slowly to quickly.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 29) • Ordering Words (page 30)

Vocabulary Ladders Word

Definition

dawdle

to wander slowly

strut

to walk or parade as a way to impress others

jog

to move at a steady pace or trot

hustle

to move energetically at a fast pace

run

to move quickly; take flight

sprint

to race at full speed for a short distance

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. The coach told us to (jog/hustle) to the outfield between innings.

• Sentence Clues (page 31)

2. Mom begged me not to (dawdle) through the toy store so that we could finish shopping quickly.

• Sentence Stems (page 32)

3. Martin was sweaty because he had to (run/sprint) for the bus this morning.

• Write About It! (page 33)

Additional Words Introduce students to additional words such as flit, scamper, and bound as you work through the lesson.

4. My poodle likes to (strut) around the house after getting bathed and groomed.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

28

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Speed of Travel

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from slowly to quickly.

dawdle

to race at full speed for a short distance

hustle

to move quickly; take flight

jog

to move at a steady pace or trot

run

to wander slowly

sprint strut

© Shell Education

to walk or parade as a way to impress others to move energetically at a fast pace

#51302—Vocabulary Ladders: Understanding Word Nuances

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Speed of Travel

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from slowly to quickly, on the ladder. Then, explain an important difference between two of the words.

dawdle run

Word Bank hustle sprint

jog strut

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Speed of Travel

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

dawdle run

Word Bank hustle sprint

jog strut

1. The coach told us to __________________ to the outfield between innings. 2. Mom begged me not to __________________ through the toy store so that we could finish shopping quickly. 3. Martin was sweaty because he had to __________________ for the bus this morning. 4. My poodle likes to __________________ around the house after getting bathed and groomed.

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Speed of Travel

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. My favorite time to jog is in the _______________ because ______________________________________________ ______________________________________________ . 2. I like/dislike running because _______________________ ______________________________________________ ______________________________________________ . 3. One store I always dawdle through is _________________ ______________________________________________ ______________________________________________ . 4. I would definitely sprint away from a __________________ ______________________________________________ ______________________________________________ . 5. My favorite clothes to strut around the house/school in are ______________________________________________ ______________________________________________ . 6. Three sports that require you to hustle are _____________ ______________________________________________ ______________________________________________ . 32

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Speed of Travel

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

dawdle run

Word Bank hustle sprint

jog strut

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Range of Emotion

Range of Emotion Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

sorrowful

full of grief or sadness

tearful

showing sadness by crying

upset

to be worried or bothered

Objective

pleased

being happy

Students will analyze words related to emotions, from sad to happy.

cheerful

being in a good mood

overjoyed

very happy about a situation

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 35)

1. My mood could only be described as (sorrowful/tearful) when my dog ran away.

• Ordering Words (page 36)

2. Dad was (upset) when his favorite team lost the game.

• Sentence Clues (page 37)

3. Miguel felt (pleased/cheerful) when he helped his sister and saw her big smile.

• Sentence Stems (page 38)

4. My parents were (overjoyed) when they won a brand‑new car.

• Write About It! (page 39)

Sentence Stems

Additional Words Introduce students to additional words such as agitated and blissful as you work through the lesson.

34

Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

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Range of Emotion

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from sad emotion to happy emotion.

cheerful overjoyed pleased sorrowful

© Shell Education

showing sadness by crying to be worried or bothered full of grief or sadness very happy about a situation

tearful

being happy

upset

being in a good mood

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Range of Emotion

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from sad emotion to happy emotion, on the ladder. Then, explain an important difference between two of the words.

cheerful sorrowful

Word Bank overjoyed tearful

pleased upset

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

36

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Range of Emotion

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

cheerful sorrowful

Word Bank overjoyed tearful

pleased upset

1. My mood could only be described as __________________ when my dog ran away. 2. Dad was __________________ when his favorite team lost the game. 3. Miguel felt __________________ when he helped his sister and saw her big smile. 4. My parents were __________________ when they won a brand-new car.

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Range of Emotion

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Three things that might make a baby tearful are ________ ______________________________________________ ______________________________________________ . 2. I feel overjoyed when _____________________________ ______________________________________________ ______________________________________________ . 3. I am most cheerful after doing ______________________ ______________________________________________ ______________________________________________ . 4. A puppy might be sorrowful after ____________________ ______________________________________________ ______________________________________________ . 5. Dad was upset when _____________________________ ______________________________________________ ______________________________________________ . 6. Our teacher was pleased when _____________________ ______________________________________________ ______________________________________________ . 38

#51302—Vocabulary Ladders: Understanding Word Nuances

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Range of Emotion

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

cheerful sorrowful

Word Bank overjoyed tearful

pleased upset

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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Force of Eating

Force of Eating Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to eating, from weak to strong.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 41) • Ordering Words (page 42) • Sentence Clues (page 43) • Sentence Stems (page 44) • Write About It! (page 45)

Additional Words Introduce students to additional words such as gorge and polish off as you work through the lesson.

40

Vocabulary Ladders Word

Definition

nibble

to take small bites or eat a small amount of food

snack

to eat a little, usually between meals

munch

to chew steadily and sometimes loudly

gobble

to eat quickly and sometimes sloppily

chow down

to eat a large meal, sometimes very fast

devour

to eat hungrily until nothing is left

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. Apples are a treat horses love to (snack/munch) on. 2. The mouse took a small (nibble) at the cheese. 3. After a long, hard practice, Martina is known to (gobble/chow down/devour) her dinner. 4. The hikers were lost for two days and wanted to (devour) a meal immediately.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

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Force of Eating

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from weak eating to strong eating.

© Shell Education

chow down

to eat hungrily until nothing is left

devour

to eat a large meal, sometimes very fast

gobble

to eat quickly and sometimes sloppily

munch

to chew steadily and sometimes loudly

nibble

to take small bites or eat a small amount of food

snack

to eat a little, usually between meals

#51302—Vocabulary Ladders: Understanding Word Nuances

41

Force of Eating

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from weak eating to strong eating, on the ladder. Then, explain an important difference between two of the words.

chow down munch

Word Bank devour nibble

gobble snack

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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#51302—Vocabulary Ladders: Understanding Word Nuances

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Force of Eating

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

chow down munch

Word Bank devour nibble

gobble snack

1. Apples are a treat horses love to ___________________ on. 2. The mouse took a small _____________________ at the cheese. 3. After a long, hard practice, Martina is known to ______________________ her dinner. 4. The hikers were lost for two days and wanted to ____________________ a meal immediately.

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Force of Eating

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. One dinner I can really chow down is _________________ ______________________________________________ ______________________________________________ . 2. Two foods that are healthy to snack on are ____________ ______________________________________________ ______________________________________________ . 3. Three things a squirrel might nibble are _______________ ______________________________________________ ______________________________________________ . 4. Some crunchy foods to munch on are ________________ ______________________________________________ ______________________________________________ . 5. A few things the Big Bad Wolf might gobble are _________ ______________________________________________ ______________________________________________ . 6. Sharks are known to devour ________________________ ______________________________________________ ______________________________________________ . 44

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Force of Eating

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

chow down munch

Word Bank devour nibble

gobble snack

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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45

Relationships

Relationships Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to relationships, from bad to good.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 47) • Ordering Words (page 48)

Vocabulary Ladders Word

Definition

enemy

a person who wishes to harm you

opponent

someone who is against you in a competition

acquaintance

someone you know, but not very well

ally

a person who is on your side

partner

someone you team up with, often to do a job

friend

a person that you care about

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. Finding a(n) (ally/partner) is a good way to stop someone from bullying you.

• Sentence Clues (page 49)

2. I have a picture of my best (friend) in a heart‑shaped locket.

• Sentence Stems (page 50)

3. In a game of checkers, your (opponent/enemy) can steal your game pieces by jumping his or her pieces over yours.

• Write About It! (page 51)

Additional Words Introduce students to additional words such as foe and companion as you work through the lesson.

4. When you meet someone new, that person is called a(n) (acquaintance).

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Relationships

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from bad relationships to good relationships.

acquaintance ally

© Shell Education

a person who is on your side someone you team up with, often to do a job

enemy

a person that you care about

friend

someone you know, but not very well

opponent

a person who wishes to harm you

partner

someone who is against you in a competition

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Relationships

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from bad relationships to good relationships, on the ladder. Then, explain an important difference between two of the words.

acquaintance friend

Word Bank ally opponent

enemy partner

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Relationships

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

acquaintance friend

Word Bank ally opponent

enemy partner

1. Finding a(n) __________________ is a good way to stop someone from bullying you. 2. I have a picture of my best ______________________ in a heart‑shaped locket. 3. In a game of checkers, your ____________________ can steal your game pieces by jumping his or her pieces over yours. 4. When you meet someone new, that person is called a(n) ______________________.

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Relationships

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. In school, a partner might help me ___________________ ______________________________________________ ______________________________________________ . 2. A few of my close friends are _______________________ ______________________________________________ ______________________________________________ . 3. Snakes are an enemy to creatures such as ____________ ______________________________________________ ______________________________________________ . 4. Three sports where opponents play against each other are ______________________________________________ ______________________________________________ . 5. One time, I needed an ally when ____________________ ______________________________________________ ______________________________________________ . 6. A few of my acquaintances are ______________________ ______________________________________________ ______________________________________________ . 50

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Relationships

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

acquaintance friend

Word Bank ally opponent

enemy partner

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Cleanliness

Cleanliness Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to cleanliness, from dirty to clean.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 53) • Ordering Words (page 54) • Sentence Clues (page 55) • Sentence Stems (page 56) • Write About It! (page 57)

Additional Words Introduce students to additional words such as orderly and soiled as you work through the lesson.

Vocabulary Ladders Word

Definition

filthy

very, very dirty

grubby

unwashed, sometimes with smudges and smears

stained

having dirty spots or areas

dusty

covered in dirt and dust

tidy

neat and clean

sparkling

an object so clean that it looks as if it shines

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. The mechanic’s hands were (filthy/grubby) after working on the car. 2. I really wanted to go to a sleepover, so I decided to impress my parents by cleaning until everything was (tidy/sparkling). 3. Dad (stained) his shirt with mustard while eating a hot dog at the baseball game. 4. After sitting in the closet for years, the porcelain doll had become (dusty).

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Cleanliness

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from dirty to clean.

dusty

an object so clean that it looks as if it shines

filthy

neat and clean

grubby sparkling stained tidy

© Shell Education

covered in dirt and dust having dirty spots or areas unwashed, sometimes with smudges and smears very, very dirty

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Cleanliness

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from dirty to clean, on the ladder. Then, explain an important difference between two of the words.

dusty sparkling

Word Bank filthy stained

grubby tidy

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Cleanliness

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

dusty sparkling

Word Bank filthy stained

grubby tidy

1. The mechanic’s hands were __________________ after working on the car. 2. I really wanted to go to a sleepover, so I decided to impress my parents by cleaning until everything was __________________. 3. Dad __________________ his shirt with mustard while eating a hot dog at the baseball game. 4. After sitting in the closet for years, the porcelain doll had become __________________.

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Cleanliness

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Three places that should always stay sparkling clean are ______________________________________________ ______________________________________________ . 2. My hands get grubby after playing in _________________ ______________________________________________ ______________________________________________ . 3. Three things in my house that get really dusty are ______________________________________________ ______________________________________________ . 4. At dinner, I stained my shirt by ______________________ ______________________________________________ ______________________________________________ . 5. Two filthy items I might find at the dump are ____________ ______________________________________________ ______________________________________________ . 6. I enjoy keeping ________________________ tidy because ______________________________________________ ______________________________________________ .

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Cleanliness

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

dusty sparkling

Word Bank filthy stained

grubby tidy

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Human Energy

Human Energy Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

exhausted

completely worn out

tired

sleepy; without energy

resting

still or calm

Objective

active

keeping busy or staying in motion

Students will analyze words related to human energy, from low to high.

energetic

powerful and highly active

hyperactive

too much or extra energy

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 59)

1. A good breakfast in the morning helps you to feel (energetic/active) and ready to start your day.

• Ordering Words (page 60)

2. Energy drinks and too much sugar made Sonia (hyperactive).

• Sentence Clues (page 61) • Sentence Stems (page 62)

4. Mom felt like (resting) after spending hours cooking dinner.

• Write About It! (page 63)

Sentence Stems

Additional Words Introduce students to additional words such as sluggish and nimble as you work through the lesson.

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3. After a long day of biking, Mike and his friends were (exhausted/tired).

Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

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Human Energy

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from low energy to high energy.

active energetic

powerful and highly active

exhausted

keeping busy or staying in motion

hyperactive resting tired

© Shell Education

still or calm

too much or extra energy completely worn out sleepy; without energy

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Human Energy

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from low energy to high energy, on the ladder. Then, explain an important difference between two of the words.

active hyperactive

Word Bank energetic resting

exhausted tired

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Human Energy

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

active hyperactive

Word Bank energetic resting

exhausted tired

1. A good breakfast in the morning helps you to feel ______________________ and ready to start your day. 2. Energy drinks and too much sugar made Sonia ______________________. 3. After a long day of biking, Mike and his friends were ______________________. 4. Mom felt like ______________________ after spending hours cooking dinner.

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Human Energy

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. I feel energetic when _____________________________ ______________________________________________ ______________________________________________ . 2. Two things that make me exhausted are ______________ ______________________________________________ ______________________________________________ . 3. Children can be hyperactive if ______________________ ______________________________________________ ______________________________________________ . 4. I feel like resting after _____________________________ ______________________________________________ ______________________________________________ . 5. Three things that make me tired are __________________ ______________________________________________ ______________________________________________ . 6. I think ____________________ are active animals because ______________________________________________ ______________________________________________ . 62

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Human Energy

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

active hyperactive

Word Bank energetic resting

exhausted tired

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Showing Emotions

Showing Emotions Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

sob

to cry hard, causing the body to shake

sniffle

to sniff a lot from soft crying

whine

to speak in a high-pitched, complaining tone

giggle

to laugh lightly in a silly, high-pitched way

chuckle

a soft laugh, usually from satisfaction

cheer

to shout for encouragement or joy

Objective Students will analyze words related to showing emotions, from crying to laughing.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 65) • Ordering Words (page 66)

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. When the kids at school were mean to Michelle, she went home to (sob/sniffle) in her room.

• Sentence Clues (page 67)

2. My mother said I would be grounded if she hears me (whine) about having to clean my room.

• Sentence Stems (page 68)

3. Thomas has a great sense of humor, and he always makes me (giggle/chuckle).

• Write About It! (page 69)

Additional Words Introduce students to additional words such as wail and snicker as you work through the lesson.

4. I let out a (cheer) when I found out we were going to an amusement park on our vacation.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Showing Emotions

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from crying to laughing.

cheer chuckle

a soft laugh, usually from satisfaction

giggle

to laugh lightly in a silly, high-pitched way

sniffle

to speak in a high‑pitched, complaining tone

sob whine

© Shell Education

to shout for encouragement or joy

to sniff a lot from soft crying to cry hard, causing the body to shake

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Showing Emotions

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from crying to laughing, on the ladder. Then, explain an important difference between two of the words.

cheer sniffle

Word Bank chuckle sob

giggle whine

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Showing Emotions

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

cheer sniffle

Word Bank chuckle sob

giggle whine

1. When the kids at school were mean to Michelle, she went home to __________________ in her room. 2. My mother said I would be grounded if she hears me __________________ about having to clean my room. 3. Thomas has a great sense of humor, and he always makes me __________________. 4. I let out a __________________ when I found out we were going to an amusement park on our vacation.

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Showing Emotions

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. One time, I got hurt and sobbed when ________________ ______________________________________________ ______________________________________________ . 2. Three places I might cheer at are ____________________ ______________________________________________ ______________________________________________ . 3. My brother chuckles when _________________________ ______________________________________________ ______________________________________________ . 4. I am not allowed to whine about _____________________ ______________________________________________ ______________________________________________ . 5. When I sniffle, my mother __________________________ ______________________________________________ ______________________________________________ . 6. Three things that could make me giggle are ____________ ______________________________________________ ______________________________________________ . 68

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Showing Emotions

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

cheer sniffle

Word Bank chuckle sob

giggle whine

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Moving Something

Moving Something Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to moving something, from less forceful to more forceful.

Word

Definition

nudge

to gently push

tug

to pull hard in a steady manner

push

to press on something

shove

to push roughly or rudely

jolt

to shake up or move fast

yank

to pull or jerk hard and quickly

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 71)

1. Amanda pulled her hand away from the hot fire with a (jolt).

• Ordering Words (page 72)

2. Maria gave her brother a (shove/push/nudge) down the slide.

• Sentence Clues (page 73) • Sentence Stems (page 74) • Write About It! (page 75)

Additional Words Introduce students to additional words such as lug and wrench as you work through the lesson.

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Vocabulary Ladders

3. Dominick had to (tug/yank) at the window to open it because it was stuck. 4. My mom gave me a (nudge) with her elbow so that I would remember my manners and say, “Thank you.”

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

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Moving Something

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from less force to more force.

jolt nudge

to pull or jerk hard and quickly

push

to pull hard in a steady manner

shove

to press on something

tug yank

© Shell Education

to shake up or move fast

to push roughly or rudely to gently push

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Moving Something

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from less force to more force, on the ladder. Then, explain an important difference between two of the words.

jolt shove

Word Bank nudge tug

push yank

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Moving Something

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

jolt shove

Word Bank nudge tug

push yank

1. Amanda pulled her hand away from the hot fire with a __________________. 2. Maria gave her brother a __________________ down the slide. 3. Dominick had to __________________ at the window to open it because it was stuck. 4. My mom gave me a __________________ with her elbow so that I would remember my manners and say “Thank you.”

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Moving Something

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Two things I might yank away from a baby are __________ ______________________________________________ ______________________________________________ . 2. Three heavy things a boat might tug through water are ______________________________________________ ______________________________________________ . 3. I might wake up with a jolt if I heard __________________ ______________________________________________ ______________________________________________ . 4. I might politely nudge someone if ____________________ ______________________________________________ ______________________________________________ . 5. I would gladly push a shopping cart for _______________ ______________________________________________ ______________________________________________ . 6. I shouldn’t shove others because ____________________ ______________________________________________ ______________________________________________ . 74

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Moving Something

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

jolt shove

Word Bank nudge tug

push yank

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Brightness

Brightness Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to brightness, from dull to bright.

Vocabulary Ladders Word

Definition

murky

dark, thick with mist

dim

barely lit up so you can see very little

cloudy

not clear; something you can’t see through

shiny

bright and sparkly

glittering

sparkling; something that reflects light

dazzling

shining with overpowering light

Ordering Words

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 77) • Ordering Words (page 78) • Sentence Clues (page 79)

Sentence Clues 1. When Susan lost her ring in the (murky/cloudy) water, it was impossible to find. 2. I could barely find the light switch because the room was so (dim). 3. After a good wash, the old truck looked (shiny) again.

• Sentence Stems (page 80)

4. Her new diamond ring was (glittering/dazzling).

• Write About It! (page 81)

Sentence Stems

Additional Words Introduce students to additional words such as glossy, bright, sunny, clear, and dark as you work through the lesson.

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Check that students can explain why the words are ordered the way they are.

Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Brightness

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from dull to bright.

cloudy dazzling dim glittering

© Shell Education

shining with overpowering light sparkling; something that reflects light bright and sparkly not clear; something you can’t see through

murky

barely lit up so you can see very little

shiny

dark, thick with mist

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Brightness

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from dull to bright, on the ladder. Then, explain an important difference between two of the words.

cloudy glittering

Word Bank dazzling murky

dim shiny

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Brightness

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

cloudy glittering

Word Bank dazzling murky

dim shiny

1. When Susan lost her ring in the _______________________ water, it was impossible to find. 2. I could barely find the light switch because the room was so _______________________. 3. After a good wash, the old truck looked _______________________ again. 4. Her new diamond ring was _______________________.

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Brightness

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. My mom likes shiny things such as __________________ ______________________________________________ ______________________________________________ . 2. When the weather is cloudy, I like to __________________ ______________________________________________ ______________________________________________ . 3. One glittering thing I own is ________________________ ______________________________________________ ______________________________________________ . 4. A couple of places where it might be murky are _________ ______________________________________________ ______________________________________________ . 5. In a dim room, it is hard to _________________________ ______________________________________________ ______________________________________________ . 6. Dazzling stars remind me of ________________________ ______________________________________________ ______________________________________________ . 80

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Brightness

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

cloudy glittering

Word Bank dazzling murky

dim shiny

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Level of Difficulty

Level of Difficulty Answer Key Teacher Note

Vocabulary Ladders

For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Word

Definition

simple

fairly easy

uncomplicated

not difficult; only has a few steps or parts

Objective

basic

clear; some beginning level skills are needed

Students will analyze words related to level of difficulty, from easy to hard.

difficult

tough, hard

complicated

has many detailed steps

complex

strong skills are needed to understand hard parts

Materials

Ordering Words

• Vocabulary Ladders template (page 142)

Check that students can explain why the words are ordered the way they are.

• Activity Cards (page 83)

Sentence Clues

• Ordering Words (page 84)

1. It takes a lot of strength and effort to do (difficult) exercises like pull-ups.

• Sentence Clues (page 85) • Sentence Stems (page 86) • Write About It! (page 87)

Additional Words Introduce students to additional words such as elementary and challenging as you work through the lesson.

2. In kindergarten, we learned (simple/basic) things like shapes, letters, and numbers. 3. The 3-D puzzle my grandma got me for Christmas was (complicated/complex), taking me almost a week to finish. 4. Remote-control cars usually run on batteries and are (uncomplicated/simple) compared to real car engines.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Level of Difficulty

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from easy to hard. ,

basic complex complicated

© Shell Education

strong skills are needed to understand hard parts tough, hard has many detailed steps

difficult

fairly easy

simple

not difficult; only has a few steps or parts

uncomplicated

clear; some beginning level skills are needed

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Level of Difficulty

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from easy to hard, on the ladder. Then, explain an important difference between two of the words.

basic difficult

Word Bank complex simple

complicated uncomplicated

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Level of Difficulty

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

basic difficult

Word Bank complex simple

complicated uncomplicated

1. It takes a lot of strength and effort to do __________________________ exercises like pull-ups. 2. In kindergarten, we learned ____________________ things like shapes, letters, and numbers. 3. The 3-D puzzle my grandma got me for Christmas was __________________________, taking me almost a week to finish. 4. Remote-control cars usually run on batteries and are __________________________ compared to real car engines.

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Level of Difficulty

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. The homework was so complex that _________________ ______________________________________________ ______________________________________________ . 2. A few basic rules I follow at school are ________________ ______________________________________________ ______________________________________________ . 3. Something that was simple to learn was _______________ ______________________________________________ ______________________________________________ . 4. Something complicated I’m learning now is ____________ ______________________________________________ ______________________________________________ . 5. A few uncomplicated chores are _____________________ ______________________________________________ ______________________________________________ . 6. Although my math test was difficult, I did well because ______________________________________________ ______________________________________________ . 86

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Level of Difficulty

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

basic difficult

Word Bank complex simple

complicated uncomplicated

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Mood

Mood Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

somber

gloomy or depressed

dramatic

emotional and exaggerated

serious

thinking deeply; careful; focused

Objective

silly

crazy or foolish

Students will analyze words related to mood, from serious to funny.

humorous

joking or playful

giddy

excited or happy

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 89)

1. When an actor is at an audition, he or she is usually (dramatic/serious).

• Ordering Words (page 90)

2. Ann and Beth told (silly/humorous) jokes at the sleepover.

• Sentence Clues (page 91)

3. After Jesse was grounded, he moped around the house in a (somber) mood.

• Sentence Stems (page 92)

4. Many children are too (giddy) to sleep the night before Christmas.

• Write About It! (page 93)

Sentence Stems

Additional Words Introduce students to additional words such as lighthearted and cheerful as you work through the lesson.

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Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Mood

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from serious to funny.

dramatic

excited or happy

giddy

joking or playful

humorous

crazy or foolish

serious silly somber

© Shell Education

thinking deeply; careful; focused emotional and exaggerated gloomy or depressed

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Mood

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from serious to funny, on the ladder. Then, explain an important difference between two of the words.

dramatic serious

Word Bank giddy silly

humorous somber

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Mood

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

dramatic serious

Word Bank giddy silly

humorous somber

1. When an actor is at an audition, he or she is usually _____________________. 2. Ann and Beth told _____________________ jokes at the sleepover. 3. After Jesse was grounded, he moped around the house in a _____________________ mood. 4. Many children are too _____________________ to sleep the night before Christmas.

© Shell Education

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Mood

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. My sister became giddy when she ___________________ ______________________________________________ ______________________________________________ . 2. Someone I know was dramatic about _________________ ______________________________________________ ______________________________________________ . 3. I am serious when _______________________________ ______________________________________________ ______________________________________________ . 4. When my best friend acts somber, I __________________ ______________________________________________ ______________________________________________ . 5. Two of my favorite silly cartoons are __________________ ______________________________________________ ______________________________________________ . 6. My most humorous memory is ______________________ ______________________________________________ ______________________________________________ . 92

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Mood

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

dramatic serious

Word Bank giddy silly

humorous somber

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Degree of Certainty

Degree of Certainty Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

wonder

to be unsure but have an idea

suspect

to guess or predict

believe

to trust

Objective

know

to learn or realize

Students will analyze words related to degree of certainty, from not certain to certain.

understand

to figure out why something is

confirm

to check and find evidence

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 95)

1. I’ve searched everywhere, and I still (wonder) where my keys are.

• Ordering Words (page 96)

2. I (suspect/believe) it was my new puppy who took my pair of socks, but I’m not certain.

• Sentence Clues (page 97) • Sentence Stems (page 98) • Write About It! (page 99)

Additional Words Introduce students to additional words such as infer, deduce, and realize as you work through the lesson.

94

3. A detective uses evidence to (confirm) the identity of the criminal. 4. Javier and Rita (know/understand) how to solve word problems in math.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Degree of Certainty

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from not certain to certain.

believe

to check and find evidence

confirm

to learn or realize

know

to figure out why something is

suspect understand wonder

© Shell Education

to be unsure but have an idea to guess or predict to trust

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Degree of Certainty

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from not certain to certain, on the ladder. Then, explain an important difference between two of the words.

believe suspect

Word Bank confirm understand

know wonder

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Degree of Certainty

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

believe suspect

Word Bank confirm understand

know wonder

1. I’ve searched everywhere, and I still ____________________ where my keys are. 2. I ________________________ it was my new puppy who took my pair of socks, but I'm not certain. 3. A detective uses evidence to ________________________ the identity of the criminal. 4. Javier and Rita ______________________ how to solve word problems in math.

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Degree of Certainty

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. A few things I know a lot about are ___________________ ______________________________________________ ______________________________________________ . 2. My parents confirmed to the teacher that I _____________ ______________________________________________ ______________________________________________ . 3. I suspect my grades this year will be _________________ ______________________________________________ ______________________________________________ . 4. One thing I don’t understand well is __________________ ______________________________________________ ______________________________________________ . 5. A few people believe that my best qualities are _________ ______________________________________________ ______________________________________________ . 6. I often wonder about ______________________________ ______________________________________________ ______________________________________________ . 98

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Degree of Certainty

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

believe suspect

Word Bank confirm understand

know wonder

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Piece of an Object

Piece of an Object Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to the size of a piece of an object, from small to large.

Word

Definition

chip

a tiny piece or speck

sliver

a skinny piece, sometimes sharp

lump

a rounded piece

slice

a flat or thin piece cut from something

chunk

a big piece

hunk

a huge piece

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 101)

1. The horse tore off a big (chunk/hunk) of hay and chewed it hungrily.

• Ordering Words (page 102)

2. Maria spread creamy peanut butter on a (slice) of bread for an afternoon snack.

• Sentence Clues (page 103)

3. At dinner, Dad put a (lump) of sour cream on his potatoes.

• Sentence Stems (page 104)

4. After Skylar broke the mug, she found a (chip/sliver) of glass next to her foot.

• Write About It! (page 105)

Sentence Stems

Additional Words Introduce students to additional words such as heap, morsel, wedge, and splinter as you work through the lesson.

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Vocabulary Ladders

Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Piece of an Object

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from small to large.

chip chunk

© Shell Education

a huge piece a big piece

hunk

a flat or thin piece cut from something

lump

a rounded piece

slice

a skinny piece, sometimes sharp

sliver

a tiny piece or speck

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Piece of an Object

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from small to large, on the ladder. Then, explain an important difference between two of the words.

chip lump

Word Bank chunk slice

hunk sliver

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Piece of an Object

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

chip lump

Word Bank chunk slice

hunk sliver

1. The horse tore off a big __________________ of hay and chewed it hungrily. 2. Maria spread creamy peanut butter on a __________________ of bread for an afternoon snack. 3. At dinner, Dad put a __________________ of sour cream on his potatoes. 4. After Skylar broke the mug, she found a ___________________ of glass next to her foot.

© Shell Education

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Piece of an Object

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Two things I might eat in big chunks are _______________ ______________________________________________ ______________________________________________ . 2. A few things that might chip easily are ________________ ______________________________________________ ______________________________________________ . 3. When mom pulled the sliver of wood from my finger, ______________________________________________ ______________________________________________ . 4. I could form a big lump of clay into a _________________ ______________________________________________ ______________________________________________ . 5. An enormous hunk of rock could damage _____________ ______________________________________________ ______________________________________________ . 6. Three things that come in a slice are _________________ ______________________________________________ ______________________________________________ . 104

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Piece of an Object

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

chip lump

Word Bank chunk slice

hunk sliver

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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105

Teasing

Teasing Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to teasing, from a little to a lot.

Vocabulary Ladders Word

Definition

bug

to disturb

bother

to interrupt; cause worry or trouble

pester

to nag or hound

needle

to hassle or bother someone in order to make them do something

annoy

to irritate or cause anger

badger

to bully or harass

Ordering Words

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 107) • Ordering Words (page 108) • Sentence Clues (page 109) • Sentence Stems (page 110) • Write About It! (page 111)

Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. When I go to the store with my mom, she says not to (pester/needle/bug) her for treats and junk food. 2. Christopher always tried to (badger) smaller kids for their lunch money. 3. My little brother likes to (bug/bother/pester/annoy) my friends by telling them jokes when they come over. 4. One thing that will easily (annoy) me is people taking my things without asking permission.

Sentence Stems

Additional Words Introduce students to additional words such as torment and peeve as you work through the lesson.

106

Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Teasing

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from a little teasing to a lot of teasing.

annoy

to irritate or cause anger

badger

to bully or harass

bother

to hassle or bother someone in order to make them do something

bug

© Shell Education

to disturb

needle

to interrupt; cause worry or trouble

pester

to nag or hound

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Teasing

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from a little teasing to a lot of teasing, on the ladder. Then, explain an important difference between two of the words.

annoy bug

Word Bank badger needle

bother pester

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Teasing

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

annoy bug

Word Bank badger needle

bother pester

1. When I go to the store with my mom, she says not to __________________ her for treats and junk food. 2. Christopher always tried to __________________ smaller kids for their lunch money. 3. My little brother likes to __________________ my friends by telling them jokes when they come over. 4. One thing that will easily __________________ me is people taking my things without asking permission.

© Shell Education

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Teasing

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. Someone might annoy me if he or she ________________ ______________________________________________ ______________________________________________ . 2. A few things that bother my teacher are _______________ ______________________________________________ ______________________________________________ . 3. I might needle a friend into doing/playing ______________ ______________________________________________ ______________________________________________ . 4. Kids should not badger each other because ___________ ______________________________________________ ______________________________________________ . 5. A bad habit I have that may bug others is ______________ ______________________________________________ ______________________________________________ . 6. I have pestered my parents before when ______________ ______________________________________________ ______________________________________________ . 110

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Teasing

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

annoy bug

Word Bank badger needle

bother pester

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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Degree of Familiarity

Degree of Familiarity Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to familiarity, from strange to normal.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 113) • Ordering Words (page 114)

Vocabulary Ladders Word

Definition

weird

odd; not common

mysterious

hidden or secret

unusual

strange; not usual

ordinary

plain; happens frequently or is seen often

common

average or normal

familiar

something that has been seen often in the past

Ordering Words Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. It is (ordinary/common) to see Maria studying at the library each Thursday because she has a test every Friday.

• Sentence Clues (page 115)

2. Reena knew that the girl looked (familiar) and realized that they went to the same school.

• Sentence Stems (page 116)

3. I found (unusual/mysterious) footprints in the park and convinced my friend they belonged to Bigfoot.

• Write About It! (page 117)

Additional Words Introduce students to additional words such as traditional and miraculous as you work through the lesson.

4. When Omar got the flu, it started out with (weird/unusual) stomach pains and a fever.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Degree of Familiarity

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from strange to normal.

common familiar mysterious

© Shell Education

something that has been seen often in the past average or normal plain; happens frequently or is seen often

ordinary

strange; not usual

unusual

hidden or secret

weird

odd; not common

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Degree of Familiarity

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from strange to normal, on the ladder. Then, explain an important difference between two of the words.

common ordinary

Word Bank familiar unusual

mysterious weird

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Degree of Familiarity

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

common ordinary

Word Bank familiar unusual

mysterious weird

1. It is _______________________ to see Maria studying at the library each Thursday because she has a test every Friday. 2. Reena knew that the girl looked _______________________ and realized that they went to the same school. 3. I found _______________________ footprints in the park and convinced my friend they belonged to Bigfoot. 4. When Omar got the flu, it started out with _______________________ stomach pains and a fever.

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Degree of Familiarity

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Three things I have in common with my friend are _______ ______________________________________________ ______________________________________________ . 2. Zach said that the old house was mysterious because ______________________________________________ ______________________________________________ . 3. Some games I am familiar with are __________________ ______________________________________________ ______________________________________________ . 4. My ordinary Saturday schedule is to __________________ ______________________________________________ ______________________________________________ . 5. Something unusual that interests me is _______________ ______________________________________________ ______________________________________________ . 6. One weird talent I have is __________________________ ______________________________________________ ______________________________________________ . 116

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Degree of Familiarity

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

common ordinary

Word Bank familiar unusual

mysterious weird

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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Quality of Work

Quality of Work Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

atrocious

rotten or totally unacceptable

terrible

very bad, often scary; dreadful

poor

bad quality

Objective

satisfactory

good or fair

Students will analyze words related to quality of work, from bad to good.

superior

better than average; great

marvelous

excellent or best

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 119) • Ordering Words (page 120) • Sentence Clues (page 121) • Sentence Stems (page 122) • Write About It! (page 123)

1. The expiration date on the steaks from the grocery store had passed, so it was not surprising that they tasted (terrible/atrocious). 2. Because I rushed to complete the project the night before it was due, I got a (poor) grade. 3. I would definitely go back to that restaurant again because the service was (marvelous/superior). 4. I was not able to get all the stains out, but the uniform looked okay, or (satisfactory), after it was washed.

Sentence Stems

Additional Words Introduce students to additional words such as premium, fabulous, and fantastic as you work through the lesson.

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Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Quality of Work

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from bad quality to good quality.

atrocious marvelous

bad quality

poor

good or fair

satisfactory superior terrible

© Shell Education

excellent or best

better than average; great very bad, often scary; dreadful rotten or totally unacceptable

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Quality of Work

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from bad quality to good quality, on the ladder. Then, explain an important difference between two of the words.

atrocious satisfactory

Word Bank marvelous superior

poor terrible

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Quality of Work

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

atrocious satisfactory

Word Bank marvelous superior

poor terrible

1. The expiration date on the steaks from the grocery store had passed, so it was not surprising that they tasted _______________________. 2. Because I rushed to complete the project the night before it was due, I got a _______________________ grade. 3. I would definitely go back to that restaurant again because the service was _______________________. 4. I was not able to get all the stains out, but the uniform looked okay, or _______________________, after it was washed.

© Shell Education

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Quality of Work

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. In my opinion, a few superior foods are _______________ ______________________________________________ ______________________________________________ . 2. Coach said we played a terrible game because _________ ______________________________________________ ______________________________________________ . 3. A couple of marvelous books for fun reading are ________ ______________________________________________ ______________________________________________ . 4. I can remember that I did a poor job when _____________ ______________________________________________ ______________________________________________ . 5. One atrocious place I saw was so dirty because ________ ______________________________________________ ______________________________________________ . 6. To me, a satisfactory job of cleaning my room would include ______________________________________________ ______________________________________________ . 122

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Quality of Work

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

atrocious satisfactory

Word Bank marvelous superior

poor terrible

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

© Shell Education

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Handling an Object

Handling an Object Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to handling an object, from gently to violently.

Vocabulary Ladders Word

Definition

delicately

to touch softly or lightly

tenderly

to touch or treat in a caring way

carefully

to handle in the correct way and use cautiously

carelessly

to treat irresponsibly, without concern

roughly

to handle too strongly or without care

brutally

to treat violently or in a harmful way

Ordering Words

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 125) • Ordering Words (page 126) • Sentence Clues (page 127) • Sentence Stems (page 128) • Write About It! (page 129)

Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. My mother (tenderly/delicately) kissed me on the forehead to comfort me. 2. The owner was arrested for treating animals (roughly/brutally). 3. Each night, Tanner (carefully) brushes his teeth to avoid getting cavities. 4. I was acting (carelessly) when I dropped the cell phone on the ground.

Sentence Stems

Additional Words Introduce students to additional words such as gingerly and negligently as you work through the lesson.

124

Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

#51302—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Handling an Object

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from handling something gently to violently.

brutally carefully

© Shell Education

to treat violently or in a harmful way to handle too strongly or without care

carelessly

to treat irresponsibly, without concern

delicately

to handle in the correct way and use cautiously

roughly

to touch or treat in a caring way

tenderly

to touch softly or lightly

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125

Handling an Object

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from handling something gently to violently, on the ladder. Then, explain an important difference between two of the words.

brutally delicately

Word Bank carefully roughly

carelessly tenderly

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Handling an Object

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

brutally delicately

Word Bank carefully roughly

carelessly tenderly

1. My mother _______________________ kissed me on the forehead to comfort me. 2. The owner was arrested for treating animals _______________________. 3. Each night, Tanner _____________________ brushes his teeth to avoid getting cavities. 4. I was acting _______________________ when I dropped the cell phone on the ground.

© Shell Education

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Handling an Object

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. Thomas treated his little brother roughly when __________ ______________________________________________ ______________________________________________ . 2. Someone has treated me tenderly when ______________ ______________________________________________ ______________________________________________ . 3. Two animals that might fight brutally are _______________ ______________________________________________ ______________________________________________ . 4. Three things that must be handled delicately are ________ ______________________________________________ ______________________________________________ . 5. One thing I’ve broken when I acted carelessly was ______________________________________________ ______________________________________________ . 6. A few of my possessions that I must treat carefully are ______________________________________________ ______________________________________________ . 128

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Handling an Object

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

brutally delicately

Word Bank carefully roughly

carelessly tenderly

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Health

Health Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Objective Students will analyze words related to health, from poor to good.

Vocabulary Ladders Word

Definition

ailing

weak or fragile, usually for longer periods of time

sick

feeling bad or ill, usually temporary

recovering

to heal or have improving health

well

not having sickness or disease

healthy

active and strong

fit

in great shape, very healthy

Ordering Words

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 131) • Ordering Words (page 132) • Sentence Clues (page 133) • Sentence Stems (page 134) • Write About It! (page 135)

Additional Words Introduce students to additional words such as diseased, frail, and infirm as you work through the lesson.

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Check that students can explain why the words are ordered the way they are.

Sentence Clues 1. Swimming, running, and biking are activities that can keep you (healthy/fit). 2. I got the flu last week, but now I’m starting to feel much better, so I am (recovering). 3. Mario left school early because he didn’t feel (well). 4. Matilda’s grandmother is (ailing). She has felt poorly for a while.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Health

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from poor to good health.

ailing fit healthy recovering

© Shell Education

in great shape, very healthy weak or fragile, usually for longer periods of time not having sickness or disease active and strong

sick

feeling bad or ill, usually temporary

well

to heal or have improving health

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Health

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from poor health to good health, on the ladder. Then, explain an important difference between two of the words.

ailing recovering

Word Bank fit sick

healthy well

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Health

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence.

ailing recovering

Word Bank fit sick

healthy well

1. Swimming, running, and biking are activities that can keep you _______________________. 2. I got the flu last week, but now I’m starting to feel much better, so I am _______________________. 3. Mario left school early because he didn’t feel ______________________. 4. Matilda’s grandmother is _______________________. She has felt poorly for a while.

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Health

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. When I don’t feel well, I want to _____________________ ______________________________________________ ______________________________________________ . 2. Two nice things to do for an ailing person are __________ ______________________________________________ ______________________________________________ . 3. A few things I do to stay fit are ______________________ ______________________________________________ ______________________________________________ . 4. I think being sick is ________________________ because ______________________________________________ ______________________________________________ . 5. Something a person recovering at the hospital might like is ______________________________________________ ______________________________________________ . 6. Mom says that to stay healthy, we should ______________ ______________________________________________ ______________________________________________ . 134

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Health

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

ailing recovering

Word Bank fit sick

healthy well

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Similarities

Similarities Answer Key Teacher Note For detailed instructions on how to implement the components of this lesson, see pages 15–19.

Vocabulary Ladders Word

Definition

opposite

the reverse of; completely unalike

different

unequal; not at all alike

unalike

not the same

Objective

resemble

slightly alike

Students will analyze words related to similarities, from not alike to exactly alike.

similar

alike, nearly matching

identical

an exact match

Ordering Words

Materials

Check that students can explain why the words are ordered the way they are.

• Vocabulary Ladders template (page 142)

Sentence Clues

• Activity Cards (page 137)

1. Janet and Tina bought two (similar/identical) red shirts to wear in the play so they would match.

• Ordering Words (page 138)

2. My best friend and I enjoy (different/opposite) traditions because we are from different backgrounds.

• Sentence Clues (page 139) • Sentence Stems (page 140) • Write About It! (page 141)

Additional Words Introduce students to additional words such as exact and duplicate as you work through the lesson.

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3. When Gina was frightened, her face turned white, (resembling) a ghost. 4. Joseph and his brother look (unalike/different) because they don’t have the same hair or eye color.

Sentence Stems Check that student responses reflect the meaning of the underlined word in each sentence frame.

Write About It! Check that responses include the new vocabulary terms used in the correct way.

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Similarities

Name: ___________________________________________  Date: __________________

Activity Cards Directions: Cut apart and match the words and definitions below. Then, glue them onto the Vocabulary Ladders activity sheet in order, from no similarity to exactly alike.

© Shell Education

different

an exact match

identical

alike, nearly matching

opposite

slightly alike

resemble

not the same

similar

unequal; not at all alike

unalike

the reverse of; completely unalike

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Similarities

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from no similarity to exactly alike, on the ladder. Then, explain an important difference between two of the words.

different resemble

Word Bank identical similar

opposite unalike

Comparing Words Choose two words. Word 1: __________________ Word 2: __________________ One difference between these words is: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Similarities

Name: ___________________________________________  Date: __________________

Sentence Clues Directions: Choose the best word from the Word Bank to complete each sentence. Note: You may need to add or change the ending of a word to make it fit the sentence.

different resemble

Word Bank identical similar

opposite unalike

1. Janet and Tina bought two __________________ red shirts to wear in the play so they would match. 2. My best friend and I enjoy __________________ traditions because we are from different backgrounds. 3. When Gina was frightened, her face turned white, __________________ a ghost. 4. Joseph and his brother look __________________ because they don’t have the same hair or eye color.

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Similarities

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement. 1. One way in which I am similar to someone in my family is ______________________________________________ ______________________________________________ . 2. Dad says that my brother and I are opposites because ______________________________________________ ______________________________________________ . 3. Cats and dogs are unalike because __________________ ______________________________________________ ______________________________________________ . 4. Two ways I am different from my best friend are _________ ______________________________________________ ______________________________________________ . 5. I have a smile resembling __________________________ ______________________________________________ ______________________________________________ . 6. Larry and Terry are identical twins. That means they ______________________________________________ ______________________________________________ . 140

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Similarities

Name: ___________________________________________  Date: __________________

Write About It! Directions: Read the prompt. Then, write a response. Underline the new vocabulary you use in your response.

different resemble

Word Bank identical similar

opposite unalike

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Appendix A

Name: ___________________________________________  Date: __________________

Vocabulary Ladders Directions: Match the cut out words and definitions. Then, glue them in the correct order on the ladders. Words

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Definitions

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Appendix B

References Cited Anderson, Richard. C., and Peter Freebody. 1981. “Vocabulary Knowledge.” In Comprehension and Teaching: Research Reviews, edited by John T. Guthrie, 77–117. Newark, DE: International Reading Association. ———. 1983. “Reading Comprehension and the Assessment and Acquisition of Word Knowledge.” In Advances in Reading/Language Research, edited by Barbara A. Hutson, 231–256. Greenwich, CT: JAI Press. Becker, Wesley C. 1977. "Teaching Reading and Language to the Disadvantaged: What We Have Learned from Field Research." Harvard Educational Review 47: 518–543. Brabham, Edna, Connie Bukist, Coman Henderson, Timon Paleologos, and Nikki Baugh. 2012. "Flooding Vocabulary Gaps to Accelerate Word Learning." The Reading Teacher 65: 523–533. Davis, Frederick. 1944. “Fundamental Factors in Reading Comprehension.” Psychometrika 9: 185–197. Nagy, William. 1988. “Teaching Vocabulary to Improve Teading Comprehension.” Newark, DE: International Reading Association. National Reading Panel. 2000. "Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of Scientific Research Literature on Reading and Its Implications for Instruction: Report of the Subgroups." Washington, DC: US Department of Health and Human Services. Rasinski, Timothy and Jerry Zutell. 2010. Essential Strategies for Word Study: Effective Methods for Improving Decoding, Spelling, and Vocabulary. New York: Scholastic. Stahl, Steve. 1986. “Three Principles of Effective Vocabulary Instruction.” Journal of Reading 29: 662–668.

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Appendix C

Digital Resources Accessing the Digital Resources The Digital Resources can be downloaded by following these steps:

1. Go to www.tcmpub.com/digital



2. Use the ISBN number to redeem the Digital Resources. ISBN



3. Respond to the question using the book.



4. Follow the prompts on the Content Cloud website to sign in or create a new account.



5. The redeemed content will now be on your My Content screen. Click on the product to look through the Digital Resources. All files can be downloaded, while some files can also be previewed, opened, and shared.

Contents of the Digital Resources n Standards Chart n Vocabuary Ladders n Additional Lessons n Activity Cards Template n WORDO

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