Vocabulary Ladders: Understanding Word Nuances [1 ed.] 9781425896188, 9781425813048

Citation preview

5 Level

5 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 978-1-4258-1304-8

© 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 Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Bravery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Range of Emotions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40



Material Texture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Strength . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Neatness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Using “Said” to Show or Express Emotion . . . . . . . . . . . . . . . . . . . . . 64



Showing Emotion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70



Piece of Something. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Movements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Freedom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Amount of Something. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

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Table of Contents

Level of Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100



Level of Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Self-Concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Level of Annoyance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118



Degree of Sanity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Socializing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Following the Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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. The activities 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 we know 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 but 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 but 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 10 to 15 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‑alouds. 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 shades 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.

Behavior

Behavior 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 behavior, from worst to best.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 23) • Ordering Words (page 24) • Sentence Clues (page 25)

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.

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Word

Definition

vile

very evil

crude

bad mannered or offensive in speech or behavior

unbearable

hard to be around or to endure

civil

respectful

polite

courteous and attentive

refined

very formal; elegant

hospitable

friendly, pleasant, and helpful

Ordering Words

A materials list identifies the components of the lesson.

Additional words that are associated with the theme are highlighted to further challenge students.

Vocabulary Ladders

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

Additional Words Introduce students to additional words such as courteous, sophisticated, nasty, bearable, tolerable, and evil 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. The hosts were very (hospitable) as they welcomed everyone to their party. 2. The (vile) super-villain kidnapped the hero off the street. 3. The (unbearable) scene of all the destroyed homes was difficult to view after the earthquake. 4. Everyone admired how the (refined) lady walked down the staircase in her beautiful evening gown. 5. Although Sylvia is not kind to me, my mother taught me to be (civil/polite) to all my classmates, so I always say, “hello” to her in the morning.

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.

Behavior

Name: __________________________________________

Date: _________________

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

Appendix A

civil

Vocabulary Ladders

very formal; elegant friendly, pleasant, and helpful

crude

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

Definitions

courteous and attentive

polite

respectful hard to be around or to endure

refined

bad mannered or offensive in speech or behavior

unbearable vile

very evil

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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.

Behavior

Name: __________________________________________

Date: _________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from worst to best, on the ladder. Then, explain why you put them in the order you chose.

civil refined

(cont.)

Word Bank crude hospitable unbearable vile

polite

Behavior

Explain why you ordered the words Name: __________________________________________ the way you did. You may use example sentences to help explain your thinking:

Date: _________________

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.

______________________________ 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.

______________________________ ______________________________ Word Bank civil______________________________ crude hospitable refined unbearable vile ______________________________

polite

______________________________ ______________________________ 1. The hosts were very ___________________ as they welcomed everyone ______________________________ to their party. ______________________________ 2. The ___________________ super-villain kidnapped the hero off the street. ______________________________ 3. The ___________________ scene of all the destroyed homes was difficult ______________________________ Behavior

to view after the earthquake.

Name: __________________________________________ Date: _________________ 4. Everyone admired how the ___________________ lady walked down the 24

Sentence Stems in her beautiful evening gown.

#51304—Vocabulary Ladders: Understanding Word Nuances staircase

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5. Although Sylvia is not kind to me, my mother taught me to be Directions: Complete each statement. ___________________ to all my classmates, so I always say, “hello” to her in the morning.

1. I need to act refined if I am going to Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences ________________________________________________________________ in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the _______________________________________________________________ . works best. missing word. Then, discuss why that word 2. The comments I heard the criminal make were so vile that

Behavior

________________________________________________________________ © Shell Education #51304—Vocabulary Ladders: Understanding Word Nuances Name: __________________________________________ Date: _________________ _______________________________________________________________ .

Write About It!

3. Two people who always hold me accountable for being polite are

Directions: Read the prompt. Then, write a response. Underline the new vocabulary ________________________________________________________________ words you use in your response. _______________________________________________________________ . 4. If someone talks to me in a crude way, it makes me feel ________________________________________________________________ _______________________________________________________________ .

civil polite

5. We canBank be hospitable to guests in our home by Word crude hospitable ________________________________________________________________ refined unbearable vile _______________________________________________________________ .

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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.

_________________________________________________________________ _________________________________________________________________ 26 #51304—Vocabulary Ladders: Understanding Word Nuances _________________________________________________________________

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

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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#51304—Vocabulary Ladders: Understanding Word Nuances

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Introduction

How to Use This Book

Appendix A

(cont.)

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

Definitions

Behavior

How to Implement the Lessons

__

__________

__________

__________

__

__________

Date: _____

rds Activity Ca

_____ Name: _____

onto glue them below. Then, definitions to best. words and from worst match the Cut out and sheet in order, Directions: rs activit y ulary Ladde the Vocab ; elegant very formal

civil

Vocabulary Ladders and Activity Cards

nt, friendly, pleasa helpful

crude hospitabl

e

polite

Objective

142

refined

respectful hard to be endure

around or

to

ive red or offens Understanding bad manne Word Nuances or behavior in speech

#51304—Vocabulary Ladders:

le unbearab vile

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

and

ve and attenti courteous

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very evil

: Understanding

s

Word Nuance

23

ary Ladders

#51304—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 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.

#51304—Vocabulary Ladders: Understanding Word Nuances

15

Introduction

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

(cont.)

Behavior

Name: ___ _________

_________

_________

Ordering Words Objective

civil refined

___

Date: ___ ___

_________

Words

Word Ban k crude hospitable unbearable vile

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

__

polite

Explain why the way you you ordered the words did. You example may use sen your thinking tences to help exp lain : _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___ _________ _________ _________ ___

Procedures

1. Distribute the Ordering Words activity sheet found on the third page of each lesson.

_________

Ordering

Directio ns: Write the best, on the ladder. words from the Word Ban Then, exp k in lain why you put themthe order you cho ose, in the ord er you cho from worst to se.

24

#51304—

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Understan

ding Word

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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 that 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 important differences in meanings between the words 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.

16

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Introduction

How to Use This Book

(cont.)

How to Implement the Lessons (cont.) Name: ____ ________

________

________

________

Sentence

Sentence Clues

Behavior

Date: ____

________

_____

Directions: Choose the Note: You best word may need to add or chanfrom the Word Ban k to complete ge the end each sent ing of a word ence. to make it fit the sent ence.

Objective

civil refined

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

Word Ban k crude hospitable unbearable vile

polite

1. The host s

were very ____________ _______ as to their part they welcome y. d everyone 2. The ____ ____________ ___ super-vill ain kidnappe d the hero 3. The ____ off the stree ____________ t. ___ scene of all the dest to view after royed hom the earthqua es was diffic ke. ult 4. Everyone

admired how the ________ ___________ staircase in her beautiful lady walked evening gow down the n.

5. Although Sylvia

is not kind to me, my mother taug ____________ ht me to be _______ to all my clas in the mor smates, so ning. I always say, “hello” to her

Procedures

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

Directions: Create a fi ll-in-the-blan paper for at k sentence least one of in the activ on a separate ity above as the words in this less sheet of on. Use the provides a examples. clue sentences Notice how missing word about which word a fits best. Hav part of the sentence . Then, disc e a partner uss why that fill in the word work s best. © Shell Educ ation #51304—Vo

cabulary Ladd

2.

______

Clues

ers: Understand

ing Word Nuan

ces

25

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. Remind students that they may have to change the ending of a word to make it fit the sentence. Common endings include -ed, -ing, and -ly. 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.

5. Give students opportunities to construct their own sentence clues by completing the Your Turn! activity. Remind them to follow the directions on the activity sheet. Then, allow for 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

#51304—Vocabulary Ladders: Understanding Word Nuances

17

Introduction

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

Behavio

r

Name: ___ ______

_________

Sentence Stems

Direction

s: Complet

_________

_________

______

Date: ___ _________ Sentenc _____ e Stems

e each stat ement

.

1. I nee d to

Objective

act refined if I am goin g to _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ 2. The com _________ ments I hea _________ rd the crim . inal mak _________ e were so _________ vile that _________ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ 3. Two people who _________ _________ always hold . me accoun _________ table for being poli _________ te are _________ _________ _________ _________ _________ ___ _________ _________ _______ _________ _________ 4. If som _________ eone talk s to me in _________ a crude . way, it mak _________ es me feel _________ _________ _________ _________ _________ _________ ___ _________ _________ _______ _________ _________ 5. We can _________ be hospita _________ ble to gue . sts in our home by _________ _________ _________ _________ _________ _________ _________ ___ _________ _________ _______ _________ _________ _________ _________ .

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. 26

#51304—

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2.

(cont.)

ry Ladders:

Understa

nding Word

Nuances

Have students identify the underlined word in 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. © Shell Educ ation

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.

18

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Introduction

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

(cont.)

Name: ___ ______

_________

_________

_________

______

Write Abo ut It!

Write About It!

Direction s: words you Read the prompt . The use in you r response. n, write a respon se.

Behavio

Date: ___ ___

r

_________

Underlin

__

e the new vocabulary

Objective civil polite

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

_________

Procedures

1. Distribute the Write About It! activity sheet found on the sixth page of each lesson.

2.

_________

_________

_________

_________

_________

_________

__

_________

_________

_________

__

_________

_________

_________

__

_________

_________

_________

__

__

_________

_________

_________

_________

_________

__

__

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

__

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

_________

vile

_________

_________

_________

_________

_________

_________ _________ _________

_________

_________

_________

_________

_________

hospitable unbearable

_________

_________ _________ _________

Word Ban k

crude refined

__

_________

_________

__

_________

__

© Shell Educ ation

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

3. Have students read the prompt independently.

#51304—

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ry Ladders:

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27

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.

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

19

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.

20

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Introduction

Correlation to the Standards

(cont.)

Standards Chart Common Core State Standards

Lessons

Language.5.4.a—Use context (e.g., cause/ effect relationships and comparisons in text) as a clue to the meaning of a word or phrase

All Lessons

Language.5.5—Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

All Lessons

Language.5.5.c—Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words

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

#51304—Vocabulary Ladders: Understanding Word Nuances

21

Behavior

Behavior 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 behavior, from worst to best.

Vocabulary Ladders Word

Definition

vile

very evil

crude

bad mannered or offensive in speech or behavior

unbearable

hard to be around or to endure

civil

respectful and with good manners

polite

courteous and attentive

refined

very formal; elegant

hospitable

friendly, pleasant, and helpful

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) • Ordering Words (page 24) • Sentence Clues (page 25) • Sentence Stems (page 26) • Write About It! (page 27)

Additional Words Introduce students to additional words such as courteous, sophisticated, nasty, bearable, tolerable, and evil as you work through the lesson.

22

1. The hosts were very (hospitable) as they welcomed everyone to their party. 2. The (vile) super-villain kidnapped the hero off the street. 3. The (unbearable) scene of all the destroyed homes was difficult to view after the earthquake. 4. Everyone admired how the (refined) lady walked down the staircase in her beautiful evening gown. 5. Although Sylvia is not kind to me, my mother taught me to be (civil/polite) to all my classmates, so I always say, “hello” to her.

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.

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Behavior

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 worst to best.

civil crude

friendly, pleasant, and helpful

hospitable

courteous and attentive

polite

respectful and with good manners

refined unbearable vile

© Shell Education

very formal; elegant

hard to be around or to endure bad mannered or offensive in speech or behavior very evil

#51304—Vocabulary Ladders: Understanding Word Nuances

23

Behavior

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from worst to best, on the ladder. Then, explain why you put them in the order you chose.

civil refined

Word Bank crude hospitable unbearable vile

polite

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Behavior

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.

civil refined

Word Bank crude hospitable unbearable vile

polite

1. The hosts were very ______________________ as they welcomed everyone to their party. 2. The ___________________ super-villain kidnapped the hero off the street. 3. The _____________________ scene of all the destroyed homes was difficult to view after the earthquake. 4. Everyone admired how the _____________________ lady walked down the staircase in her beautiful evening gown. 5. Although Sylvia is not kind to me, my mother taught me to be ___________________ to all my classmates, so I always say, “hello” to her.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

25

Behavior

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. I need to act refined if I am going to ______________________________ _________________________________________________________________ ________________________________________________________________ . 2. The comments I heard the criminal make were so vile that _____________ _________________________________________________________________ ________________________________________________________________ . 3. Two people who always hold me accountable for being polite are _________________________________________________________________ ________________________________________________________________ . 4. If someone talks to me in a crude way, it makes me feel _______________ _________________________________________________________________ ________________________________________________________________ . 5. We can be hospitable to guests in our home by _____________________ _________________________________________________________________ ________________________________________________________________ .

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#51304—Vocabulary Ladders: Understanding Word Nuances

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Behavior

Name: ___________________________________________  Date: __________________

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

civil polite

Word Bank crude hospitable refined unbearable

vile

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

27

Bravery

Bravery 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 bravery, from afraid to brave.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 29) • Ordering Words (page 30) • Sentence Clues (page 31) • Sentence Stems (page 32) • Write About It! (page 33)

Additional Words Introduce students to additional words such as scared, timid, fearless, and brave as you work through the lesson.

28

Vocabulary Ladders Word

Definition

terrified

greatly frightened or filled with terror

fearful

afraid of a situation

alarmed

surprised and/or frightened by something

apprehensive

worried or slightly afraid

bold

unafraid of danger; adventurous

courageous

showing bravery in the face of fear or danger

heroic

showing exceptional bravery, courage, or determination

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

Sentence Clues 1. Although he was prepared, Mr. Smith still felt a bit (apprehensive/fearful) about giving the speech in front of so many people. 2. Joey became (alarmed/fearful) when his favorite aunt arrived unexpectedly and looked very worried. 3. The (bold/courageous) girl defended her friend against the class bully. 4. Walking into the haunted house, I felt (terrified/fearful) immediately after the door closed behind me. 5. Junior was (heroic) when he saved the baby kittens that were in the middle of the street.

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.

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Bravery

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 afraid to brave.

alarmed apprehensive bold courageous

showing bravery in the face of fear or danger unafraid of danger; adventurous worried or slightly afraid

fearful

surprised and/or frightened by something

heroic

afraid of a situation

terrified

© Shell Education

showing exceptional bravery, courage, or determination

greatly frightened or filled with terror

#51304—Vocabulary Ladders: Understanding Word Nuances

29

Bravery

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from afraid to brave, on the ladder. Then, explain why you put them in the order you chose.

alarmed fearful

Word Bank apprehensive bold heroic terrified

courageous

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

30

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Bravery

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.

alarmed fearful

Word Bank apprehensive bold heroic terrified

courageous

1. Although he was prepared, Mr. Smith still felt a bit ____________________ about giving the speech in front of so many people. 2. Joey became ______________________ when his favorite aunt arrived unexpectedly and looked very worried. 3. The __________________ girl defended her friend against the class bully. 4. Walking into the haunted house, I felt _____________________ immediately after the door closed behind me. 5. Junior was ______________________ when he saved the baby kittens that were in the middle of the street.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

31

Bravery

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. The bold firefighters made a decision to ___________________________ _________________________________________________________________ ________________________________________________________________ . 2. I am the most apprehensive when I’m at school when ________________ _________________________________________________________________ ________________________________________________________________ . 3. I feel courageous when I _______________________________________ _________________________________________________________________ ________________________________________________________________ . 4. Because of his heroic actions, the soldier __________________________ _________________________________________________________________ ________________________________________________________________ . 5. I would be alarmed if I opened my front door and saw ________________ _________________________________________________________________ ________________________________________________________________ .

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#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Bravery

Name: ___________________________________________  Date: __________________

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

alarmed fearful

Word Bank apprehensive bold heroic terrified

courageous

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

33

Intelligence

Intelligence 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 intelligence, from less intelligent to more intelligent.

Vocabulary Ladders Word

Definition

dense

slow to understand, not intelligent

clueless

unaware and often helpless

simpleminded

unsophisticated and slow to think, innocent in action

sharp

smart, quick thinking

wise

smart and knowledgeable, often because of experience

gifted

having extra intelligence and talent in one or more areas

ingenious

very clever; creative

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 35)

Sentence Clues

• Ordering Words (page 36)

1. The students’ abilities to invent machines that could do their chores showed what (gifted/ingenious/sharp) minds they had.

• Sentence Clues (page 37)

2. The girls were (simpleminded) when they discussed silly, incorrect ways to complete the science experiment.

• Sentence Stems (page 38)

3. George showed that he had a(n) (gifted/ingenious/sharp) mind when he quickly figured out a solution to his problem.

• Write About It! (page 39)

4. During math class, Bill was (dense/clueless) as he stared off into space every time the teacher asked him a question he didn’t know.

Additional Words Introduce students to additional words such as expert, shrewd, ignorant, and goofy as you work through the lesson.

5. The group of young men eagerly listened as the elderly, (wise) gentleman gave them practical advice about life.

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.

34

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Intelligence

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 intelligent to more intelligent.

clueless dense

having extra intelligence and talent in one or more areas

gifted

smart and knowledgeable, often because of experience

ingenious sharp simpleminded wise

© Shell Education

very clever; creative

smart, quick thinking unsophisticated and slow to think, innocent in action unaware and often helpless slow to understand, not intelligent

#51304—Vocabulary Ladders: Understanding Word Nuances

35

Intelligence

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from unintelligent to smart, on the ladder. Then, explain why you put them in the order you chose.

Word Bank clueless sharp

dense simpleminded

gifted wise

ingenious

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

36

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Intelligence

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.

Word Bank clueless sharp

dense simpleminded

gifted wise

ingenious

1. The students’ abilities to invent machines that could do their chores showed what ______________________ minds they had. 2. The girls were ______________________ when they discussed silly, incorrect ways to complete the science experiment. 3. George showed that he had a(n) ______________________ mind when he quickly figured out a solution to his problem. 4. During math class, Bill was ______________________ as he stared off into space every time the teacher asked him a question he didn’t know. 5. The group of young men eagerly listened as the elderly, ___________________ gentleman gave them practical advice about life.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

37

Intelligence

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. I wish I were gifted in the area of _________________________________ _________________________________________________________________ ________________________________________________________________ . 2. Although I am good at a lot of things, I feel clueless when it comes to _________________________________________________________________ ________________________________________________________________ . 3. Some qualities a wise person often possesses are ___________________ _________________________________________________________________ ________________________________________________________________ . 4. People who are really sharp will have an easier life because ___________ _________________________________________________________________ ________________________________________________________________ . 5. An ingenious invention I would like to create is ______________________ _________________________________________________________________ ________________________________________________________________ .

38

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Intelligence

Name: ___________________________________________  Date: __________________

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

Word Bank clueless ingenious

dense sharp

gifted simpleminded

wise

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

© Shell Education

#51304—Vocabulary Ladders: Understanding Word Nuances

39

Range of Emotions

Range of Emotions 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 range of emotions, from sadder to happier.

Vocabulary Ladders Word

Definition

heartbroken

very sad about a certain event

gloomy

in an unhappy, dark mood

melancholy

in a somewhat sad and thinking state

content

just happy enough to be satisfied

delighted

feeling a great amount of pleasure and warmth

gleeful

showing enjoyment or having a good/fun time

elated

very excited and happy, in an overjoyed mood

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 41)

1. Although the assignment wasn’t perfect, Alex was (content) enough with the work he had done for now, and he went to bed.

• 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 upset, glum, satisfied, overjoyed, depressed, and joyous as you work through the lesson.

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2. The kindergartners were (heartbroken) when the field trip they had waited all year for was cancelled, and many started to cry. 3. Jessica was so (elated/delighted) when she found out she got the job she applied for that she screamed with joy. 4. Katie’s mood was (gloomy/melancholy) after she found out she hadn’t made the tennis team. 5. The crowd at the baseball game was (delighted/gleeful) when their team scored two runs in the ninth inning to win the game.

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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Range of Emotions

Name: ___________________________________________  Date: __________________

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

content delighted

© Shell Education

very excited and happy, in an overjoyed mood showing enjoyment or having a good/fun time

elated

feeling a great amount of pleasure and warmth

gleeful

just happy enough to be satisfied

gloomy

in a somewhat sad and thinking state

heartbroken

in an unhappy, dark mood

melancholy

very sad about a certain event

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Range of Emotions

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from sadder to happier, on the ladder. Then, explain why you put them in the order you chose.

content gloomy

Word Bank delighted elated heartbroken melancholy

gleeful

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Range of Emotions

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.

content gloomy

Word Bank delighted elated heartbroken melancholy

gleeful

1. Although the assignment wasn’t perfect, Alex was ___________________ enough with the work he had done for now, and he went to bed. 2. The kindergartners were ______________________ when the field trip they had waited all year for was cancelled, and many started to cry. 3. Jessica was so _______________________ when she found out she got the job she applied for that she screamed with joy. 4. Katie’s mood was ______________________ after she found out she hadn’t made the tennis team. 5. The crowd at the baseball game was ______________________ when their team scored two runs in the ninth inning to win the game.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Range of Emotions

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. My sister was elated when she found out that _______________________ _________________________________________________________________ ________________________________________________________________ . 2. I would be heartbroken if _______________________________________ _________________________________________________________________ ________________________________________________________________ . 3. I would describe weather that puts me in a gloomy mood as _________________________________________________________________ ________________________________________________________________ . 4. Being around _________________________ makes me feel gleeful because _________________________________________________________________ ________________________________________________________________ . 5. I am content with watching shows that aren't my favorite because ___________________________________________________________ __________________________________________________________ .

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Range of Emotions

Name: ___________________________________________  Date: __________________

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

content gleeful

Word Bank delighted elated gloomy heartbroken

melancholy

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Material Texture

Material Texture 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 material texture, from rougher to smoother.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 47) • Ordering Words (page 48) • Sentence Clues (page 49)

Vocabulary Ladders Word

Definition

coarse

a very rough, uneven texture

scratchy

feeling rough and gritty

bumpy

uneven surfaces with many ups and downs

fuzzy

a soft and fluffy texture

sleek

smooth, trim, and even-looking

satiny

glossy and smooth, often looks soft

silky

very soft and smooth material, often considered fancy

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

Sentence Clues 1. The (coarse) sandpaper helped us to take the rough wood and make it smooth. 2. My new shirt was so (scratchy/bumpy) that I couldn’t sit still while wearing it. 3. Dana’s (satiny/silky) dress shined and caught the attention of everyone in the crowd as she walked into the room.

• Sentence Stems (page 50)

4. The (sleek) material was the perfect surface for the children to use to slide down the hill after they got it wet.

• Write About It! (page 51)

5. The baby loved fluffy blankets, and this one felt warm and (fuzzy) next to her cheek.

Sentence Stems

Additional Words Introduce students to additional words such as irregular, uneven, rugged, polished, and smooth 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.

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Material Texture

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 rougher to smoother.

bumpy

very soft and smooth material, often considered fancy

coarse

glossy and smooth, often looks soft

fuzzy

smooth, trim, and even‑looking

satiny

a soft and fluffy texture

scratchy

© Shell Education

uneven surfaces with many ups and downs

silky

feeling rough and gritty

sleek

a very rough, uneven texture

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Material Texture

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from rougher to smoother, on the ladder. Then, explain why you put them in the order you chose.

Word Bank bumpy scratchy

coarse silky

fuzzy sleek

satiny

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Material Texture

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.

Word Bank bumpy scratchy

coarse silky

fuzzy sleek

satiny

1. The _____________________ sandpaper helped us to take the rough wood and make it smooth. 2. My new shirt was so _____________________ that I couldn’t sit still while wearing it. 3. Dana’s _____________________ dress shined and caught the attention of everyone in the crowd as she walked into the room. 4. The _____________________ material was the perfect surface for the children to use to slide down the hill after they got it wet. 5. The baby loved fluffy blankets, and this one felt warm and _____________________ next to her cheek.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Material Texture

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. I love the new sleek slide in the playground because _________________ _________________________________________________________________ ________________________________________________________________ . 2. A fuzzy blanket can make me feel ________________________________ _________________________________________________________________ ________________________________________________________________ . 3. A person I’m likely to see wearing a silky blouse is ___________________ _________________________________________________________________ ________________________________________________________________ . 4. Something that might cause my skin to be bumpy is __________________ _________________________________________________________________ ________________________________________________________________ . 5. The wood was so coarse that ___________________________________ _________________________________________________________________ ________________________________________________________________ .

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Material Texture

Name: ___________________________________________  Date: __________________

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

Word Bank bumpy satiny

coarse scratchy

fuzzy silky

sleek

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Strength

Strength Answer Key Teacher Note

Word

Definition

decrepit

very worn out, often weakened by old age

feeble

lacking strength or health throughout the body

frail

unhealthy, weak and tired, sometimes fragile

Objective

healthy

in good strength because the body is in good shape

Students will analyze words related to strength, from weaker to stronger.

hardy

strong, long lasting, and able to stand up to extreme conditions

mighty

having a great deal of strength or force

powerful

very strong and sometimes aggressive

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

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 53)

Sentence Clues

• 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 unbreakable, athletic, sturdy, and fragile as you work through the lesson.

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Vocabulary Ladders

1. Someone with a very (healthy) body would be able to run four miles. 2. Although Alaska was freezing cold, the man’s (hardy) body helped him survive the blizzard. 3. The (feeble/frail) old lady could barely make it to her car as she slowly walked across the parking lot with her cane. 4. The (mighty/powerful) man wrestled the large alligator and won. 5. When he turned 95, the ailing old man looked (decrepit/feeble/frail).

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.

#51304—Vocabulary Ladders: Understanding Word Nuances

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Strength

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 weaker to stronger.

decrepit feeble frail

having a great deal of strength or force strong, long lasting, and able to stand up to extreme conditions

hardy

in good strength because the body is in good shape

healthy

unhealthy, weak and tired, sometimes fragile

mighty

lacking strength or health throughout the body

powerful

© Shell Education

very strong and sometimes aggressive

very worn out, often weakened by old age

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Strength

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from weaker to stronger, on the ladder. Then, explain why you put them in the order you chose.

Word Bank decrepit healthy

feeble mighty

frail powerful

hardy

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Strength

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.

Word Bank decrepit healthy

feeble mighty

frail powerful

hardy

1. Someone with a very ______________________ body would be able to run four miles. 2. Although Alaska was freezing cold, the man’s _____________________ body helped him survive the blizzard. 3. The _____________________ old lady could barely make it to her car as she slowly walked across the parking lot with her cane. 4. The _____________________ man wrestled the large alligator and won. 5. When he turned 95, the ailing old man looked _____________________.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Strength

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. A hardy person should be able to ________________________________ _________________________________________________________________ ________________________________________________________________ . 2. I’ve felt feeble once when ______________________________________ _________________________________________________________________ ________________________________________________________________ . 3. Some activities I do to keep myself healthy are ______________________ _________________________________________________________________ ________________________________________________________________ . 4. The most powerful person I know is __________________________ because _________________________________________________________________ ________________________________________________________________ . 5. A frail person might be cheered up if ______________________________ _________________________________________________________________ ________________________________________________________________ .

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Strength

Name: ___________________________________________  Date: __________________

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

Word Bank decrepit hardy

feeble healthy

frail mighty

powerful

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Neatness

Neatness 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 neatness, from messier to neater.

Vocabulary Ladders Word

Definition

chaotic

totally confusing, messy and disorganized, no order

unkempt

not kept as clean or tidy as it should be but livable

cluttered

many objects scattered all over the place

trim

neat and tidy

shipshape

in good condition, all is in order

spic-and-span

very clean and orderly, well-kept

immaculate

perfectly clean, not a speck of dust

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 59)

Sentence Clues

• Ordering Words (page 60) • Sentence Clues (page 61) • Sentence Stems (page 62) • Write About It! (page 63)

Additional Words Introduce students to additional words such as dusty, disorganized, sloppy, slovenly, organized, orderly, and tidy as you work through the lesson.

1. Heather’s mom is always cleaning, so it was no surprise that her house is (immaculate) with not a piece of dust anywhere to be found. 2. The fairgrounds felt (chaotic) with loud noises, strange smells, large crowds, flashing lights, and bits of trash strewn everywhere. 3. Caleb decided to clean his room and organize things until it all looked (shipshape/spic-and-span), so that his parents might decide to shorten his punishment. 4. After dinner, Michael was forced to clean up his (cluttered/unkempt) bedroom before his guests arrived. 5. The soldier looked (trim) with his short hair, shaven face, shiny shoes, and neatly ironed uniform.

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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Neatness

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 messier to neater.

perfectly clean, not a speck of dust

chaotic

very clean and orderly, well-kept

cluttered

in good condition, all is in order

immaculate shipshape

© Shell Education

neat and tidy

spic-and-span

many objects scattered all over the place

trim

not kept as clean or tidy as it should be but livable

unkempt

totally confusing, messy and disorganized, no order

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Neatness

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from messier to neater, on the ladder. Then, explain why you put them in the order you chose.

chaotic spic-and-span

Word Bank cluttered immaculate trim unkempt

shipshape

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Neatness

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.

chaotic spic-and-span

Word Bank cluttered immaculate trim unkempt

shipshape

1. Heather’s mom is always cleaning, so it was no surprise that her house is _____________________ with not a piece of dust anywhere to be found. 2. The fairgrounds felt _____________________ with loud noises, strange smells, large crowds, flashing lights, and bits of trash strewn everywhere. 3. Caleb decided to clean his room and organize things until it all looked _________________________, so that his parents might decide to shorten his punishment. 4. After dinner, Michael was forced to clean up his _____________________ bedroom before his guests arrived. 5. The soldier looked _____________________ with his short hair, shaven face, shiny shoes, and neatly ironed uniform.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Neatness

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. One place that I like to keep immaculate is ____________________ because _________________________________________________________________ ________________________________________________________________ . 2. A few places that feel cluttered to me are __________________________ _________________________________________________________________ ________________________________________________________________ . 3. Cleaning the kitchen until it is spic-and-span might include ____________ _________________________________________________________________ ________________________________________________________________ . 4. If I was trying to look trim, I would ________________________________ _________________________________________________________________ ________________________________________________________________ . 5. A desk that looks shipshape has _________________________________ _________________________________________________________________ ________________________________________________________________ .

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Neatness

Name: ___________________________________________  Date: __________________

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

chaotic shipshape

Word Bank cluttered immaculate spic-and-span trim

unkempt

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Using “Said” to Show or Express Emotion

Using “Said” to Show or Express Emotion 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 using “said” to show emotion, from less happy to more happy.

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

Vocabulary Ladders Word

Definition

stormed

spoke in a very upset and loud manner with an outburst of emotion

ranted

talked or shouted angrily, often over and over

fumed

spoke with irritation and/or anger

soothed

calmed down and tried to pacify

chirped

talked cheerfully and politely

cheered

praised and encouraged

raved

gave a lot of praise; very excited and happy

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

Sentence Clues 1. “I will never shop here again,” the customer (stormed/fumed) after receiving such poor service from the clerk.

• Ordering Words (page 66)

2. The baby’s mother (soothed) the infant by rocking her in the rocking chair until she fell asleep.

• Sentence Clues (page 67)

3. Javier’s mom and dad (cheered) when they found out he was going to be top of his class when he graduated from high school.

• Sentence Stems (page 68) • Write About It! (page 69)

4. “My players are so hardworking and dedicated,” the coach (raved) while giving a speech at the state championships. 5. “Good morning!” the cheerful receptionist (chirped).

Sentence Stems

Additional Words Introduce students to additional words such as complained, piped, raved, yelled, and confronted 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.

#51304—Vocabulary Ladders: Understanding Word Nuances

© Shell Education

Using “Said” to Show or Express 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 less happy to more happy.

© Shell Education

cheered

gave a lot of praise; very excited and happy

chirped

praised and encouraged

fumed

talked cheerfully and politely

ranted

calmed down and tried to pacify

raved

talked or shouted angrily, often over and over

soothed

spoke with irritation and/or anger

stormed

spoke in a very upset and loud manner with an outburst of emotion

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Using “Said” to Show or Express Emotion

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from less happy to more happy, on the ladder. Then, explain why you put them in the order you chose.

Word Bank cheered raved

chirped soothed

fumed stormed

ranted

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Using “Said” to Show or Express Emotion

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.

Word Bank cheered raved

chirped soothed

fumed stormed

ranted

1. “I will never shop here again,” the customer _____________________ after receiving such poor service from the clerk. 2. The baby’s mother _____________________ the infant by rocking her in the rocking chair until she fell asleep. 3. Javier’s mom and dad _____________________ when they found out he was going to be top of his class when he graduated from high school. 4. “My players are so hard working and dedicated,” the coach ___________________ while giving a speech at the state championships. 5. “Good morning!” the cheerful receptionist _____________________.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Using “Said” to Show or Express Emotion

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. A greeting I might chirp to a new student is _________________________ _________________________________________________________________ ________________________________________________________________ . 2. Dad ranted at me because _____________________________________ _________________________________________________________________ ________________________________________________________________ . 3. Once, I soothed my best friend after ______________________________ _________________________________________________________________ ________________________________________________________________ . 4. The angry general stormed at his soldiers because __________________ _________________________________________________________________ ________________________________________________________________ . 5. Mom fumed at the clerk because ________________________________ _________________________________________________________________ ________________________________________________________________ .

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Using “Said” to Show or Express Emotion

Name: ___________________________________________  Date: __________________

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

Word Bank cheered ranted

chirped raved

fumed soothed

stormed

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Showing Emotion

Showing Emotion 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 showing emotions, from crying to laughing.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 71)

Vocabulary Ladders Word

Definition

wailed

cried mournfully with deep sadness

bawled

cried hard and uncontrollably

whimpered

cried softly in fear or sadness

giggled

quietly laughed, sometimes uncontrollably

snickered

laughed, disrespectfully, under your breath at someone

chuckled

laughed softly, often to yourself

chortled

laughed loudly, with a nasal sound

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

Sentence Clues 1. In the kennel, the dog (whimpered) when his paw was caught in the cage.

• Ordering Words (page 72)

2. The man (chuckled) to himself after he realized his silly mistake.

• Sentence Clues (page 73)

3. Because Seth was really attached to his snake, he (wailed/bawled) when he found out that it had died.

• Sentence Stems (page 74)

4. The group of mean girls (giggled/snickered) when they saw Joey trip in the hallway.

• Write About It! (page 75)

5. The teacher showed a good sense of humor and (chortled) loudly when the students pulled a funny prank.

Sentence Stems

Additional Words Introduce students to additional words such as guffawed, snorted, and howled 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.

#51304—Vocabulary Ladders: Understanding Word Nuances

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Showing 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 crying to laughing.

bawled chortled

cried hard and uncontrollably

chuckled

laughed loudly, with a nasal sound

giggled

quietly laughed, sometimes uncontrollably

snickered

cried mournfully with deep sadness

wailed whimpered

© Shell Education

cried softly in fear or sadness

laughed softly, often to yourself laughed, disrespectfully, under your breath at someone

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Showing Emotion

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 why you put them in the order you chose.

bawled snickered

Word Bank chortled chuckled wailed whimpered

giggled

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Showing Emotion

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.

bawled snickered

Word Bank chortled chuckled wailed whimpered

giggled

1. In the kennel, the dog _________________________ when his paw was caught in the cage. 2. The man ___________________________ to himself after he realized his silly mistake. 3. Because Seth was really attached to his snake, he ___________________ when he found out that it had died. 4. The group of mean girls ______________________ when they saw Joey trip in the hallway. 5. The teacher showed a good sense of humor and ____________________ loudly when the students pulled a funny prank.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Showing Emotion

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. I got upset when someone snickered about ________________________ _________________________________________________________________ ________________________________________________________________ . 2. Three things that might cause me to wail are _______________________ _________________________________________________________________ ________________________________________________________________ . 3. Two ways to make me giggle are _________________________________ _________________________________________________________________ ________________________________________________________________ . 4. A few things that might make a baby bawl are ______________________ _________________________________________________________________ ________________________________________________________________ . 5. The puppies whimpered because ________________________________ _________________________________________________________________ ________________________________________________________________ .

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Showing Emotion

Name: ___________________________________________  Date: __________________

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

bawled giggled

Word Bank chortled chuckled snickered wailed

whimpered

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Piece of Something

Piece of 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 a piece of something, from smaller to larger.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 77)

Vocabulary Ladders Word

Definition

speck

a very small piece of something, often too small to even be seen

particle

a small piece of something

nugget

a lump or bite-size piece of something

scrap

a leftover piece

glob

a good amount of something, often in a thick liquid or semi-liquid form

clump

a group of pieces or a large chunk

hunk

a large piece of something, often broken off from a bigger piece

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

Sentence Clues

• Ordering Words (page 78)

1. I cleaned out the horse’s hooves and large (clumps/hunks) of mud, rocks, and hay fell to the ground.

• Sentence Clues (page 79)

2. While I was cleaning the bathroom mirror, I noticed a(n) (speck/particle) of toothpaste that was stuck on it like a tiny cement dot.

• Sentence Stems (page 80) • Write About It! (page 81)

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

3. The cafeteria worker slopped a huge (glob) of runny mashed potatoes on the girl’s tray as she came through the line. 4. I gathered small (scraps) of wood and pine needles to get the fire started. 5. The mouse grabbed the little (nugget) of food, and then scurried away back under the dresser.

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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Piece of 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 smaller to larger.

clump

© Shell Education

a large piece of something, often broken off from a bigger piece

glob

a group of pieces or a large chunk

hunk

a good amount of something, often in a thick liquid or semi-liquid form

nugget

a leftover piece

particle

a lump or bite-size piece of something

scrap

a small piece of something

speck

a very small piece of something, often too small to even be seen

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Piece of Something

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from smaller to larger, on the ladder. Then, explain why you put them in the order you chose.

Word Bank clump particle

glob scrap

hunk speck

nugget

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Piece of Something

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.

Word Bank clump particle

glob scrap

hunk speck

nugget

1. I cleaned out the horse’s hooves and large _____________________ of mud, rocks, and hay fell to the ground. 2. While I was cleaning the bathroom mirror, I noticed a(n) _______________ of toothpaste that was stuck on it like a tiny cement dot. 3. The cafeteria worker slopped a huge _____________________ of runny mashed potatoes on the girl’s tray as she came through the line. 4. I gathered small _____________________ of wood and pine needles to get the fire started. 5. The mouse grabbed the little _____________________ of food, and then scurried away back under the dresser.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Piece of Something

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. Three particle-sized things are __________________________________ _________________________________________________________________ ________________________________________________________________ . 2. Finding a nugget of gold would be ___________________________ because _________________________________________________________________ ________________________________________________________________ . 3. Some scraps a bird might gather to build a nest are __________________ _________________________________________________________________ ________________________________________________________________ . 4. After a long day at school, our classroom floor has specks of ___________ _________________________________________________________________ ________________________________________________________________ . 5. If I were packing a picnic basket, I’d take a hunk of ___________________ _________________________________________________________________ ________________________________________________________________ . 6. My favorite toppings to put on ice cream are globs of _________________ _________________________________________________________________ ________________________________________________________________ .

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Piece of Something

Name: ___________________________________________  Date: __________________

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

clump particle

Word Bank glob hunk scrap speck

nugget

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Movements

Movements 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 movements, from more slowly to more quickly.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 83) • Ordering Words (page 84) • Sentence Clues (page 85) • Sentence Stems (page 86) • Write About It! (page 87)

Additional Words Introduce students to additional words such as dawdle, skedaddle, dart, and scamper as you work through the lesson.

Vocabulary Ladders Word(s)

Definition

lollygag

to take time walking somewhere, often looking distracted and going slowly

meander

to walk slowly, taking an indirect path, often looking around at surroundings

scuttle

to move along quickly, sometimes with small steps and shuffling

bustle

to rush about in a busy way

scurry

to hurry or run in quick steps

dash

to rush or move quickly in a straight line

hightail it

to rush very quickly away, often to avoid a situation

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

Sentence Clues 1. The young deer got separated from its mother while chasing butterflies and (meandering) through the meadow. 2. Before our family goes on a trip, my parents always (bustle) around packing and getting last-minute chores done. 3. In the game of tag, you are supposed to (dash/hightail it) away from the person who is “it.” 4. The crab (scuttled) along the beach, its tiny legs moving quickly underneath the weight of a huge body. 5. The rabbit (scurried) into its burrow to escape from the heavy rainstorm.

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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Movements

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 more slowly to more quickly.

© Shell Education

bustle

to rush very quickly away, often to avoid a situation

dash

to rush or move quickly in a straight line

hightail it

to hurry or run in quick steps

lollygag

to rush about in a busy way

meander

to move along quickly, sometimes with small steps and shuffling

scurry

to walk slowly, taking an indirect path, often looking around at surroundings

scuttle

to take time walking somewhere, often looking distracted and going slowly

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Movements

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from more slowly to more quickly, on the ladder. Then, explain why you put them in the order you chose.

bustle meander

Word Bank dash hightail it scurry scuttle

lollygag

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Movements

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.

bustle meander

Word Bank dash hightail it scurry scuttle

lollygag

1. The young deer got separated from its mother while chasing butterflies and _____________________ through the meadow. 2. Before our family goes on a trip, my parents always __________________ around packing and getting last-minute chores done. 3. In the game of tag, you are supposed to _____________________ away from the person who is “it.” 4. The crab _____________________ along the beach, its tiny legs moving quickly underneath the weight of a huge body. 5. The rabbit ________________________ into its burrow to escape from the heavy rainstorm.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Movements

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. A store I love to lollygag in is ________________________________ because _________________________________________________________________ ________________________________________________________________ . 2. An animal might have to scurry in the wilderness because _____________ _________________________________________________________________ ________________________________________________________________ . 3. A time of the day when I am usually bustling is ______________________ _________________________________________________________________ ________________________________________________________________ . 4. Some insects that scuttle when they move are ______________________ _________________________________________________________________ ________________________________________________________________ . 5. When I meander through the park, I notice _________________________ _________________________________________________________________ ________________________________________________________________ .

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Movements

Name: ___________________________________________  Date: __________________

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

bustle lollygag

Word Bank dash hightail it meander scurry

scuttle

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Freedom

Freedom Answer Key Teacher Note

Vocabulary Ladders Word

Definition

confined

completely enclosed or forced into a space for some time

controlled

had power over the actions or behavior of someone or something

Objective

supervised

was in charge of someone’s safety or behavior

Students will analyze words related to freedom, from a little freedom to a lot of freedom.

tracked

followed someone or something to gain information

released

set free after being held back or confined

liberated

freed from being constrained or confined in some way

emancipated

freed from any restraint or being controlled

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

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 89) • Ordering Words (page 90) • Sentence Clues (page 91) • Sentence Stems (page 92) • Write About It! (page 93)

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

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

Sentence Clues 1. Our school dance was (controlled/supervised) by teachers and parent volunteers to make sure students behaved. 2. The prisoner was (confined) to only a small bed for 23 hours out of the day. 3. The vet attached a microchip on my dog so that he could be (tracked) the next time he wandered away. 4. The bell rang for the last time that year, (releasing/liberating) students from school and homework for summer vacation. 5. Harriet Tubman was a famous slave who escaped and helped to (emancipate/liberate) hundreds of other slaves from their owners.

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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Freedom

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 freedom to a lot of freedom.

confined

freed from any restraint or being controlled

controlled

freed from being constrained or confined in some way

emancipated liberated

followed someone or something to gain information

released

was in charge of someone’s safety or behavior

supervised tracked

© Shell Education

set free after being held back or confined

had power over the actions or behavior of someone or something completely enclosed or forced into a space for some time

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Freedom

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from a little freedom to a lot of freedom, on the ladder. Then, explain why you put them in the order you chose.

confined released

Word Bank controlled emancipated supervised tracked

liberated

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Freedom

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.

confined released

Word Bank controlled emancipated supervised tracked

liberated

1. Our school dance was ______________________ by teachers and parent volunteers to make sure students behaved. 2. The prisoner was _____________________ to only a small bed for 23 hours out of the day. 3. The vet attached a microchip on my dog so that he could be ______________________ the next time he wandered away. 4. The bell rang for the last time that year, ______________________ students from school and homework for summer vacation. 5. Harriet Tubman was a famous slave who escaped and helped to ______________________ hundreds of other slaves from their owners.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Freedom

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. Being grounded makes me feel confined because ___________________ _________________________________________________________________ ________________________________________________________________ . 2. Two things that our government controls are ________________________ _________________________________________________________________ ________________________________________________________________ . 3. I hope to release the injured bird I found after _______________________ _________________________________________________________________ ________________________________________________________________ . 4. Events for kids usually need to be supervised because _______________ _________________________________________________________________ ________________________________________________________________ . 5. Hunters often track animals by __________________________________ _________________________________________________________________ ________________________________________________________________ .

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Freedom

Name: ___________________________________________  Date: __________________

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

confined liberated

Word Bank controlled emancipated released supervised

tracked

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Amount of Something

Amount of 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 an amount of something, from a little to a lot.

Word(s)

Definition

minuscule

extremely small, sometimes hard to see

sparse

thinly spread and spaced out

slight

a small amount; difficult to notice

scads (of)

somewhat large amount

voluminous

a great amount of something or large chunk of something

innumerable

so many objects that it would be difficult or pointless to count them

infinite

an endless supply or amount of something

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 95)

Sentence Clues

• Ordering Words (page 96) • Sentence Clues (page 97) • Sentence Stems (page 98) • Write About It! (page 99)

Additional Words Introduce students to additional words such as diminutive, countless, few, and many as you work through the lesson.

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Vocabulary Ladders

1. Not many people noticed that Joann walked with a(n) (slight) limp from her old injury. 2. When I look up at the night sky, a(n) (innumerable/infinite) number of stars gleam like countless gems. 3. During the Great Depression, people were poor and could only afford a(n) (miniscule/sparse) diet. 4. I love cupcakes with a(n) (voluminous) mountain of thick, creamy, buttercream frosting on top! 5. My grandma has (scads) of different kinds of beads for jewelry making stored in her craft room.

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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Amount of 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 a little to a lot.

infinite innumerable

so many objects that it would be difficult or pointless to count them

minuscule

a great amount of something or large chunk of something

scads (of)

somewhat large amount

slight

a small amount; difficult to notice

sparse voluminous

© Shell Education

an endless supply or amount of something

thinly spread and spaced out extremely small, sometimes hard to see

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Amount of Something

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from a little to a lot, on the ladder. Then, explain why you put them in the order you chose.

infinite slight

Word Bank innumerable minuscule sparse voluminous

scads (of)

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Amount of Something

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.

infinite slight

Word Bank innumerable minuscule sparse voluminous

scads

1. Not many people noticed that Joann walked with a(n) _________________ limp from her old injury. 2. When I look up at the night sky, a(n) ___________________________ number of stars gleam like countless gems. 3. During the Great Depression, people were poor and could only afford a(n) __________________________ diet. 4. I love cupcakes with a(n) ____________________________ mountain of thick, creamy, buttercream frosting on top! 5. My grandma has __________________________ of different kinds of beads for jewelry making stored in her craft room.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Amount of Something

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. I once ate a voluminous amount of _______________________________ _________________________________________________________________ ________________________________________________________________ . 2. A few things our classroom has scads of are _______________________ _________________________________________________________________ ________________________________________________________________ . 3. I use ________________________________ in a minuscule amount because _________________________________________________________________ ________________________________________________________________ . 4. Trees are sparse in deserts because ______________________________ _________________________________________________________________ ________________________________________________________________ . 5. I think it is best to have only a slight amount of ______________________ _________________________________________________________________ ________________________________________________________________ .

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Amount of Something

Name: ___________________________________________  Date: __________________

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

infinite scads (of)

Word Bank innumerable minuscule slight sparse

voluminous

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Level of Protection

Level of Protection 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 level of protection, from hurt to protect.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 101)

Vocabulary Ladders Word

Definition

injure

to seriously damage or hurt a person or animal

harm

to hurt someone or something

attack

to seriously try and injure someone on purpose

defend

to protect, usually from an attack

preserve

to try and keep something in its original state

shelter

to provide protection from harm

safeguard

to strongly protect someone or something

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

Sentence Clues

• Ordering Words (page 102)

1. Emily (harmed) me when she spread rumors about me that were untrue.

• Sentence Clues (page 103)

2. National forests help us (preserve) land and animals to make sure they thrive for future generations to see.

• Sentence Stems (page 104) • Write About It! (page 105)

3. In nature, male penguins (shelter/safeguard) their eggs by sitting on their nests all winter to keep them warm. 4. In hockey, a goalie must (defend) the goal by catching or blocking the puck before it enters the goal. 5. People who leave food out at their campsites risk (injury/attack) by bears and other large predators.

Additional Words Introduce students to additional words such as maintain, safeguard, endanger, and devastate as you work through the lesson.

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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 Protection

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 hurting to protecting.

attack

to strongly protect someone or something

defend

to provide protection from harm

harm

to try and keep something in its original state

injure

to protect, usually from an attack

preserve

to seriously try and injure someone on purpose

safeguard shelter

© Shell Education

to hurt someone or something to seriously damage or hurt a person or animal

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Level of Protection

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from hurting to protecting, on the ladder. Then, explain why you put them in the order you chose.

Word Bank attack preserve

defend safeguard

harm shelter

injure

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Level of Protection

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.

Word Bank attack preserve

defend safeguard

harm shelter

injure

1. Emily ______________________ me when she spread rumors about me that were untrue. 2. National forests help us ______________________ land and animals to make sure they thrive for future generations to see. 3. In nature, male penguins ______________________ their eggs by sitting on their nests all winter to keep them warm. 4. In hockey, a goalie must ______________________ the goal by catching or blocking the puck before it enters the goal. 5. People who leave food out at their campsites risk ____________________ by bears and other large predators.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Level of Protection

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. Some beautiful places that should be preserved are __________________ _________________________________________________________________ ________________________________________________________________ . 2. Certain animals might attack humans if ____________________________ _________________________________________________________________ ________________________________________________________________ . 3. A few precious things I safeguard are _____________________________ _________________________________________________________________ ________________________________________________________________ . 4. Two things that could shelter me from the rain are ___________________ _________________________________________________________________ ________________________________________________________________ . 5. I once was injured when _______________________________________ _________________________________________________________________ ________________________________________________________________ .

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Level of Protection

Name: ___________________________________________  Date: __________________

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

Word Bank attack injure

defend preserve

harm safeguard

shelter

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Level of Support

Level of Support 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 level of support, from agree to disagree.

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)

Additional Words Introduce students to additional words such as clash, reject, concede, concur, and allow as you work through the lesson.

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Vocabulary Ladders Word

Definition

champion

to defend or support a cause or a person

consent

to agree to something

permit

to allow or give permission

acknowledge

to admit or accept something

dispute

to disagree about something

oppose

to take an opposite side, or take a stance against something

contradict

to argue against, or claim an idea is wrong

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

Sentence Clues 1. Haley finally (acknowledged) that she was the one who broke the mirror; her mom was relieved that the truth surfaced. 2. The angry mob stood outside the office to (oppose/dispute) their boss’s decision to lower everyone’s pay. 3. Emma (championed) Jade’s cause, stepping in when the bully threatened her. 4. When I tried to (contradict) my mother about the importance of eating my vegetables, she told me that I couldn’t have dessert. 5. Students need to (permit/consent) to having their photographs taken before they can be put in the yearbook.

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 Support

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 agree to disagree.

acknowledge

to defend or support a cause or a person

champion

to agree to something

consent

© Shell Education

to allow or give permission

contradict

to admit or accept something

dispute

to disagree about something

oppose

to take an opposite side, or take a stance against something

permit

to argue against, or claim an idea is wrong

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Level of Support

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from agree to disagree, on the ladder. Then, explain why you put them in the order you chose.

acknowledge dispute

Word Bank champion consent oppose permit

contradict

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Level of Support

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.

acknowledge dispute

Word Bank champion consent oppose permit

contradict

1. Haley finally ______________________ that she was the one who broke the mirror; her mom was relieved that the truth surfaced. 2. The angry mob stood outside the office to ______________________ their boss’s decision to lower everyone’s pay. 3. Emma ______________________ Jade’s cause, stepping in when the bully threatened her. 4. When I tried to _____________________ my mother about the importance of eating my vegetables, she told me that I couldn’t have dessert. 5. Students need to ______________________ to having their photographs taken before they can be put in the yearbook.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Level of Support

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. One idea I am a champion of is ______________________________ because _________________________________________________________________ ________________________________________________________________ . 2. I have to get my parent’s consent before I can ______________________ _________________________________________________________________ ________________________________________________________________ . 3. I had to acknowledge I did something wrong when ___________________ _________________________________________________________________ ________________________________________________________________ . 4. One idea I oppose is _______________________________________ because _________________________________________________________________ ________________________________________________________________ . 5. Something special I am permitted to do on weekends is _______________ _________________________________________________________________ ________________________________________________________________ .

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Level of Support

Name: ___________________________________________  Date: __________________

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

acknowledge contradict

Word Bank champion consent dispute oppose

permit

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Self-Concept

Self-Concept Answer Key Teacher Note

Word

Definition

mortified

ashamed and extremely embarrassed

humiliated

feeling foolish and embarrassed

ashamed

feeling shame and disgrace

Objective

humbled

being neither proud nor arrogant; respectful and modest

Students will analyze words related to self-concept, from embarrassed to not embarrassed.

justified

feeling that something is right and reasonable

proud

thinking highly of something you have or have done

honored

to be treated with great respect

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

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 113)

Sentence Clues

• Ordering Words (page 114) • Sentence Clues (page 115) • Sentence Stems (page 116) • Write About It! (page 117)

Additional Words Introduce students to additional words such as horrified, chagrined, embarrass, self-satisfied, and smug as you work through the lesson.

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Vocabulary Ladders

1. I felt (humbled) after going on a trip to Africa and seeing the poor living conditions of some children there. 2. Brandon was (mortified/humiliated) when his little sister showed his girlfriend a baby picture of him in the bathtub. 3. Allison felt (proud/honored) to be the spelling bee winner and represent the school in a statewide contest. 4. I was so (ashamed) of myself after lying to my parents, I immediately told them the truth. 5. The high price of the football shoes was (justified) because they had a new kind of cleat specifically designed for running in long grass.

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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Self-Concept

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 embarrassed to not embarrassed.

ashamed

to be treated with great respect

honored

thinking highly of something you have or have done

humbled

feeling that something is right and reasonable

humiliated

being neither proud nor arrogant; respectful and modest

justified

feeling shame and disgrace

mortified

feeling foolish and embarrassed

proud

© Shell Education

ashamed and extremely embarrassed

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Self-Concept

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from embarrassed to not embarrassed, on the ladder. Then, explain why you put them in the order you chose.

ashamed justified

Word Bank honored humbled mortified proud

humiliated

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Self-Concept

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.

ashamed justified

Word Bank honored humbled mortified proud

humiliated

1. I felt ______________________ after going on a trip to Africa and seeing the poor living conditions of some children there. 2. Brandon was ______________________ when his little sister showed his girlfriend a baby picture of him in the bathtub. 3. Allison felt ______________________ to be the spelling bee winner and represent the school in a statewide contest. 4. I was so ______________________ of myself after lying to my parents, I immediately told them the truth. 5. The high price of the football shoes was ____________________ because they had a new kind of cleat specifically designed for running in long grass.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Self-Concept

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. One day, I would like to be honored for ____________________________ _________________________________________________________________ ________________________________________________________________ . 2. I felt humbled when I did poorly on _______________________________ _________________________________________________________________ ________________________________________________________________ . 3. I am proud of myself for ________________________________________ _________________________________________________________________ ________________________________________________________________ . 4. I can justify my answers to a math problem by ______________________ _________________________________________________________________ ________________________________________________________________ . 5. I would be mortified if _________________________________________ _________________________________________________________________ ________________________________________________________________ .

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Self-Concept

Name: ___________________________________________  Date: __________________

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

ashamed justified

Word Bank honored humbled mortified proud

humiliated

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Level of Annoyance

Level of Annoyance 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 level of annoyance, from annoy to soothe.

Materials • Vocabulary Ladders template (page 142) • Activity Cards (page 119)

Vocabulary Ladders Word

Definition

harass

to persistently annoy, attack, or bother someone

agitate

to make someone feel anxious or nervous

aggravate

to irritate or anger someone

appease

to do something to satisfy someone or keep peace

coddle

to treat tenderly, pamper, or baby someone

gratify

to give great pleasure or satisfaction

indulge

to allow yourself or someone great enjoyment or pleasure

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

Sentence Clues

• Ordering Words (page 120)

1. The bully was known to (harass) Jonathan each day on the bus by calling him names and constantly kicking his seat.

• Sentence Clues (page 121)

2. Knowing that I was late, I picked some flowers on the walk home so that I might (appease) my mother.

• Sentence Stems (page 122) • Write About It! (page 123)

Additional Words Introduce students to additional words such as pacify, comfort, displease, and disturb as you work through the lesson.

3. Carissa’s dad (coddled) her by waiting on her hand and foot and doing things for her that she could do herself. 4. Even though she was on a diet, Karina decided to (indulge/gratify) herself by eating the rich and tempting chocolate cupcake. 5. The sign stated, “Please don’t (agitate/aggravate) the fish by tapping on their tank because it makes them anxious.”

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 Annoyance

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 annoy to soothe.

aggravate

© Shell Education

to allow yourself or someone great enjoyment or pleasure

agitate

to give great pleasure or satisfaction

appease

to treat tenderly, pamper, or baby someone

coddle

to do something to satisfy someone or keep peace

gratify

to irritate or anger someone

harass

to make someone feel anxious or nervous

indulge

to persistently annoy, attack, or bother someone

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Level of Annoyance

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from annoy to soothe, on the ladder. Then, explain why you put them in the order you chose.

aggravate gratify

Word Bank agitate appease harass indulge

coddle

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Level of Annoyance

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.

aggravate gratify

Word Bank agitate appease harass indulge

coddle

1. The bully was known to _____________________ Jonathan each day on the bus by calling him names and constantly kicking his seat. 2. Knowing that I was late, I picked some flowers on the walk home so that I might _____________________ my mother. 3. Carissa’s dad _____________________ her by waiting on her hand and foot and doing things for her that she could do herself. 4. Even though she was on a diet, Karina decided to ___________________ herself by eating the rich and tempting chocolate cupcake. 5. The sign stated, “Please don’t _____________________ the fish by tapping on their tank because it makes them anxious.”

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Level of Annoyance

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. A gratifying act I have seen done for someone is ____________________ _________________________________________________________________ ________________________________________________________________ . 2. I get aggravated when _________________________________________ _________________________________________________________________ ________________________________________________________________ . 3. After breaking something that belongs to another person, I might appease them by ___________________________________________________ _________________________________________________________________ __________________________________________________________ . 4. Some things I might do if I am being harassed include ________________ _________________________________________________________________ ________________________________________________________________ . 5. While he was driving, Dad became agitated when ___________________ _________________________________________________________________ ________________________________________________________________ .

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Level of Annoyance

Name: ___________________________________________  Date: __________________

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

aggravate gratify

Word Bank agitate appease harass indulge

coddle

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Degree of Sanity

Degree of Sanity 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 degree of sanity, from crazy to well‑adjusted.

Materials • Vocabulary Ladders (page 142) • Activity Cards (page 125)

Vocabulary Ladders Word

Definition

insane

lacking reasoned thought and responsibility

demented

not thinking of consequences; irrational

loony

someone who is silly, strange, or goofy

eccentric

someone who is odd or has unusual habits

balanced

emotionally stable, able to make rational decisions

reasonable

sensible and fair to others

insightful

someone with the ability to find solutions

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

Sentence Clues

• Ordering Words (page 126)

1. My mom says she feels (insane/loony) when she loses her car in the parking lot at the mall.

• Sentence Clues (page 127)

2. When Beth showed me her collection of nail files, I knew she was a bit (eccentric).

• Sentence Stems (page 128) • Write About It! (page 129)

3. I like to talk to Olivia about my problems because she is (insightful) and always offers good advice. 4. Only a(n) (demented/loony) person would be crazy enough to harm puppies. 5. Kyra was a(n) (balanced/reasonable) toddler, never throwing fits about toys or naps like other children her age.

Additional Words Introduce students to additional words such as perceptive, mad, crazy, thoughtful, and well‑adjusted as you work through the lesson.

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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 Sanity

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 crazy to well-adjusted.

balanced

someone with the ability to find solutions

demented

sensible and fair to others

eccentric

emotionally stable, able to make rational decisions

insane insightful

© Shell Education

someone who is odd or has unusual habits someone who is silly, strange, or goofy

loony

not thinking of consequences; irrational

reasonable

lacking reasoned thought and responsibility

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Degree of Sanity

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from crazy to well-adjusted, on the ladder. Then, explain why you put them in the order you chose.

balanced insightful

Word Bank demented eccentric loony reasonable

insane

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Degree of Sanity

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.

balanced insightful

Word Bank demented eccentric loony reasonable

insane

1. My mom says she feels ______________________ when she loses her car in the parking lot at the mall. 2. When Beth showed me her collection of nail files, I knew she was a bit ______________________. 3. I like to talk to Olivia about my problems because she is _______________ and always offers good advice. 4. Only a(n) __________________ person would be crazy enough to harm puppies. 5. Kyra was a(n) ______________________ toddler, never throwing fits about toys or naps like other children her age.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Degree of Sanity

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. One thing that drives me insane is _______________________________ _________________________________________________________________ ________________________________________________________________ . 2. A reasonable decision I’ve made lately is __________________________ _________________________________________________________________ ________________________________________________________________ . 3. I tend to act loony when ________________________________________ _________________________________________________________________ ________________________________________________________________ . 4. If I could change my room to make it look eccentric, I would ___________ _________________________________________________________________ ________________________________________________________________ . 5. A really well-balanced person I know is _______________________ because _________________________________________________________________ ________________________________________________________________ .

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Degree of Sanity

Name: ___________________________________________  Date: __________________

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

balanced insightful

Word Bank demented eccentric loony reasonable

insane

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Socializing

Socializing 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 being outgoing, from less sociable to more sociable.

Materials • Vocabulary Ladders (page 142) • Activity Cards (page 131)

Word

Definition

timid

lacking in courage and self-assurance

shy

afraid and unwilling to meet new people

reserved

acting formal and restrained

friendly

someone who is kind and helpful to others

sociable

very talkative and agreeable, prefers to spend time with others

outgoing

confident in social situations, willing to meet new people

extroverted

eager to interact and share opinions and personal experiences with others

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

Sentence Clues

• Ordering Words (page 132)

1. At the fancy dinner party, Maria acted (reserved/shy) because she didn’t know most of the people very well.

• Sentence Clues (page 133)

2. Carly was so (sociable/extroverted) she spent most nights talking to her friends on the phone or hanging out with them at the mall.

• Sentence Stems (page 134) • Write About It! (page 135)

Additional Words Introduce students to additional words such as gregarious, confident, engaging, meek, and deferential as you work through the lesson.

130

Vocabulary Ladders

3. Marcella was so (timid/shy) that she felt nervous when talking to other students on the first day of school. 4. Ralph gave a(n) (friendly) smile to his younger brother when he saw him standing in line at school. 5. Sales people are often very (outgoing/extroverted) because they constantly have to meet new people.

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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Socializing

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 sociable to more sociable.

extroverted friendly

confident in social situations, willing to meet new people

outgoing

very talkative and agreeable, prefers to spend time with others

reserved

someone who is kind and helpful to others

shy

© Shell Education

eager to interact and share opinions and personal experiences with others

acting formal and restrained

sociable

afraid and unwilling to meet new people

timid

lacking in courage and self-assurance

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Socializing

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from less sociable to more sociable, on the ladder. Then, explain why you put them in the order you chose.

extroverted shy

Word Bank friendly outgoing sociable timid

reserved

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Socializing

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.

extroverted shy

Word Bank friendly outgoing sociable timid

reserved

1. At the fancy dinner party, Maria acted ______________________ because she didn’t know most of the people very well. 2. Carly was so ______________________ she spent most nights talking to her friends on the phone or hanging out with them at the mall. 3. Marcella was so ______________________ that she felt nervous when talking to other students on the first day of school. 4. Ralph gave a(n) ______________________ smile to his younger brother when he saw him standing in line at school. 5. Sales people are often very ______________________ because they constantly have to meet new people.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Socializing

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. An outgoing person I know is ________________________________ because _________________________________________________________________ ________________________________________________________________ . 2. A timid person I know is ____________________________________ because _________________________________________________________________ ________________________________________________________________ . 3. I often act shy when __________________________________________ _________________________________________________________________ ________________________________________________________________ . 4. Three friendly things to do to make a new student feel welcome are _________________________________________________________________ ________________________________________________________________ . 5. An extroverted person might be good at ______________________ because _________________________________________________________________ ________________________________________________________________ .

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Socializing

Name: ___________________________________________  Date: __________________

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

extroverted reserved

Word Bank friendly outgoing shy sociable

timid

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Following the Law

Following the Law 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 behavior, from lawless to lawful.

Vocabulary Ladders Word

Definition

rebellious

to act against authority

unruly

difficult to control

disorderly

lacking appropriate and ordered behavior

uncontrolled

cannot be regulated or controlled

permissible

something that is allowed

legitimate

legal or logical, following the rules

authorized

given power or permission

Ordering Words

Materials

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

• Vocabulary Ladders (page 142)

Sentence Clues

• Activity Cards (page 137) • Ordering Words (page 138)

2. When the students saw the substitute, they became (unruly/disorderly), throwing pencils, talking loudly, and ignoring all instructions.

• Sentence Clues (page 139)

3. After the remote control broke, the toy car drove completely (uncontrolled) until it crashed into a fence.

• Sentence Stems (page 140)

4. It is not (legitimate/permissible) for drivers to speed or run red lights, even if they are in a hurry.

• Write About It! (page 141)

5. Jaron was a(n) (rebellious) teenager who fought with his parents often, stayed out late, and even once ran away from home.

Additional Words Introduce students to additional words such as insubordinate, illegal, repulsive, legal, and lawful as you work through the lesson.

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1. Kelly was (authorized) to enter the library basement because she had a special access pass from the librarian.

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.

#51304—Vocabulary Ladders: Understanding Word Nuances

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Following the Law

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 lawless to lawful.

authorized

given power or permission

disorderly

legal or logical, following the rules

legitimate

something that is allowed

permissible

cannot be regulated or controlled

rebellious

lacking appropriate and ordered behavior

uncontrolled unruly

© Shell Education

difficult to control

to act against authority

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Following the Law

Name: ___________________________________________  Date: __________________

Ordering Words Directions: Write the words from the Word Bank in the order you choose, from lawless to lawful, on the ladder. Then, explain why you put them in the order you chose.

authorized rebellious

Word Bank disorderly legitimate uncontrolled unruly

permissible

Explain why you ordered the words the way you did. You may use example sentences to help explain your thinking. ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Following the Law

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.

authorized rebellious

Word Bank disorderly legitimate uncontrolled unruly

permissible

1. Kelly was ______________________ to enter the library basement because she had a special access pass from the librarian. 2. When the students saw the substitute, they became _________________, throwing pencils, talking loudly, and ignoring all instructions. 3. After the remote control broke, the toy car drove completely _______________________ until it crashed into a fence. 4. It is not _______________________ for drivers to speed or run red lights, even if they are in a hurry. 5. Jaron was a(n) _______________________ teenager who fought with his parents often, stayed out late, and even once ran away from home.

Directions: Create a fill-in-the-blank sentence on a separate sheet of paper for at least one of the words in this lesson. Use the sentences in the activity above as examples. Notice how a part of the sentence provides a clue about which word fits best. Have a partner fill in the missing word. Then, discuss why that word works best.

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Following the Law

Name: ___________________________________________  Date: __________________

Sentence Stems Directions: Complete each statement.

1. Some movie or rock stars with unruly hair are _______________________ _________________________________________________________________ ________________________________________________________________ . 2. Doctors are authorized to ______________________________________ _________________________________________________________________ ________________________________________________________________ . 3. In our classroom, it isn’t permissible to ____________________________ _________________________________________________________________ ________________________________________________________________ . 4. An uncontrolled toddler might ___________________________________ _________________________________________________________________ ________________________________________________________________ . 5. It is a bad idea to act in a rebellious manner because _________________ _________________________________________________________________ ________________________________________________________________ .

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Following the Law

Name: ___________________________________________  Date: __________________

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

authorized permissible

Word Bank disorderly legitimate rebellious uncontrolled

unruly

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Appendix A

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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