Activities

1. Construct a personal anchor chart for commonly confused words.
   
   
2. Create a list of synonyms for over-used or non-specific character traits using a thesaurus.
   
   
3. Using prefixes with the same meanings create a vocabulary list of words with definitions.  

4. Create a crossword puzzle using words with prefixes that have the same meaning.  Create a word bank, a list of clues and the crossword.
   
   
5. Produce a poster describing several types of context clues used for determining the meaning of unknown words.
   
   
6. Produce a flip book of Greek and Latin pre-fixes. 

7. Given a piece of literature, note unknown words and locate all definitions in a print dictionary and an online dictionary.  Determine differences between a print and online dictionary.  Note which dictionary is preferred and explain why.
   
   
8. Organize new content words into meaningful categories.
   
   
9. Using a given text, identify several unknown words and then consult a dictionary online or in print to determine the meanings.
   
   
10. Using a given text, isolate the clues within a sentence, paragraph or section of text that help determine or clarify the meaning of a word or phrase.

Answer Key/Rubric

1. Student constructs a personal anchor chart for commonly confused words.  Student adds words that are confusing or frequently misused.  Student correctly adds definition to each word.

2. Student creates a list of synonyms for over-used or non-specific character traits.  Student uses thesaurus to find synonyms for over-used or non-specific character traits.  Student understands how thesaurus is organized.  Student can efficiently look up words alphabetically.  Student lists multiple synonyms for each character trait.
   
   For example:

3. Using prefixes with the same meanings, student creates a vocabulary list of words with definitions.  Student correctly selects prefixes with the same meanings.  Student uses accurate definitions of each word.   Student uses all prefixes. 

For example:  il, im, in, ir = not
Illegal – not legal
Illegible – penmanship that is not legible or readable
Immobile – not able to move
Irregular – not regular, not following a pattern
Inactive- not active

4. Student creates a crossword puzzle using words with prefixes that have the same meanings.  Student creates a word bank.  Student gives a list of clues for each word.  Student builds crossword.  Clues given make sense and indicate meaning of the words.  Crossword puzzle is constructed correctly with like letters intersecting.
   
   
5. Student produces a poster describing several types of context clues used for determining the meaning of unknown words.  Student understands that context clues are hints that the author gives a reader to help define an unusual or unknown word.  Poster accurately describes several types of context clues and gives an example of each context clue.  Student creates sentences that make sense and accurately reflect the strategy.  Student knows that punctuation in the form of commas, dashes, semicolons or parentheses are often used to offset the unknown word.   Some types of context clues are:

• Synonyms-His gregarious or friendly way made everyone want to be with him.
• Antonyms-I despise liver, but I love chicken.
• Explanation- “Don’t worry, it’s a trivial matter, it does not matter,” said his mother.
• Example-Her agoraphobia was changing her life quickly.  For instance, she rarely saw anyone as she was afraid of public or open spaces.

6. Student produces a flip book of Greek and Latin pre-fixes.  Each page contains one prefix and its definition along with multiple examples of words with this prefix.  Words are illustrated and defined.   Student uses a variety of examples including words that are known and words that are unknown, but learning.  For example, one page may have the pre-fix "uni" with the definition of one.  The student would then have several illustrated examples such as unicycle, uniformity, unify, unilateral, etc., along with the definitions of the word.
   
   
7. Given a piece of literature, student notes unknown words.  Student finds the definitions for all words in a print dictionary and an online dictionary.  Student determines differences between a print and online dictionary.  Student determines which method he prefers and explains why.  Student may show preferences for the following reasons:

• Online dictionary does not require student to sift through pages and words alphabetically to find the word.
• Online dictionary tends to focus on the current language and practical usage.
• Online dictionary tends to show meanings that are most important or common in modern English first.
• Print dictionary usually to show word meaning chronologically, according to when the word first appeared.
• Print dictionary shows how words and meanings have changed over time. 
• Print dictionary often has more content or definitions.
• Print dictionary is physically available and no internet connection is required.

8. Student correctly organizes new content words into meaningful categories.  Student understands that information is remembered better when it is organized and linked to other words or categorizes.  Student can verbalize the categories he/she came up with and tell why he/she put words into each category.  Categories make sense.  For example:

9. Student uses the given text and identifies several unknown words and then consults a dictionary online or in print to determine the definitions.  Student uses the context in which the word is used to choose among possible meanings.  Student selects the correct definition and records it.  Student recognizes when he/she knows and does not know the meaning of vocabulary.

10. Student uses the given text and isolates the clues within a sentence, paragraph or section of text that help determine or clarify the meaning of a word or phrase.  Student correctly marks the area in the text which leads to understanding the vocabulary word.