This is a collection of activities and mini lessons to work with synonyms and thesaurus skills. It includes a synonyms puzzle and how to build a synonyms shaker for KS1 children, an activity they really enjoy.
Have a look at these ideas:
Build a Synonym Shaker . You only need a bottle, some coloured rice and word cards!
Make Synonym words square Puzzles!
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Vocabulary slides prompt students to use and apply newly encountered words. When students study fewer words in greater depth, as they do with the vocabulary slide, they are learning how language works. The sections of the slide require the students to examine the etymology and the part of speech, to find a synonym and antonym, and to use the word in an original sentence. These applications enable students to connect to and process the word through several tasks.
As you read, click on the images to have a larger view.
You can have students create vocabulary slides from self-identified words in the assigned reading, or you can assign words. You can also use the vocabulary slides as flash cards that the students use for review.
Students often memorize definitions rather than study words or concepts Hard in depth. When students study words from different perspectives, they are more likely to internalize the new vocabulary. Our understanding of vocabulary acquisition has evolved. Visualization has become a critical component of effective vocabulary teaching. This organizer requires students to visually represent key aspects of a new word or concept.
You or the student selects a word or concept for the center oval of the organizer. Students should record key elements of the concept or word in the upper left corner. In the upper right corner, the students should record information that is incorrectly assigned to the word or concept. Examples of the word or concept are recorded in the lower left corner. The lower right corner is where students can record examples that are not correct and explain why these examples are incorrect. The Wrong or Incorrect Characteristics box and the crossedout Examples box are the most challenging and will need to be modeled for some students.
This version is more explicit about the placement of information and requires an exact de
finition for the vocabulary word or concept.
You or the student selects a word or concept for the center box of the organizer. In the box directly above, students should write the dictionary definition of the word or concept. Students should record key elements of the word or concept in each of the boxes on the upper left side. In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept. Examples of the word or concept are recorded in the boxes along the bottom of the page. The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging. Be sure to model responses to these or allow students to work in pairs so that they will have greater success in completing this activity.
You or the student selects a word or concept for the center box of the organizer. Above the word or concept box, students should write the definition in the provided space. They should record key elements of the concept or word in each of the boxes on the left side. In each of the boxes on the right side, the students should record information that is incorrectly assigned to the word or concept. They should place a picture or icon that visualizes the word or concept in the oval at the bottom.
This organizer is particularly helpful with concrete nouns similar to those that you would find in a science textbook.
This version of the concept or vocabulary map requires a personal connection with the new vocabulary word or concept. 
You or the student selects a word or concept for the center box of the organizer. Above the word or concept box, students should write the definition in the provided space. They should record key elements of the concept or word in each of the boxes on the left side. In each of the boxes on the right side, the students should record information that is incorrectly assigned to the word or concept. In the bottom two boxes, students write personal connections and ideas about where they would encounter the word or concept. These kinds of personal connections help students connect to prior knowledge, thus promoting retention into long-term memory.
This highly visual graphic organizer requires students to specify a root
word and related words, a strategy that supports students in learning and
understanding new vocabulary.
I hope you’ve found this post useful to help your students enrich and organise their vocabulary. The children can keep all these templates in a vocabulary portfolio they may build throughout the year. You can also photocopy the best samples from your students’work, enlarge and hang on the wall as vocabulary skills posters the class can refer to whenever they need.
Five principles which underpin the effective teaching of Literacy are;
1. Use V.A.K. Balance the strategies used (muli-modal teaching increase retention).
2. AVOID isolated drilling. You must discreetly teach the element (10 mins), then encourage use (apply).
3. TURN levelled objectives into games.
4. LINK work to pupils interests.
5. STANDARDISE the language used throughout school. Must be the same in each classroom.
All of these activities can be adapted to cover pre level 1 – 5. Here are some ideas:
![clip_image001[4]](http://lh5.ggpht.com/-DWB7RKkg2TY/UC5BlrXktcI/AAAAAAAAAp4/br3ymTu2IvY/s1600-h/clip_image001%25255B4%25255D%25255B3%25255D.gif "clip_image001[4]") ![clip_image001[7]](http://lh4.ggpht.com/-uo1WZrz69Iw/UC5BnC-l1mI/AAAAAAAAAqI/zyrcHxFy_40/s1600-h/clip_image001%25255B7%25255D%25255B3%25255D.gif "clip_image001[7]") Create your own and laminate them to use as flashcards! |
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This is a very good way to have the children extend and enrich their vocabulary. Divide the class in pairs and give them one set of cards.
Each coloured set has three sets of words for them to find synonyms of.
Ask them to find the 3 common words with the small number in the right corner. This number tells you how many words to find.
They may use a dictionary to check they understand the meanings of the more unusual words.
If they have time, ask them to use the more unusual words in sentences now they understand their meaning or copy the synonyms in cluster on a big poster with proper illustrations for the class to use as future reference.
Challenge them to you think of a word to add to each group of synonyms. This activity is also very good for fast finishers. They can work on their own. You can challenge gifted and motivated students to add a new whole group of synonyms. They can choose to work on adjectives or verbs, for example.
Here is a sample page. Click on it.
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I made this set of cards based on a popular game in my country called CHANCHO VA, ( Piggy Goes). The children love playing this game and so I thought to put it to good use in class for them to work on comparative adjectives.
The 48 cards are ready to print, laminate and cut. There are clear instructions on how to play the game and further ideas on how to use these cards.
Click to see sample.
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Answers are also provided for self assessment and/or peer assessment.
Click to see sample
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VCOP – Punctuation – quick activity 1
Full stop, question mark or exclamation mark?
Look at the state of those boots
How did they get so muddy
Put them outside now
The full pack contains 21 ready made VCOP Punctuation quick activities. If you are interested, please
VCOP – Connectives – quick activity 1
“but” or “so”? Which is the best connective?
I went to the park …. It was too wet to go on the slide.
The slide was wet …. I went back home again.
I was hungry… Mum made me a sandwich.
I love sandwiches…. I don’t like eating the crusts.
VCOP – Connectives – quick activity 2
“before” or “because”? Which is the best connective?
Mum was cross …. I broke her favourite vase.
Mum shouted at me … she sent me to my room.
I did all my work …. I had a choosing time.
My teacher said I could play …. I had finished all my work.
VCOP – Connectives – quick activity 3
“however” or “or ”? Which is the best connective?
The prince had to choose whether to marry the older princess … the younger princess.
The prince chose the younger princess …. She didn’t want to marry him.
I might use felt tips or pencil crayons … I’m not allowed to use paints.
I might colour my picture red … I might colour my picture blue.
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If you are interested in having the whole pack of 28 VCOP quick fire activities , please
This pack includes illustrated pages with humourous, attractive explanations on the use of commas, clauses and more. You can enlarge them and laminate them to use as classroom displays.
See sample (click to enlarge)
If you are interested, please,
![clip_image001[9]](http://lh4.ggpht.com/-xYA7bvHSfnU/UC5BogUb3eI/AAAAAAAAAqY/goeu0PIeHYg/s1600-h/clip_image001%25255B9%25255D%25255B3%25255D.gif "clip_image001[9]")