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K-5 VOCABULARY # 4

Mini-lesson: Antonyms

Grade 2

 

 

VOCABULARY

Common Core State Standards

• L.K.5 With guidance and supports from adults, explore word relationships and nuances in word meanings.
a. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. (Kindergarten standard)
• L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use.

 

 

Rationale:

Knowing antonyms is a strategy used to help understand the meanings and relationships of words. Students will apply vocabulary development and word analysis to be able to read fluently.

 

 

Materials:

  • A Day at the Pet Store by Charlie Chen

  • Index cards

  • Story chart

  • Sentence strips.

 

 

Direct Explanation and Introduction:

  1. An antonym is a word that means the opposite of another word. Have students role-play how it feels to be cold. Have them role-play the opposite or the antonym of this feeling.

  2. Allow students to name other pairs of antonyms and act them out or explain them.

  3. Use picture cards to demonstrate antonyms. The ladder is tall. The ruler is short.” “The pig is fat. The snake is skinny.”

 

 

Model:

As I read this story, I will look for pairs of words that mean the opposite of each other. I will make a list of any opposites I find as I read. For example, morning is the opposite of evening.” Display the teaching chart. Have children read the passage with you, then model the skill using the word ‘morning’.

 

 

 

 

Guided Practice:

Guided interaction through the cooperative groups:

  • After the students have read the passage, allow them to partner up and look for antonyms, such as, hello and goodbye, on and off, come and go, answers and questions, noisy and silent.

  • Have students write each word on an index card.

  • Use the cards to play a game of concentration: Place all the cards face down, and have students flip over two cards at a time in an attempt to ‘match’ antonyms.

  • Allow partners to brainstorm their list of antonyms and use them to write sentences. Ask students to include at least one pair of antonyms in each sentence, for example: ‘The pet store is closed at night, but open during the day.’ Invite partners to read their sentences to the rest of the class.

 

Tier I Application/Assessment:

  • Have learning centers in the room with learning games on antonyms for students to play during center time

  • Play sight word bingo using antonyms

  • Written test on antonyms

  • Analyze journal writing for use of antonyms

 

 

Tier II Additions/Accommodations:

  • In cooperative group activity involving word writing, allow Tier II student to be excused from writing role (recorder)

  • Role play with a partner

  • Word and symbol/picture on cards during direct teaching of antonyms

  • Use multi-learning styles, such as, kinesthetic, auditory, visual modalities to teach antonyms

  • Allow students (visual learners) to have antonym word chart to use while playing antonym concentration

  • For kinesthetic learners, brainstorm ways they can do opposites. For example, they might wear a hat or shirt backwards for the day.

  • Play opposites: ‘Instead of sit down, stand up.’ ‘Open your book to the back.’ ‘Line leader, go to the end of the line.’

  • Review antonyms used. Always restate objective and reinforce lesson.

  • For auditory learners, read story together. Student will replace words in the story with antonyms. For example, ‘The three pigs were sleeping. The three pigs were awake.’ The student reads only the words that have obvious antonyms.

  • A partner writes a list of antonyms from the story. Student reads story again, substituting the antonym for the word.

  • Pair with peer tutor (high functioning with low functioning)

  • Walk around and interact with each group and each member

  • Involve all students

Tier II Application/Assessment:

Same as Tier I after extra practice and with accommodations that have been used in lessons

 

 

Tier III Modifications:

  • For non-readers, do group activities to involve their participation: “Class, show me open. Show me closed.

  • Allow students to act out the antonyms

  • Allow student to place cards on chart as students read and act out the appropriate antonym.

  • Allow student to make antonym picture books with a peer tutor using magazines and a word bank

  • Give student antonym word cards, having the opposite written on the back of the card with a matching picture whenever possible for reinforcement and immediate feedback

 

Tier III Application/Assessment:

Allow student to use pictures of antonyms. When shown one picture, student can name and pick out picture of antonym. For example, adult says, “open” and student picks the picture of the closed book and says, “closed”.

 

 

Tier IV Modifications:

  • Allow student to have extra practice time

  • Shorten practice sessions if student cannot sustain attention

  • Use pictures and actions to help student with concept of opposites

  • Use fewer stimuli for student to choose from

  • Begin with only 5 sets of antonyms, building as student has success

  • Begin with concrete antonyms (open/closed, fat/skinny, up/down)

 

Tier IV Assessment:

  • Frequent assessment covering fewer sets of antonyms

  • Allow student to use pictures of antonyms. When shown one picture, student can name and pick out picture of antonym. Adult says, “open” and student picks the picture of the closed book and says, “closed”.

 

 

Tier V Modifications:

  • Use any previously listed accommodations and/or modifications needed by the student

  • Begin with concrete antonyms (open/closed, fat/skinny, up/down)

  • Begin with only three sets of antonyms

  • Use pictures of antonyms to help student with the concept of opposites

  • Short frequent lessons are better than lengthy lessons

Tier V Assessment:

  • Frequent assessment covering fewer sets of antonyms

  • Allow student to use pictures during assessment. When shown one picture, student can name and pick out picture of antonym. Adult says, “open” and student picks the picture of the closed book and says, “closed”.

 

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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