Each book in the Word Power series provides 22 activities which introduce more than 60 challenging new words chosen from popular literature at the designated level.. Reinforcement is pro
Trang 2Word Power
Reproducible Workbook plus Teacher’s Guide
Grades 2–3
by Eleanor J Wier and Susan K Whiting
Artist: Carol Tiernon
Copyeditor: Cindy Barden
Cover and Inside Design: Good Neighbor Press, Inc.
Each book in the Word Power series provides 22 activities which introduce more than 60 challenging new words chosen from popular literature at the designated level This mode of selection expands the conventional basal vocabularies and ensures the usefulness of words learned Three, two-page reviews reinforce learning.
Activity pages introduce new words in context Reinforcement is provided in student activities ing words with their meanings, alphabetizing words, matching words with their antonyms, and com- pleting puzzles.
match-All lessons are teacher-created The teaching guide includes a list of source books for each level MP3433
Copyright © 2001 Milliken Publishing Company
St Louis, Missouri
All rights reserved
Permission to reproduce pages extends to the teacher-purchaser for individual classroom use, not to exceed in any event more than one copy per student in a course.
Trang 3vocabulary It can be used effectively with second, third, or fourth
grade students Teacher/parent direction is important Have students
read the context paragraphs aloud, especially for the first few pages.
Work through the activities with students, expanding on recognition of
words that are alike and different.
The key words were selected from popular children's literature (see
the Book List) Words were chosen that would be useful for
under-standing books widely read in the early grades The words were also
evaluated for high utility in typical speaking, reading, and writing
vocabularies.
The chosen words were then divided into activities in which the key
word was grouped with other words with common or related
mean-ing Often the set will be two synonyms and an antonym Vocabulary
activities include finding synonyms, antonyms, related words,
rhyming, alphabetizing, and categorizing.
Each activity provides for reading the new words in context and then
using the words in several ways Most important is the writing of the
words in sentence stories The authors suggest that the pages be
used in the order presented Once words have been introduced they
are used in later pages to reinforce meaning and comprehension.
This provides continued practice and will be helpful in adding these
words to students' everyday vocabulary
Teachers and parents are encouraged to make the books on the list
available for recreational reading The following suggestions will
extend activities.
Page 1 Demonstrate how to fill in a puzzle.
Page 2 Before the writing assignment, provide time to discuss the
feel of a windy day Make a list of other wind words Point out that
adding -y endings makes wind and breeze into modifiers windy and
breezy.
Page 3 In order to alphabetize, students must go to third letter If this
procedure has not been previously taught, introduce the practice
now Provide time to share the original stories students write.
Page 4 The word common was introduced in the earlier book.
Making out a simple family tree going back one generation can be
fun In presenting the project, provide the opportunity to do a fantasy
tree instead of an actual one for children who may, for any reason,
prefer not to give family facts.
Page 5 Review -ed as a past tense ending Note that the key words
all have the t sound If necessary, review the concept of base words
and the changes that suffixes make.
Page 6 Share stories aloud and on the bulletin board.
Page 7 Some students may need help in writing the words that go
with the symbols In oral checking, have capable students give the
names of ?, question mark, !, exclamation mark, etc Part D can be a
creative activity Encourage students to bring in examples of
emblems, flags, etc Let the group prepare a sample class emblem.
Then help students create their own emblems Suggest they use
favorite colors, things, ideas.
activities Students may need help to begin the large crossword zle.
puz-Page 11 The reading is in dialogue and can provide for a dramatic
oral reading Let several sets of students present the little play to the class.
Page 12 The story and some of the activities use common sayings
related to the attributes of animals Discuss other stories, such as Aesop fables, in which animals have human traits: i.e wise owl, clever cat or fox, sly fox or weasel, quiet mouse, fat pig, hungry bear, stubborn mule, meek lamb Discuss expressions in which people are compared to animals: waddled like a duck, worked as hard as a horse, strong as an ox, etc.
Page 14 Pretend was introduced in the earlier book.
Page 15 Discussion for Part C might cover elves, gnomes,
lep-rechauns, fairies, trolls, etc Your young writers could make-believe they were anyone who could make magic.
Page 16 For Part B exercise 3, note that all 3 words will fit in the
context When the word list is as closely connected as this one, words are almost synonyms for each other The lesson provides an opportunity to teach about the subtle differences between closely
related words You could help students to realize that astonish is more than amaze and amaze more than surprise.
Pages 17–18 Review pages Check these pages as soon as possible
to correct any problems.
Page 21 For Part C discuss the idea of needs vs wants.
Page 22 Before doing this page, you may want to have the class
make a list of words that sound like their meanings Part B requires alphabetizing dependent on the final letter.
Page 24 This lesson presents only one key word and works with
mul-tiple meanings A similar activity could be prepared with other words
such as bank (earlier book), bark, strike, and run For older students,
this can be a good introduction to dictionary use of numbered entries.
Page 25 If necessary, introduce piano and weigh as new sight words Page 28 Amelia Bedelia books will be helpful for this lesson on the
multiple meanings of words The lesson titles distinguish homographs and homophones (same spelling of different words versus same sound for different spellings) The general word homonym is sufficient
for most student use Begin a class list of such words.
Trang 4(6) (12) (1)
(1)
(9)
(4) (12) (12) (8)
Key Word
launch admiral fleet loyal faithful true crave desire require squawk squeal squeak ailing ill healthy shed
scale
Review Pages homophones steak – stake hare – hair mail – male waste – waist son – sun
2 Madeline and the Bad Hat, Ludwig Bemelmans
3 Amelia Bedelia and the Surprise Shower, Peggy Parish
4 Amelia Bedelia Helps Out, Peggy Parish
5 Teach Us, Amelia Bedelia, Peggy Parish
6 Curious George, Margaret Rey
7 Curious George Rides a Bike, Margaret Rey
8 Curious George Takes a Job, Margaret Rey
9 Loveable Lyle, Bernard Waber
10 Lyle and the Birthday Party, Bernard Waber
11 Worse Than Willy, James Stevenson
12 The Amazing Bone, William Steig
Trang 5Key Words
Once a little fish swam in a little brook He
splashed in the cool water One day he wiggled his tail and swam away As he swam, his path in the water grew wider Soon
it became a stream The little fish began to grow bigger On and on he swam The water became wider and deeper until, at last, it was a river.
The fish was big now He found other fish that lived in the deep water Hewas happy in his new home
A Read the story Then fill in the missing words
1 A little fish swam in a little
2 The brook grew into a
3 Water that is wide and deep is called a
B Write the missing words or letters
1 Write the word that rhymes with
dream _took _
2 Write the two syllable word _ / _
3 Fill in the missing vowels
br k str m r r
C Fill in the puzzle using the key words
1 Where the bigger fish swam
2 Where the little fish swam
3 Where the biggest fish swam
D On another paper, write your own story about a river or a stream
Trang 6The Wind saw Bo flying a new fish kite.
“I think I’ll have fun with Bo’s kite,” said the Wind
It blew a soft puff of wind The little breeze lifted the kite higher and higher Then the Wind blew harder This gust of wind made the kite fly up
and down It danced in, out, around and around Suddenly, the Wind
blew very hard This gale almost pulled the kite out of Bo’s hand Bo did
not want to lose the new kite He held on very tightly
A Read the story Then fill in the missing words
1 A strong, hard wind is a
2 A puff of wind is a
3 A of wind made the kite
fly up and down
B Write the missing words
1 Write the words that rhyme
must
freeze
sale _
2 Write the word with the long e sound
3 Write the word with the long a sound
4 Write the word with the short u sound
C On another paper, write a story about a windy day Use as many
“wind” words as you can
Key Words
gust
breeze
gale
Trang 7Bo did not want to lose the fish kite The Wind still
wanted to play A quick gust made the kite string
jiggle in Bo’s hand Then, the kite bumped roughly as
the wind began to jostle it Suddenly, the Wind stopped blowing The
kite hit the ground with a jolt Bo ran to check The Wind blew softly Ithad not hurt the beautiful new kite
A Read the story Then fill in the missing words
1 If you bump something roughly, you _ it
2 The string began to _ in Bo’s hand
3 The kite hit the ground with a _
B Write the missing words
1 Put the key words in alphabetical order
C Pretend you are a kite on a windy day On another
paper, write a story about being jostled, jiggled,
Trang 8Big Jim Bean stood in the doorway.
“Howdy folks”, he called “I’m your Cousin Jim I’ve come to visit.”
“Are you really part of our family?” asked Sandy
“Yes, I am kin like your uncle Joe,” answered Big Jim “All of us share Great Grandpa Hill He was our common forebear You mean you
children haven’t learned about kinfolks? Well! We have to have a long,long talk.”
A Read the story Then fill in the missing words
1 Members of a family have a common _
2 Cousin Jim said he was _ just like an uncle
3 Families are sometimes called _
B Write the missing words
1 Your great grandparent is your _
2 Write the words that rhyme
Trang 9A Read the story Then fill in the missing words.
1 Dad Cousin Jim’s hand
2 Mother Cousin Jim
3 Big Jim his suitcase
B Write the answers
1 Write the base word for each key word
_ _ _
2 Write the two key words that rhyme
_ _
3 Write the word that means hugged _
4 Write the word that means grabbed
5 Write the word that means to join hands _
C Use the base word for each key word to fill in the puzzle
1 to grab
2 to hug
3 to hold
D On another paper, write a story
about greeting a friend or relative
Mother and Dad came to the door
“Hello, Cousin Jim What a nice surprise!”
said Mother as she embraced him.
“Come inside,” Dad said as he clasped
Big Jim’s hand in welcome
Big Jim Bean leaned down and grasped his suitcase
Then he stepped inside
Trang 10The second graders were playing kickball The Tiger Team was ahead.The score was 3 to 2.
Pablo began to brag, “The Tigers are winning because I’m the best
player.”
“Don’t boast too soon It’s the team that plays together that wins,” said the coach “That team will get my praise.”
A Read the story Then fill in the missing words
1 The coach will the winners
2 Pablo began to
3 The coach said not to too soon
B Write the key words
1 Write the words that rhyme
raise tag
toast
2 For a job well done, you may get
3 If you boast too often, others may say you
C On another paper, write a story of a time when you got special
Trang 11A Read the story Then fill in the missing words.
1 The _ is a picture of a tiger
2 The school _ is a tiger
3 A mascot is a good luck _
B Write the keywords
Meg is going to make an e _ for
her school Their m _ is a bluebird
Meg will use musical notes as s _s
on the e _ for the band
C A symbol is a sign that stands for something else Write the symbols inthe group where they belong Tell what each one means
D On another paper, draw an emblem for your school or club using afavorite thing for a symbol Tell about it
Baker School has a tiger for a mascot The tiger is
a good luck symbol for their school team A student in
a tiger suit leads school cheers at the games Teammembers wear a picture of a tiger on their shirts The
tiger emblem is on many things around Baker School.
Trang 12A Use words from the box to fill in the blanks.
1 Little fish swam in a little
2 A puff of wind is a
3 The kite hit the ground with a
4 Your great great grandparents are your s
5 The coach said not to
6 The team had a tiger for a
7 A job well done deserves
8 A is bigger than a stream
9 Mother hugged and her
10 If you bump something roughly, you it
11 A sign that stands for something else is a
12 Dad Cousin Jim’s hand
B Write the word from the word box that rhymes with each word below
joltstreambragclasped
folksbreezeemblempraise
embracedjostleriversymbol
Trang 13C Put each group of words in alphabetical order.
Trang 14Mother Mouse said to Matt Mouse,
“Don’t go into the kitchen tonight.”
“Why?” asked Matt, butMother didn’t answer
This made Matt more
curious As soon as he could, Matt slipped into the kitchen He was a nosy mouse, and he looked in every nook and cranny Poking around a
corner, snoopy Matt saw two huge, yellow, shiny things Now, the little
mouse was scared He turned and ran back into his home
A Read the story Then fill in the missing words
1 “Why?” asked Matt He was
2 The little mouse saw two yellow things
3 The mouse looked in every nook and cranny
B Write the key words
1 Write the words that rhyme
cozy furious
droopy
2 When you wonder about something, you are
3 To be snoopy is to be
4 Put the key words in alphabetical order
Then write them in the puzzle
_
_
_
C On another paper, write a story of your
own using the key words
Trang 15“Mother, Mother!” cried Matt
Mouse “I just saw the most horrible thing! It was frightening!” “Where?”
asked Mother
“In the kitchen,” said Matt
“Didn’t I say not to go into the kitchen?”
asked Mother
“Yes, but I am a curious mouse I was being nosy,” replied Matt
“Tell me what you saw,” said Mother as she embraced Matt
“In a corner, I saw two huge, yellow, shiny things I was scared,”
Matt said
“How dreadful for you! You saw the eyes of the new house cat, Zips.
Cats can be dangerous for little mice,” said Mother
A Read the story Then fill in the missing words
1 Mother said, “How _ for you.”
2 The two yellow, shiny things were _
3 Curious Matt saw a most _ thing
B Write the answers
1 Put the key words in alphabetical order
Trang 16One morning, Mr White said, “I think there is amouse in our house We must get a cat It must be a
wise cat and a clever one The cat we need should be
sneaky It takes a sly cat to catch a mouse.”
Zips heard Mr White talking Zips knew he could sneak up on mice
He was looking for a new home So Zips came to live with Mr White
A Read the story Then fill in the missing words
1 Mr White wanted a _ cat
2 He said, “It must be a wise cat and a one.”
3 To catch mice, Zips had to be _
B Write the key words
1 Write the words that rhyme
3 Put the key words in alphabetical order
Then write them in the puzzle
_
_
_
C On another paper, write a story about
a clever pet Use all key words
Trang 17Zips, the clever cat, set out to catch the mice He began to sneak
around the kitchen looking for the mouse house At last, he spotted thelittle hole “Ah, ha!” he cried “I have found it.”
Zips sat down and looked at the hole He did not move He gazed into the darkness Suddenly, he glimpsed something move
“What was that?” he asked himself
Zips peered deeper into the hole There, staring back at him was thesnoopy nose of curious Matt
A Read the story Then fill in the missing words
1 Zips _ deeper into the hole
2 Zips sat and _ at the hole
3 Zips _ something move
B Write the base word for each key word
1 A quick look is a _
2 To stare a long time is to _
3 To watch or to peer is to _
C Use the base words to fill in the puzzle
D On another paper, write a story about
something you have seen Use all key words