101 Language Activities
101 Language Activities
101 Language Activities
Dedication
To my incredibly supportive wife, Teresa, and to my beautiful
son, Anderson. You both mean everything to me.
Categories
Introduction . . . . . . . . . . . . . . . . . . . 56
Be Specific . . . . . . . . . . . . . . . . . . . 58
Describe It . . . . . . . . . . . . . . . . . . . . 63
Cross Out . . . . . . . . . . . . . . . . . . . . 65
Grid Activities . . . . . . . . . . . . . . . . . 67
Pie Charts . . . . . . . . . . . . . . . . . . . . 69
One difference between successful and unsuccessful reading and language achievement is that
practicing in isolation is not a helpful means to learn language. Normally developing children
learn language only through repeated exposure to and practice with language in different contexts.
The same is true with children with language learning difficulties.
The varied activities in this book are meant to promote the skills necessary to communicate
effectively in the classroom. Too often, children with language difficulties simply give up when
faced with a challenging task. Kids with communication deficits often simply remain quiet when
asked to explain their knowledge, even when that knowledge exists. For some children, language
is a wonderful tool that can open countless doors, while for others, it stands as a frustrating wall
between themselves and the rest of the world. The activities in this book are meant to chip away
at that wall.
101 Language Activities is organized by language goal areas with similar activities divided into
separate chapters. While some minimal explanations are included on many of the worksheets, the
instructions required for a language impaired student to understand the concepts tend to be
effective when presented orally with individualized modifications.
The activities in this book are not meant to be used exclusively. They are most beneficial when
used as supplementary material to increase understanding and for repetition after the instructor has
introduced the target concept through other means.
Have fun!
Types of Activities
• Describe It (pages 7-9)
These activities help students explore the breadth and limitation of certain adjectives.
Assist students who may have difficulty with this activity to see that certain words can
be used to describe more than one thing. The matching activity on page 9 may be
particularly challenging, because there is really only one way that all the words can be
used once. Encourage discussion about this activity, as many students will have their
own opinions about these adjectives and their uses.
• Your Best Language (pages 10-11)
These activities challenge your students to provide two adjectives to describe each
item. The goal of these activities is to use accurate, specific language.
• Pie Charts (pages 12-15)
In the first two pie charts, students are challenged to match one adjective with a noun.
In the final two charts, students choose two adjectives for each noun. Remind students
that each adjective can only be used once. Encourage them to scrutinize their choices
and use trial and error to complete the activity.
• Grid Activities (pages 16-17)
These grids are set up as game boards. Have students use tokens and a die to move
around the board. When a student lands on a word, challenge him to name an object
that the adjective describes. To increase the difficulty, have players name two or more
items each adjective describes. Use this versatile format in any way that works best for
you and your students.
Statements to Motivate
• The more adjectives you know, the better your verbal and written language will be.
• Using adjectives correctly helps people know exactly what you are writing and talking
about.
• Adjectives help your writing and speaking to be more colorful, interesting, and precise.
describe it
Adjectives help you describe things. The more adjectives you know and use, the more accurate
your speaking and writing will be.
S Put a box around all the words that can describe the plot of a story.
S Cross out all the words that can describe a homework assignment.
Note: You should mark all the words at least once. Some words may be marked more than once.
describe it
Adjectives help you describe things. The more adjectives you know and use, the more accurate
your speaking and writing will be.
S Put a box around all the words that can describe a political candidate.
S Cross out all the words that can describe a piece of candy.
Note: You should mark all the words at least once. Some words may be marked more than once.
describe it
You can often describe something better if you use more than one adjective.
Ä Draw lines to connect an adjective from each column that could describe each noun. An
example is done for you. Be careful — there is only one right way to use each adjective.
What is a dictionary?
OK Good Great
(no adjectives) (1 adjective) (2 adjectives)
What is a sweater?
OK Good Great
(no adjectives) (1 adjective) (2 adjectives)
pie charts
Ä Choose the adjective and noun pair that go best together and write them on the lines below.
adjectives
pop
e
aliv nouns
ular
t
cur
org
ric
g lo
ved o
hist
anis
kin
par
m
apo
stro p uter
erful ale
rt phe com
pow
mic
rosc
l
nt cell
leve
eve
pico
son
ene
g
list
adjective noun
1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
pie charts
Ä Choose the adjective and noun pair that go best together and write them on the lines below.
adjectives
nat
py
bum nouns
ura
l
per
tro ous
pic v
al ner
form
d
roa
er
me reg
y ani ion line
fier ngf
ul
stra
g
res
azin
d o
wor urc
ight
e
am
disc
n
ptio
ove
eru
ry
adjective noun
1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
pie charts
Ä Choose two adjectives that best describe each noun and write all three words on the lines below.
inform adjectives
ed
organiz
tra
n
ei g
ns
nouns
ative
po
pa
pu for rth
y
ren
lar o
tw
us
t
ian
nat
creati tr ive
itic
ve expens
ion
pol
massiv
e volcan rul ycle
ic er orc
mot
ge tin
hu ted
us
ero
mo
imagin
str
r t unt
precise
cha
ng
ain
aig
da
ht
ary
win
y
stor
dow
noun adjective 1 adjective 2
pie charts
Ä Choose two adjectives that best describe each noun and write all three words on the lines below.
adjectives
cracked
tropical
ned
s ki
cer
ex nouns
llfu
pe d
ns
con
cke
l
iv lo
citizen
educ e gic
ation tra
al
e
ga
as
quiet
so
se
unknown
di
in
explo
e
e n sive ncy
w ood nt fra cabinet emerge
te gil
pe e
ble
iso
om
t
gen
medical
c
lat
isla
i
respons
nd
ur
ed
egg
sur
y
geo
librar
noun adjective 1 n
adjective 2
grid activity
Î See the directions on page 6.
grid activity
Î See the directions on page 6.
Statements to Motivate
• Synonyms and antonyms help make your verbal and written language more expressive
and creative.
• If a word is on the tip of your tongue but you can’t find it, use the word’s synonym
instead.
• There are often many ways to say the same thing. Your reading and verbal
comprehension will be better if you know different ways of saying the same thing.
You’re more likely to understand what you are reading and what others are saying.
say it again
You can use different words to say the same thing. Two words that mean about the same are
called synonyms.
Ä Underline the word in each sentence that can be replaced by the synonym in the right-hand
column. The first one is done for you.
8. The location for the movie Star Wars is outer space. setting
say it again
You can use different words to say the same thing. Two words that mean about the same are
called synonyms.
Ä Underline the word in each sentence that can be replaced by the synonym in the right-hand
column. The first one is done for you.
6. Your speech rate should not be too fast or too slow. quick
say it again
Ä Pick a word from the box that can replace a word in each sentence. Write the word on the line
next to the sentence. Then underline the word in the sentence the synonym can replace. An
example is done for you.
below plan
careful mistake
gift rescued
evidence empty
author spotless
say it again
Ä Pick a word from the box that can replace a word in each sentence. Write the word on the line
next to the sentence. Then underline the word in the sentence the synonym can replace.
ancient intelligent
entire bent
obvious paper
nations entrance
together several
grid activity
Î This grid contains 20 pairs of synonyms. Write each pair on another sheet of paper. See
additional ideas for using this page on page 18.
grid activity
Î This grid contains 20 pairs of antonyms. Write each pair on another sheet of paper. See
additional ideas for using this page on page 18.
pie charts
Ä Choose a word from each wheel that makes a synonym pair. Write the pairs below. The first
one is done for you.
Word 1
usu
Word 2
t
sor
al
des t
dic
exp
crib
pre
ss
e
gue
lain
e
fea ski
ll aniz
flow tur org
e
iate
abil
on
r
tra
rop
m it
ity
com
app
cor
te
ula
rect
circ
Word 1 Word 2
usual
1. __________________ common
__________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
pie charts
Ä Choose a word from each wheel that makes a synonym pair. Write the pairs below.
Word 1
iden
job Word 2
tify
ind
ass
tom
on
ert
epe
ion cus
diti
nde
tra
nce
doc
tor rate
nsid
er fre
e libe
co
phy
dom
sta
d tem
sici
ar
reg ent
free
an
reco
tion
upa
gniz
occ
e
Word 1 Word 2
1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
pie charts
Ä Choose a word from each wheel that makes an antonym pair. Write the pairs below. The first
one is done for you.
Word 1
east
Word 2
t
pas
cro
oke ritious
t
igh
d nut
exit
stra
con
or clu r
inat ent
er
sion floo
om
den
n
ctio
ceil
re wes
odu
futu
ing
t
intr
num
hy
ealt
era
unh
tor
Word 1 Word 2
east
1. __________________ west
__________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
pie charts
Ä Choose a word from each wheel that makes an antonym pair. Write the pairs below.
Word 1
rou
reo
Word 2
g
ign
h
mic
ros vid e
rece
e
c opi pro
itiv
c
pos
ve
l swe wo
rst sive
iden
ta lter
ing mas
acc
e
ativ
bes
sm
id oot
frig h
t
neg
inte
en
ntio
list
nal
Word 1 Word 2
1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
Statements to Motivate
• In order to succeed at these activities (and
in school) you should pay close attention to the details.
• Using attributes and functions to describe words will help people know exactly what
you’re talking about.
• Ask yourself, “What does it look like” or “What parts does it have” to determine an
object’s attributes. Then ask, “What does it do?” or “What is it used for” to find its
functions.
describe it
Nouns can be important attributes. They tell you about the parts that make up something.
Note: You should mark all the words at least once. Some words may be marked more than once.
describe it
Nouns can be important attributes. They tell you about the parts that make up something.
S Put a box around anything that can be found in the Earth’s crust.
Note: You should mark all the words at least once. Some words may be marked more than once.
describe it
Verbs can be important functions. They tell you what something does.
Note: You should mark all the words at least once. Some words may be marked more than once.
describe it
Verbs can be important functions. They tell you what something does.
Note: You should mark all the words at least once. Some words may be marked more than once.
describe it
Attributes and functions help you describe and recognize things.
describe it
Attributes and functions help you describe and recognize things.
describe it
More than one item can often have the same attribute. For example, both a chair and a cabinet
can be made of wood.
Ä Draw a circle around the items on the right that fit each description.
describe it
More than one thing can often have the same function. For example, you can wipe a table with
both a sponge and a rag.
Ä Draw a circle around the items on the right that fit each description.
Ä Write an item that fits each description. There may be more than one correct answer for each.
1. It’s something you can chew, but you don’t swallow. _________________
6. It’s a liquid people drink, but it’s not good for them. _________________
Ä Write an item that fits each description. There may be more than one correct answer for each.
12. It’s a way to buy things, but it isn’t cash or a check. _________________
cross out
Cut off the bottom of this page and give it to someone else. Have that person randomly read
items to you as you cross out the pictures that are described until each picture is crossed out.
See additional suggestions for using this page on page 30.
cross out
Cut off the bottom of this page and give it to someone else. Have that person randomly read
items to you as you cross out the pictures that are described until each picture is crossed out.
See additional suggestions for using this page on page 30.
cross out
Cut off the bottom of this page and give it to someone else. Have that person randomly read
items to you as you cross out the pictures that are described until each picture is crossed out.
See additional suggestions for using this page on page 30.
cross out
Cut off the bottom of this page and give it to someone else. Have that person randomly read
items to you as you cross out the pictures that are described until each picture is crossed out.
See additional suggestions for using this page on page 30.
cross out
Cut off the bottom of this page and give it to someone else. Have that person randomly read
instructions to you as you cross out the items that are described until each item is crossed out.
See additional suggestions for using this page on page 30.
68% -10
5
4343 5,670
6
.25 $10.75
10 123123123 -5
Ä Cross out any:
1. negative numbers 5. fractions 9. prices
2. numbers with decimals 6. objects that measure 10. percentages
3. intersecting lines 7. math symbols 11. odd numbers
4. parallel lines 8. patterns 12. even numbers
cross out
.
Cut off the bottom of this page and give it to someone else. Have that person randomly read
instructions to you as you cross out the items that are described until each item is crossed out.
See additional suggestions for using this page on page 30.
airplane Chicago
? disgusting
abbr.
I went to the Can you
store, although I flew
didn’t want to. help me?
This is a paragraph.
It is indented, and it
contains sentences
related to each other.
old Joe Schmoe This sentence has a
period.
look
! I’ll see. Mr. King
grid activity
Î See the directions on page 30.
has vowels has rules, teams, has a screen and has peanut butter,
and consonants and games remote control jelly, and bread
has a title, pages, has aisles and has legs, a back, has leaves, bark,
and a glossary cash registers and a seat and branches
grid activity
Î See the directions on page 30.
is a type of math
is an orange is solid and is a shape
problem with
liquid round with angles
remainders
is green with
has voters has cities
an erasable, has mass
and candidates and capitals
smooth surface
has a
has legs has gears and is a thin, flat
numerator and
and scales moving parts object with lines
a denominator
has floors,
has faucets has red, yellow, has petals
teachers,
and drains and green lights and a stem
and students
grid activity
Î Write the number of each description by the word on the grid that matches it. An example
is done for you.
grid activity
Î See the directions on page 30.
provides
surrounds
protection from helps us breathe helps fish breathe
countries
disease
shows you where
designs tries to compares things
to find things
buildings get elected using like or as
in a book
measures the
surrounds tells what a
power of an explores space
direct quotes word means
earthquake
pie charts
Î See the directions on page 30.
energy dialogue
figh states
unp
183 n
hin
the lace i
0s
t be
ly t
red
kp
tive
icta
twe
pho wher re
y sha d
too
has
rela
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an s tosy e to
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rel e sun ay an
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th urs is tho ideas
in out eco
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disa omic
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took e 1930 aye
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rin ster
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req n on
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valu
cyc rs in
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tha rson
pe
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an
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s me
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nd
occ
fou
ore
sur a wall
reso ural y
whe
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id
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aff s
atm ected of rock aliv forth
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osp by mad nd soi e k
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last ecade
g
m
mp d
loym
dec
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d
une cause
ed a
alf a
larg
last
e
pie charts
Î See the directions on page 30.
echoes Gandhi
recycling Europe
fossils Mexico
sou
reco ock
pro duces
nat rican
Am orth
ts
nd w
duc
ion
rds
N
e
pro
con
ave
in
rem tain
anc ains inen
t
nat s man er
s
w com exp
eds ra ls pol bats nce
s and
ne teria luti bou ing
ma on
U.S
une ader
nt
iron e
. ne
env elps th
me
le
lect
t
vas
ighb
ed
or
Spa ostly
clim warm
may lution
hea leys
spe ish
pol
rs
val
ate
m
ake
n
rd i
cau
has
has
n
has
stil
se
of can
s r wit be do
help logists Ind
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ch aeo Asi ape
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can h plast
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ofte
a
wit
acti omic
n bu
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unt
s us
n
eco
one
ried
bat
pie charts
Î See the directions on page 30.
language population
atom newspaper
election magnetism
ttra gs
inte mation
info
to a s thin
ct
thin
rce
gra
r
a fo
ks
se
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cau
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sub eeds
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scri
ns
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pie charts
Î See the directions on page 30.
freedom Internet
history vocabulary
business media
gua he U.S n
use
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Con
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Types of Activities
• Be Specific (pages 58-62)
These activities challenge your students to explore how categories and their items can
move from the general (large area) to the specific (Canada). Word banks are provided
to assist students, but if you wish to make the activities more challenging, cover these
areas of the page when you photocopy the activities.
• Describe It (pages 63-64)
These activities help students select items that belong to a specific category and to
illustrate how some items may belong to more than one category.
• Cross Out (pages 65-66)
These flexible activities can be used in a variety of ways to show students how various
objects can belong to specific and shared categories. The printed directions suggest
having a reader randomly read directions from the bottom of the page while the student
crosses out the appropriate pictures. Another way to use this page is to have the
student roll two dice and follow the direction of the corresponding number shown on
the dice roll. The student continues throwing the dice and crossing out items until all
items have been marked. You will surely find other ways to use these pages.
• Grid Activities (pages 67-68)
These pages can be used in a variety of ways. Students can randomly select an item on
the grid and name a predetermined number of items that matches the category listed.
You may also present the activity as a competitive game. Provide game tokens and a
die, and then choose a direction for students to move around the grid (top to bottom,
side to side). When a player lands on a word on the grid, he names items that fit the
category. The player writes his initials in the box on the grid. The game continues
until all the boxes on the grid have been initialed. (As students roll the die and move,
have them skip over boxes that have already been initialed.)
Statements to Motivate
• If you are trying to describe something, begin by naming its category. Then you can
compare it to other members of the category.
• Knowing categories and their members helps improve your creativity and your
vocabulary. You can include more examples and details in your writing and speaking.
• Remembering words is easier when you know the categories they belong to because
you can keep a larger set of related words in your head more efficiently.
be specific
If you know the specific word that belongs to a category and its subcategories, you will use more
accurate words in your writing and speaking.
Ä Each line shows a general category in the left-hand column. The subcategories and describing
words that follow tell you more information. Write the specific item from the box at the
bottom that fits into the general category and its subcategories. An example is done for you.
General Specific
1. large area nation U.S. neighbor Canada
__________________
be specific
If you know the specific word that belongs to a category and its subcategories, you will use more
accurate words in your writing and speaking.
Ä Each line shows a general category in the left-hand column. The subcategories and describing
words that follow tell you more information. Write the specific item that fits into the general
category and its subcategories.
General Specific
1. person leader president __________________
be specific
If you know the category and subcategories a word belongs to, you can describe it better.
Ä Each line shows a specific item in the right-hand column and the subcategories it belongs to.
Write its general category from the box in the blank. See how the description moves from the
general to the specific. The first one is done for you.
General Specific
food
1. ____________________ snack cookie Oreo
be specific
If you know the category and subcategories a word belongs to, you can describe it better.
Ä Each line shows a specific item in the right-hand column and the subcategories it belongs to.
Write its general category from the box in the blank. See how the description moves from the
general to the specific.
General Specific
1. ___________________ has legs chair recliner
be specific
If you know the specific word that belongs to a category and its subcategories, you will use more
accurate words in your writing and speaking.
Ä Each line shows a general category in the left-hand column and a specific item on the right.
Fill in a subcategory name or description from the box that completes the “chain” from
general to specific. The first one is done for you.
General Specific
1. word part of speech
_______________ describes verbs adverb
describe it
Some items can belong to more than one category. Follow the directions to mark the items on the
page. Each item will be marked once. Some items will have more than one mark.
S Draw a wavy line under each picture that shows a healthy food.
S Draw straight line under each picture that shows something unhealthy.
describe it
Some items can belong to more than one category. Follow the directions to mark the items on the
page. Each item will be marked once. Some items will have more than one mark.
Egypt
Hawaii
Australia
England
cross out
Cut off the bottom of this page and give it to someone else. Have that person read each item to
you as you cross out the pictures that are described until each picture is crossed out. See
additional suggestions for using this page on page 56.
cross out
Cut off the bottom of this page and give it to someone else. Have that person read each item to
you as you cross out the pictures that are described until each picture is crossed out. See
additional suggestions for using this page on page 56.
amoeba
grid activity
Î See the directions on page 56.
eating
farm animals vegetables fruits tools
utensils
things you
communication things with things
occupations find in the
devices wheels that ring
bathroom
grid activity
Î See the directions on page 56.
units of
mammals reptiles pollutants resources
measurement
internal energy
settings habitats machines
organs sources
famous school
liquids currency seasons
inventors subjects
categories
buildings North American countries
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Types of Activities
• Describe It (pages 73-75)
Students will practice using the comparative forms of adjectives to make their language
more precise and accurate.
• Your Best Language (pages 76-78)
These activities challenge your students to choose similarities between items that are
most significant in terms of comparison. For example, when comparing a fish and an
octopus, it is more important to know that they are both ocean animals than that they
both simply have eyes. That comparison would involve a larger set of possibilities.
Encourage your students to choose the similarity that would narrow the comparison the
most and exclude the most other possibilities.
• Grid Activities (pages 79-83)
These pages can be used in a variety of ways. On the first four pages, students can
randomly select an item on the grid and name a similarity that the two items listed
have in common. You may also present the activity as a competitive game. Provide
game tokens and a die, and then choose a direction for students to move around the
grid (top to bottom, side to side). When a player lands on a pair of words on the grid,
he names something the items have in common. The player writes his initials in the
box on the grid. The game continues until all the boxes on the grid have been initialed.
(As students roll the die and move, have them skip over boxes that have already been
initialed.) The last grid activity (page 83) contains pairs of comparative/superlative
adjectives scrambled around the board. Challenge students to match each pair of
adjectives.
Statements to Motivate
• You can describe things by telling how they are alike and different from other things.
• When you use comparative and superlative adjectives, your speaking and writing are
much clearer. People will know exactly what you are talking about.
• Comparing words and their meanings helps your language become more accurate
and specific.
describe it
Adding the suffix -er to an adjective or the word more before it allows you to compare two things.
Which of these two sentences tells you more information?
Our dog was dirty.
Our dog was dirtier than the neighbor’s dog.
Ä Circle the word or words in each pair that would be used in a specific comparison:
Ä Fill in the blank with a suffix or word to make each comparison accurate.
describe it
Adding the suffix -est to an adjective or the word most before it allows you to compare many
things. Which of these two sentences tells you more information?
Ä Circle the word or words in each pair that would be used in a specific comparison:
6. The movie was the most boring thing I’ve seen all year.
The movie was boring.
Ä Fill in the blank with a suffix or word to make each comparison accurate.
describe it
Adding the suffix -er or -est to an adjective or the word more or most before it allows you to
compare things
Ä Circle the word or words in each pair that would be used in a specific comparison:
Ä Fill in the blank with a suffix or word to make each comparison accurate.
There are thousands of “objects” in the world, but only a handful that focus. The second choice is
more precise.
Ä Circle the similarity that is most important for each pair of items.
5. Saturday — Sunday They are days of the week. They are weekend
days.
10. cup — suitcase They are household items. They have handles.
It doesn’t really matter what letter the words start with because lots of things start with a “b.”
It’s more important to know that these are both colors. The second similarity is more important
and precise.
Ä Circle the similarity that is most important for each pair of items.
It doesn’t really matter what material a pencil or pen is made of, because lots of things are made
of metal or plastic. It’s more important to know that pencil marks are erasable. The second
characteristic is more important and precise.
Ä Circle the characteristic that is most important for each pair of items.
2. Earth — Jupiter Jupiter is larger than Earth. Earth can support life.
4. China — Los Angeles They are different kinds China is a country, and
of places. Los Angeles is a city.
grid activity–compare
Î See the directions on page 72.
Thomas Jefferson/
owl/duck George oxygen/nitrogen cameras/eyes
Washington
Thanksgiving/ geometry/
jazz/blues electricity/fire
New Year’s Day algebra
grid activity–contrast
Î See the directions on page 72.
thermometer/
rat/squirrel war/battle comet/asteroid
scale
parallel lines/
whole number/
perpendicular noun/verb map/globe
fraction
lines
dictionary/
spider/cockroach tree/bush wall/ceiling
encyclopedia
country/
paper/plastic elbow/knee ocean/lake
continent
longitude/
carrots/spinach forest/desert lungs/heart
latitude
lightning/
test tube/window sphere/cylinder Hawaii/Australia
thunder
hurricane/
electron/proton length/width snake/worm
tornado
microscope/
vitamins/calories stairs/elevator calendar/clock
telescope
denominator/
bored/interested Internet/TV China/Brazil
numerator
speaker/
keyboard/guitar sculpture/mobile football/soccer
headphones
orange juice/
taco/burrito helmet/knee pads rice/noodles
milk
grid activity–compare
Î See the directions on page 72.
Types of Activities
• Describe It (pages 86-89)
These activities challenge students to match descriptive phrases to specific items.
Some of these phrases are intentionally ambiguous and will apply to more than one
item. Encourage discussion and debate among students as they match items and
descriptions.
• Your Best Language (pages 90-94)
Students will begin to build definitions for items by providing adjectives and category
names. Encourage students to be as specific as possible in the categories they select.
For example, a cheetah is an animal, but it also belongs to other, more specific
categories, including wild animal, mammal, land animal, predator, etc. The last
activity in this section (page 94), has students practice selecting the most specific
descriptive phrase from two choices.
• Grid Activities (pages 95-98)
These pages can be used in a variety of ways. Students can randomly select an item
on the grid and name an object that matches the descriptive word(s) or phrase(s) listed.
You may also present the activity as a competitive game. Provide game tokens and a
die, and then choose a direction for students to move around the grid (top to bottom,
side to side). When a player lands on a space on the grid, he names an item that is
described by the word(s) or phrase(s) listed. If correct, the player writes his initials
in the box on the grid. The game continues until all the boxes on the grid have been
initialed. (As students roll the die and move, have them skip over boxes that have
already been initialed.)
• Pie Charts (pages 99-101)
These pages challenge students to match various descriptive aspects (descriptive
phrase, category, example from same category) on each pie chart to an item at the top
of the page. You might have your students simply list the words at the top of the page
on another sheet of paper and add a single item from each pie chart that describes the
item. A more visual approach to the activity is to have students assign a different
pattern (stripes, polka dots), color, or number to each item at the top of the page and
mark the box with that designation. The student then uses the same pattern, color, or
number to mark the section of each pie chart that goes with the item. Only one section
of each chart goes with the item. An example of a completed pie chart for a similar
activity is shown on page 31.
Statements to Motivate
• Naming a word from its meaning is an important skill. It helps you find exactly the
right word when you are speaking and writing.
• Good descriptions include examples, adjectives, and categories used in descriptive
phrases and sentences.
describe it
You can use phrases to accurately describe things.
S Put a box around all the phrases that can describe a reptile.
describe it
You can use phrases to accurately describe things.
S Underline all the phrases that can describe the U.S. Constitution.
S Put a box around all the phrases that can describe saliva.
S Cross out all the phrases that can describe a taste bud.
Note: You should mark all the phrases at least once. Some phrases may be marked more
than once.
describe it
You can use phrases to accurately describe things.
S Put a box around all the phrases that can describe soil.
a look into the future often has layers has minerals and
decomposing matter
describe it
You can use phrases to accurately describe things.
S Put a box around all the phrases that can describe a parasite.
1. cheetah fast
__________________ mammal
__________________
5. a __________________ __________________
1. elephant huge
________________ gray
________________ land animal
________________
15. soccer activity that uses a ball world’s most popular sport
grid activity
Î See the directions on page 84.
substance
can contract insect kitchen utensil
metal
part of the body round and hard-shelled sharp
used to make pennies
example: biceps black and red used for cutting steak
and pipes
force beverage
music-making device appliance
causes objects to often hot
played by humans small and rectangular
attract
often drank in the
example: piano cooks food quickly
affects metals morning
building leader
noise body of water
public place Chief Executive of the
can be soft or loud flows between banks
United States
treats sick and
made by a bird example: Nile
injured people example: George Bush
body of water
piece of writing annual event
vacation spot
found in the Eastern
has ingredients and determines leaders
sand and waves Hemisphere
directions
has campaigns
next to the ocean borders India
used in cooking and ballots
and Africa
grid activity
Î See the directions on page 84.
grid activity
Î See the directions on page 84.
condition that
simple; to bend place to piece of
causes
not fancy down store things jewelry
sneezing
used to
gesture of stores
improve has a handle floats easily
greeting information
taste of food
grid activity
Î See the directions on page 84.
measures
to hit with tropical cold
inches and TV service
a hammer location location
centimeters
something
place leader of punctuation mathematical
you do before
for dogs a nation mark symbol
a test
to take
someone who important
dry cake leaves a stain something
looks after medical
ingredient on clothing that isn’t
children occupation
yours
to make requires
vigorous gift-giving
something training pack animal
activity occasion
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Types of Activities
• Say It Again (pages 103-108)
These activities introduce your students to the concept of paraphrasing. Students
match sentences with ones that have been paraphrased using synonyms or alternate
phrasing. On the last two pages (107-108), students are challenged to provide alternate
words to complete a paraphrased sentence.
Statements to Motivate
• Paraphrasing is a good way to practice using synonyms.
• Paraphrasing shows teachers that you understand what you just read or heard.
• Paraphrasing helps you understand what you just read or heard. If you can repeat
information accurately in your own words, you will understand it and remember it
better and longer.
say it again
When you paraphrase something, you say the same information in a different way.
Ä Read each sentence on the left. Draw a line to the sentence on the right that paraphrases it.
3. George saw the tree being chopped c. Insects see with many eyes.
down.
6. Six-legged bugs have compound f. The mouse ate the cheese that he
visual sensors. picked up.
7. I can’t see very well without my g. The skin of reptiles helps to keep
glasses. moisture inside them.
8. Mold is in the same plant family as h. You can see images in great detail
mushrooms. with microscopes.
say it again
When you paraphrase something, you say the same information in a different way.
Ä Read each sentence on the left. Draw a line to the sentence on the right that paraphrases it.
2. Fossils occur when bones turn into b. Bones turning into stone create
stone. fossils.
4. I took the bus home from school. d. How are you doing?
5. Mickey Mouse has very small e. I got home by taking the bus.
arms.
7. He was locked out of his house. g. Modern humans have been around
for about 30,000 years.
8. The first humans like us lived h. The arms on Mickey Mouse are
about 30,000 years ago. tiny.
say it again
Paraphrasing may involve changing around words or using synonyms.
Ä Read each sentence on the left. Draw a line to the sentence on the right that paraphrases it.
4. The feather’s weight was not heavy. d. The feather was light.
6. The tree bark does not feel smooth. f. The whole meal was delicious.
say it again
Paraphrasing may involve changing around words or using synonyms.
Ä Read each sentence on the left. Draw a line to the sentence on the right that paraphrases it.
2. Three apples are less than five apples. b. Draw a square around the word.
3. Draw a box around the word. c. Make the first letter of a name in
uppercase.
5. Of the holidays, I like Christmas the best. e. The police officer checked out the
crime.
7. The police officer investigated the crime. g. Three apples are not as many as five
apples.
say it again
Ä Complete each incomplete sentence by paraphrasing the information in the first sentence.
10. Every sentence must have an action or being word and a noun.
Every sentence must have a _______________ and a noun.
say it again
Ä Complete each incomplete sentence by paraphrasing the information in the first sentence.
10. I need to review the material the night before the exam.
I need to ______________ the night before the test.
Ä Circle the sentence that contains the most specific information in each pair.
Ä Circle the sentence that contains the most specific information in each pair.
3. According to the thermometer, this is one of the hottest days of the year.
According to the thing that measures temperature, it is 100 degrees.
8. There are substances that can cause great harm to the environment.
Both oil and mercury can harm the environment.
Ä Circle the sentence that contains the most specific information in each pair.
1. The Civil War divided the United States during the 1860s.
There was conflict in the United States during the 1860s.
5. You will lose five points for not signing your paper.
If you do not sign your paper, you will not get full credit.
6. The Civil War divided the United States during the 1860s.
_______________________________________________________________________
8. The calendar will have to be thrown away on the last day of December.
_______________________________________________________________________
3. For a long time, people used to think the world was flat.
_______________________________________________________________________
4. When you wipe your hair on a balloon, it stands up because of static electricity.
_______________________________________________________________________
8. The police had proof that the man committed the crime.
_______________________________________________________________________
10. My sister estimated that her yearly allowance will be one thousand dollars.
_______________________________________________________________________
7. Her bumping into the tree trunk was an event that could not be avoided.
_______________________________________________________________________
8. After building the new neighborhood center, everyone wanted to express their gratitude
to the millionaire.
_______________________________________________________________________
grid activity
Î See the directions on page 102.
The scientists
The announcer The teacher’s The dog was uncovered an
used the object that answer was not making a lot ancient record
amplifies her voice. correct. of noise. of life made
of bone.
I picked up
Hal was not the receiver and I finished before My stomach feels
at school today. pushed some anyone else. empty.
buttons.
My mom picked up
The back and forth
I pushed the the bag of trash, The cat was not
motion of the
button so the TV closed it, and well-behaved while
chair helped the
would come on. carried it we were away.
baby go to sleep.
to the curb.
grid activity
Î See the directions on page 102.
I need to take
We looked at the In a few weeks I Every Sunday
that book from the
words in the book will go back to the afternoon we eat
library and leave
and comprehended library and give lunch outside our
after giving them
them. them back the book. home.
my card.
Chimpanzees
Take away six
The speech was use their arms Tammy ate 50% of
from fifteen and
not interesting. to move around that fruit pie.
you get nine.
in trees.
Paleontologists
There were five The day before Have me
study animals
problems that were today was Mary’s remember that
that no longer
done incorrectly. birthday. again later.
live on Earth.
Dempster, F., & Farris, R. (1990). The spacing effect: Research and practice. Journal of
Research and Development in Education 23(2), 97-101
Nippold, Marilyn A. (1998). Later language development: The school-age years and
adolescent years. Austin, TX: Pro-Ed.
Tibbets, Donald F. (1995). Language intervention: Beyond the primary grades for clinicians,
by clinicians. Austin, TX: Pro-Ed.
Terban, Marvin (1993). Checking your grammar. New York: Scholastic Inc.
19-04-987654321