Vocabulary book
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Activity DescriptionIn this activity Margarita was working with vocabulary in a couple of different ways. First she would have to write the word in the middle. Then she would have to try and find the meaning of the word using context clues, we would always double check her context clue meaning to the meaning in the back of the book in the glossary. Once she had a good understanding of the meaning she would use the word in a sentence. Then she would find either a synonym or antonym, which ever one she chose. Then she would complete the page by drawing a picture.
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ReflectionMargarita was very impressed that the vocabulary book was hers and had her name on it. She had a little bit of a hard time with the definition as she would just write the sentence that the vocabulary word was in, rather than using the context clues to decipher the meaning. She really enjoyed drawing the pictures and I think that really helped her with what the words definition. After doing the vocabulary words this way Margarita made improvements on the vocabulary part of her weekly FCAT test.
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Sunshine State Standards
LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly LA.2.1.6.3: The student will use context clues to determine meanings of unfamiliar words; LA.2.1.6.5: The student will relate new vocabulary to familiar words; LA.2.1.6.7: The student will identify antonyms, synonyms, and homophones; TSOL Standard English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. |