S T A N D A R D S
Teacher Page
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Synonym Strips
Designed to help students broaden their vocabularies, this activity
challenges students to generate lists of synonyms. Students then use the
synonyms as anchors, tethering unfamiliar words to familiar ones.
&
Demonstration
Guided Practice
BOOKS
FOR
MODELING
GRADES 2–4
Coral Reefs by Gail Gibbons
(Holiday House, 2007)
Read aloud one of the books listed here or one that aligns with your curTupelo Rides the Rails by Melissa
riculum. Explain that as you read a brief passage the group should listen
Sweet (Houghton Mifflin, 2008)
for unfamiliar words. (Note: Having students use a “thumbs up” sign
Two Bobbies: A True Story of
when they hear an unfamiliar word is an easy way to assess students’
Hurricane Katrina, Friendship, and
Survival by Kirby Larson (Walker
word knowledge.) You may need to record the words for younger stu& Co., 2008)
dents, while older students may make individual word lists. Encourage
students to use context clues to help them understand the unfamiliar
GRADES 4–6
words they encounter.
Lady Liberty: A Biography by
From students’ lists, select one word to use for modeling the synDoreen Rappaport (Candlewick,
2008)
onym activity. On a sentence strip, copy the sentence in which the word
Johnny Appleseed by Jane Yolen
appears in the text. Underline the unfamiliar word. Next, guide students
(HarperCollins, 2008)
as they analyze the sentence to determine the word’s function within the
The Greatest Story Never Told by
sentence. (Does the word describe, name, show action, etc.?) Next, read
Ray Negron (HarperCollins, 2008)
the sentence aloud and ask volunteers to suggest synonyms for the unfaFiction, nonfiction, and
miliar word. If students are unable to provide synonyms, encourage them
blended books work best
to use a thesaurus. The synonyms should be familiar so that students
with this activity.
can anchor the new vocabulary word to these known words and weave
the new word into their working knowledge.
Once students have provided you with two or three synonyms, have the entire group read aloud the
sentence inserting the synonym directly after reading the vocabulary word. For example, the unfamiliar
word in this sentence from The Greatest Story Never Told is commotion. “Late that evening, Nurse Linda
heard a loud commotion coming from room 714.” Students would read aloud the following: Late that
evening, Nurse Linda heard a loud commotion—disturbance—coming from room 714.”
To differentiate this activity, divide the class into groups and give each group a copy of the same
book. Group members should read a passage from the book together and develop a list of unfamiliar
words, with each student supplying one word. The groups then copy the sentences that provide context
onto sentence strips and work together
to recall or look up appropriate synT E C H N O L O G Y
onyms to record on the backside of
each strip. After the groups are done
TIP ä The Merriam Webster’s online thesaurus can be
with their work, a volunteer from each
found at http://www.merriam-webster.com. It’s easy
for students to use and also allows students to search
for synonyms in languages other than English.
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Better Than Book Reports © 2009 Christine Boardman Moen, Scholastic Teaching Resources
S T A N D A R D S
Teacher Page
One way to become a better reader is to increase your vocabulary, by learning synonyms for words you already know.
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5
A synonym is a word whose meaning is similar to another word. For example, a synonym for “chronometer”1is the 2
word “clock.”
1. Record the book title and author.
2. Cut the strips along the dotted lines. Fold them back along the solid fold lines.
3. From your reading, find four words that are unfamiliar to you and bookmark them.
4. On a strip, copy the sentence where you found the unfamiliar word, underline the word, and note the page number.
group reads aloud his or her group’s collection of unfamiliar words in combination with the sentence
5. Using a thesaurus, select two synonyms that match the meaning of the word as it is used in the book. Record the
strips
and on
synonyms.
synonyms
the back of the strip.
with©2009
a synonym.
Then repeat
this process
6. Read the sentence on the front of the strip. Replace the underlined
Better Than word
Book Reports
Christine Boardman
Moen, Scholastic
Teaching Resources
with the other synonym.
Synonym Strips
Tupelo Rides the Rails
Melissa Sweet
Book title ________________________________________
Author ___________________________________
One way to become a better reader is to increase your vocabulary, by learning synonyms for words you already know.
Later,
Garbage
PailisTex
regaled
them word.
with tales
of dog heroes:
of Toto’s
adventures is
with
_________________________________________________________________________________
Sentence
A synonym
is a1:word
whose
meaning
similar
to another
For example,
a synonym
for “chronometer”
the
wordDorothy,
“clock.” of Krypto, Superman’s valiant dog, and of Lassie and her boy Timmy.
______________________________________________________________________ (page _____________ )
1. Record the book title and author.
2. Cut the strips along the dotted lines. Fold them back along the solid fold lines.
3. Sentence
From your2:
reading,
find four words that are unfamiliar
to you and bookmarkdelighted
them.
________________________________________________________________________________
entertained
amused
4. On a strip, copy the sentence where you found the unfamiliar word, underline the word, and note the page number.
5. ______________________________________________________________________
Using a thesaurus, select two synonyms that match the meaning of the word as it is used (page
in the _____________
book. Record the)
synonyms on the back of the strip.
6. Read the sentence on the front of the strip. Replace the underlined word with a synonym. Then repeat this process
Sentence
3: ________________________________________________________________________________
with the other
synonym.
Better Than Book Reports ©2009 Christine Boardman Moen, Scholastic Teaching Resources
Fire and Silk: Flying in a Hot Air Balloon
Neil Johnson
______________________________________________________________________ (page _____________ )
Book title ________________________________________ Author ___________________________________
It’s fun to look out from an airborne balloon and see other
colorful and majestic balloons flying nearby.
Sentence
1:
4: _________________________________________________________________________________
One
way to become
a better reader is to increase your vocabulary, by learning synonyms for words you already know.
A synonym
is
a
word
whose meaning is similar to another word. For example, a synonym for(page
“chronometer”
is the )
______________________________________________________________________
_____________
word “clock.”
______________________________________________________________________ (page _____________ )
1. Record the book title and author.
2: ________________________________________________________________________________
2.Sentence
Cut the strips
along the dotted lines. Fold them back along the solid fold lines.
3. From your reading, find four words that are unfamiliar to you and bookmark them.
______________________________________________________________________ (page _____________ )
4. On a strip, copy the sentence where you found the unfamiliar word, underline the word, and note the page number.
5. Using a thesaurus, select two synonyms that match the meaning of the word as it is used in the book. Record the
synonyms on the back of the strip.
Sentence 3: ________________________________________________________________________________
6. Read the sentence on the front of the strip. Replace the underlined word with a synonym. Then repeat this process
______________________________________________________________________
(page _____________ )
with the other synonym.
splendid
grand
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Synonym Strips
impressive
Sentence 4: _________________________________________________________________________________
Mr. Zuckerman heard, and he came out of the machine shed where
Sentence 1: _________________________________________________________________________________
______________________________________________________________________ (page _____________ )
he was mending a tool.
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______________________________________________________________________
(page _____________
)
______________________________________________________________________ (page _____________ )
108
Charlotte’s Web
E. B. White
Book title ________________________________________
Author ___________________________________
Sentence 2: ________________________________________________________________________________
fixing
repairing
______________________________________________________________________
(page _____________ )
Sentence 3: ________________________________________________________________________________
______________________________________________________________________
(page _____________ )
Sentence 4: _________________________________________________________________________________
______________________________________________________________________
(page _____________ )
______________________________________________________________________
(page _____________ )
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Name ____________________________________________________________________________________________________________
Name ____________________________________________________________________________________________________________
DATE _________________________________
DATE _________________________________
Name ____________________________________________________________________________________________________________ DATE _________________________________
Synonym Strips
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Better Than Book Reports © 2009 Christine Boardman Moen, Scholastic Teaching Resources
Name ____________________________________________________________________________________________________________ DATE _________________________________
Synonym Strips
Better Than Book Reports © 2009 Christine Boardman Moen, Scholastic Teaching Resources
One way to become a better reader is to increase your vocabulary by learning synonyms for unfamiliar words.
A synonym is a word whose meaning is similar to another word. For example, clock is a synonym for chronometer.
1. Record the book title and author.
2. Cut the strips along the dotted lines. Fold them back along the solid fold lines.
3. From your reading, find four words that are unfamiliar to you and bookmark them.
4. On a strip, copy the sentence where you found the unfamiliar word, underline the word, and note the page number.
5. Using a thesaurus, select two synonyms that match the meaning of the word as it is used in the book. Record the
synonyms on the back of the strip.
6. Read the sentence on the front of the strip. Replace the underlined word with a synonym. Then repeat this process
with the other synonym.
Book title ________________________________________ Author ___________________________________
(page _____________ )
Sentence 1: _________________________________________________________________________________
______________________________________________________________________
(page _____________ )
Sentence 2: ________________________________________________________________________________
______________________________________________________________________
(page _____________ )
Sentence 3: ________________________________________________________________________________
______________________________________________________________________
(page _____________ )
Sentence 4: _________________________________________________________________________________
______________________________________________________________________
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Teacher Page
Grading Rubric
Student’s Name ____________________________________________________________ Date ____________________________
Book-Sharing Activity __________________________________________________________________________________________
Book Title _____________________________________________________ Author ______________________________________
Scoring Guide
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Outstanding
Student’s work is creative and completed exceptionally well.
Above Average
Student’s work is attractive, accurate, and has few errors.
Average
Student’s work meets but does not exceed expected requirement.
Needs Improvement
Student’s work is inaccurate and/or incomplete. Many errors.
Directions
Assess criteria that apply to the book-sharing activity noted above. Refer to the scoring guide and mark the score that best
describes the student’s performance.
Writing Criteria
Utilizing Visual/Media Literacy: Criteria
____ Writes in complete sentences.
____ Uses manipulatives for various purposes, such as
retelling a story.
____ Writes detailed descriptions, explanations, and correspondence.
____ Accurately completes instructions composed of visuals.
____ Supplies information to complete story frames and
graphic organizers.
____ Operates media devices and integrates media-created
products into a presentation or demonstration.
____ Summarizes or paraphrases.
____ Reads a map and uses it to plot or trace a route.
____ Creates and answers questions.
____ Utilizes photographs and illustrations for descriptive
purposes.
____ Other _____________________________________
____ Other __________________________________________
Reading Criteria
____ Comprehends and follows written directions.
____ Comprehends different types of text structures and
related genres.
Conducting Research/Examining Text in
Detail: Criteria
____ Identifies and explains literary elements.
____ Searches for information within the text or a chosen
book.
____ Comprehends and explains the use of dialogue and its
purpose.
____ Searches for additional information in print and nonprint sources.
____ Comprehends, locates, and supplies synonyms for
vocabulary words.
____ Selects appropriate information.
____ Makes predictions, rereads for understanding, and
determines point-of-view.
Comments and/or Observations
Listening and Speaking Criteria
____ Plans, practices, and delivers presentations for different
purposes/audiences.
____ Listens for important details and follows oral instructions.
____ Other __________________________________________
What part of the activity did the student do well?
,
____ Other __________________________________________
____ Other __________________________________________
_____________________________________________________
_____________________________________________________
What part of the activity does the student need to improve?
_____________________________________________________
_____________________________________________________
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Better Than Book Reports © 2009 Christine Boardman Moen, Scholastic Teaching Resources
Self-Assessment Form
Name_______________________________________________ Date _______________
Activity_________________________________________________________________
Book Title ______________________________________________________________
Author _________________________________________________________________
Directions: Check the boxes that best describe your work. If a statement doesn’t go with
the activity, check the box labeled “Doesn’t apply.”
I did
great!
I did
okay.
o
o
o
o
I’ll work Doesn’t
on this.
apply.
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
I wrote in complete sentences.
I included details from my reading.
I organized information (on planning pages,
checklists, or charts).
I followed written directions.
I described what happened in the story.
I explained similarities and differences.
I listened to and followed the directions my
teacher said aloud.
I planned and practiced for my presentation.
I used a drawing, map, photo, or other visual.
I researched details in books, online, or
another way. _________________________
What part of the activity did you enjoy most? Explain. If you need more room, write on the back
of this page.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Better Than Book Reports © 2009 Christine Boardman Moen, Scholastic Teaching Resources