Bud, Not Buddy - Vocabulary Skills
Learning Ally Bookshelf # HV757
Title
“Bud, Not Buddy” by Christopher Paul Curtis
Theme
Vocabulary in “Bud, Not Buddy”
Subject
Language Arts
Time
Various
Grade Range
5-8
Standards
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text.
Objectives
Students will:
• Identify unfamiliar words and infer meaning based on context clues
• Use a reference book, such as a dictionary, to find the definition of unfamiliar words
• Create a booklet of vocabulary words while reading the book “Bud, Not Buddy”
Materials and
Preparation
Introduction /
Hook
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• “Bud, Not Buddy” by Christopher Paul Curtis, Learning Ally
bookshelf # HV757
• Construction paper
• Stapler and scissors
• 4-5 copies double-sided of the Vocabulary Four Square
(available on website)
Optional:
• Magnifying glass
• Thesauri/dictionaries for class
• Markers, coloring pencils
Take out a magnifying glass and walk around the room. Ask students what type of person uses a magnifying glass? (A
detective.) Ask the students what a detective does. (A detective finds clues about things to get an answer.) Tell the students
that during their reading of the book “Bud, Not Buddy” they might be encountering words they do not know, so they will all
become vocabulary detectives. Tell students a vocabulary detective looks for words he or she is unfamiliar with and then
seeks out the meaning of the word using clues (context clues) surrounding the word in the sentence, or using a thesaurus or
dictionary.
Bud, Not Buddy - Vocabulary Skills
page 2
Learning Ally Bookshelf # HV757
Instructional
Activities
Pass out the Vocabulary Four Square worksheet. Make sure you have at least 4 to 5 double-sided copies for each
student. Students will be cutting them in half to create a vocabulary booklet.
Tell the class: to fully understand a word we must dig deep as vocabulary detectives. Write the word “synonym” on the board
and tell the class that one of the ways of truly understanding an unknown word is to find its synonym. A synonym is a word
that means something similar. For example, the word empty can mean the same thing as bare, hollow or void. We can find
synonyms by using a thesaurus. Model how to use the thesaurus with a few more words and write on the board.
Another way to look for the meaning of a word is to read the sentence that the word comes from. This is called finding
context clues and is true vocabulary detective work. Find the word “twine” from Pg. 6. Read and project the sentence “I sat
on the mattress and untied the twine that held it(the suitcase) together,” Pg. 6. Ask students how we can guess the meaning
by looking at this sentence. (We can tell it is something that is tied together by his action, must be strong to hold together a
suitcase handle, etc.)
Project the Vocabulary Four Square sheet up in front of the class. Go through the steps of using the Vocabulary Four
Square model finding the definition, drawing a picture, finding a synonym and using the word in a sentence. Tell students
that for their booklet, they will be searching for at least 10 unknown words throughout the story, completing a square for
each word. Tell students your expectations for the project (that you are looking for quality work, complete sentences, pictures
that demonstrate meaning, etc.)
Pass out colored construction paper and have students fold over paper in half, creating a front and back for the booklet. Have
students cut out at least 10-15 four square boxes to create their booklet and then staple them together. Students should put the
title, date and their name on the front cover. As you read the story in class, have students refer back to this and fill out their
vocabulary word squares.
Wrap Up
Differentiated Instruction
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At the end of the novel, students should have between 10-15 vocabulary words in their vocabulary booklet. Be sure to collect
at the end of the unit. You may have students present their booklet to the class, showing the pictures and sentences they
created. This is a great thing to have available for parent-teacher conferences or to display in your classroom.
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Allow students to choose their own words
Give pre-made vocabulary list to students who need it
Allow students to work in groups
Allow for alternative project to be completed as necessary following similar objective
Allow students to use a computer to look up definitions
Provide dictionary or thesaurus, or demonstrate online versions
Bud, Not Buddy - Vocabulary Skills
page 3
Learning Ally Bookshelf # HV757
Assessment
Accommodations /
Modifications
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Formal:
• Vocabulary Four Square pages
• Booklet completion
• Optional presentation to the class
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Allow students to listen to audiobook at home and school
Pre-identify vocabulary words with definitions for students.
Provide extended time
Do not make presentations aloud to class mandatory
Informal:
• Class discussions and participation
• Read assignments or questions aloud
• Grade based on content, not spelling or grammatical errors