Grades 3-4
VOCABULARY
ACTIVITY CHART
Designed to meet these objectives:
Language
• Students
• Students
• Students
• Students
will
will
will
will
understand prefixes and suffixes.
recognize synonyms and antonyms.
analyze words.
develop vocabulary.
Ideal for small-group lessons or language centers, this ready-to-use
activity chart makes it easy to learn or review vocabulary! The set
includes 20 different activity cards, color-coded for prefixes, suffixes,
synonyms, or antonyms—so you’ll always find one that’s just right for
the day’s lesson.
What’s Included
•
•
•
•
•
Pocket chart
20 activity cards
10 prefix & suffix cards
20 root word cards
30 synonym & antonym cards
Before You Begin
Display the pocket chart where children can see and access it easily.
Choose an activity card and place it in the top pocket. Set the related
word cards nearby. Note that the activity cards and word cards have
color-coded borders to help you find the ones you need. Synonym
cards are red; antonym cards are blue; prefix cards are green; suffix
cards are orange; and root word cards are green and orange. The
unused cards can be stored in the pockets at the bottom
of the chart.
©2010 Lakeshore
(800) 428-4414
www.lakeshorelearning.com
FF204
Ages 8+
Made in China
Getting Started
Before students begin using the chart independently, be sure to model
the activity. Ask volunteers to help you demonstrate the process.
Point to the activity card in the top pocket and have students read all of
the directions along with you. Then have volunteers help you follow
the directions one step at a time to make sure everyone understands
what to do. For example, if you are working on Activity Card 1: Making
Words with Suffixes, ask a volunteer to find the five orange-bordered
suffix cards listed on the activity card and place them in the numbered
pockets of the chart. Then look through the root word cards to find
root words that can be combined with the suffixes to form real words.
(If necessary, explain that “root words” are the same as “base words.”)
Remind students that some root words change their spelling when
suffixes are added; for example, “celebrate” loses its final “e” when it
is combined with “-tion.” Students can hide the final “e” by placing
the suffix card in front of the root word card. You may also want to
point out that some words can have multiple suffixes. For example,
both “-able” and “-ly” can be added to the root word “comfort” to
form the word “comfortably.” Which letters must be hidden to spell
this word correctly?
Discuss each of the completed words and help students define them.
Finally, invite students to think of a sentence for each word and write
the sentences on the classroom board or chart paper.
When students understand how the chart works, you can use it as a
whole-class activity or make it a language center activity for individual
students or small groups. Preselect the activity card(s) students will
work on or invite them to make their own choices. Be sure to have
them copy the words they make and/or complete the written part of
the activity. Point out that the answers can be found on the back of
each activity card so students can check and correct their own work.
Extension Activities
• E ncourage students to try to make more words by adding prefixes
and suffixes to the synonym and antonym cards. Keep an ongoing list
of the words that students find.
•A
fter students form a series of words, have them rewrite their lists in
alphabetical order.
2
•P
rovide grid paper and encourage students to create word search
puzzles using the words they are learning. Students can write their
words on the grid paper horizontally, vertically, or diagonally, placing
only one letter in each box. Have them fill in the empty boxes with
random letters. Students can exchange papers and see if they can find
all the hidden words.
•P
oint out that many root words change their spelling when suffixes
are added. Some lose their final “e,” such as “completion.” Some
double their final consonant, such as “fattest” and “stoppable.”
Prompt students to make a chart of these words and use it as a
spelling reference.
•C
reate a chart on chart paper or the classroom board. Make columns
with prefixes and suffixes as headings, such as “mid-,” “-ness,” and
so on. Have students list as many words as they can in each column.
Continue adding new words to the chart when students encounter
them in their reading. Which affixes do they find most frequently?
Meeting Individual Needs
ELL
Gather a small group of students and discuss any unfamiliar vocabulary
from the activity cards or word cards. Direct students to write the words
in their journals or on index cards and add illustrations to help them
remember the meanings. Encourage them to refer to their picture
glossaries as they work with the chart.
Reteach/Extra Support
Pre-teach an activity card to struggling students before they complete
the same activity with the class or with their regular small group. Review
the concept and the activity directions to make sure students
understand what they need to do.
Challenge
Suggest that students choose a prefix or suffix and create as many words
with those affixes as they can. Encourage them to check a dictionary to
make sure their words are spelled correctly.
Invite students to sort all of the word cards into pairs of antonyms or
synonyms and list all the pairs they find. Prompt them to use a dictionary
or thesaurus to find more antonyms or synonyms.
3
Informal Assessment Ideas
Observe students as they place cards in the chart and complete the
activities. Note where further instruction or practice would be helpful.
After students have written a list of words, have them circle the prefixes
or suffixes, or have them list pairs of synonyms or antonyms. Correct
their work as needed, and keep the papers in your files so that you can
review each student’s progress.