Transcript Focus Calendar: Weeks 1-4

Focus Calendar:
Weeks 1-4
Synonym and Antonym
enormous
FCAT Testing Cluster 1
Strand A
big
LA.A.1.2.3: Grades 3, 4, and 5
Standard 1 – The student uses the reading process effectively.
small
High vocabulary people not
only know more words, they
know more about the words
they know.
Beck, McKeown, & Kucan
Clarifying the FCAT Benchmarks
• Grade K, 1, and 2
• Benchmark- LA.A.1.1.3
• The student uses knowledge of
appropriate garde-, age-, and
developmental-level vocabulary in
reading.
Clarifying the FCAT Benchmarks
• Grade K, 1, and 2
• GLE- LA.A.1.1.3
• K• 1st
• 2nd: knows homophones,
synonyms and antonyms for a
variety of words.
Clarifying the FCAT Benchmarks
• Grade 3, 4, and 5
• Benchmark- LA.A.1.2.3
• Uses simple strategies to determine meaning and
increase vocabulary for reading, including the use
of prefixes, suffixes, root words, multiple
meanings, antonyms, synonyms, and word
relationships.
What Does It Look Like on FCAT?
Item Type – Multiple Choice
3rd Grade
Passage Attributes:
• Passages may be literary text or informational text.
• Other stimuli could include, but should not be limited to,
illustrations graphics, and charts with captions.
• Passages must contain a word or phrase unfamiliar to most
third-grade students, and sufficient context must be present to
enable students to infer the meaning of the word or phrase.
Passages must contain appropriate words to assess knowledge
of prefixes, suffixes, root words, multiplemeanings, antonyms,
synonyms, homophones, compound words,and contractions.
What Does It Look Like on FCAT?
Item Type – Multiple Choice
3rd Grade
Response Attributes: Items assessing antonyms should not include
synonyms as distractors; similarly, items assessing synonyms should
not include antonyms as distractors.
3rd: Distractors may include, but are not limited to, the following:
• incorrect meanings of words or phrases,
• correct meanings of words or phrases that do not fit the context,
• words with construct similar to correct response (e.g. same prefix),
• incorrect interpretations of contractions.
What Does It Look Like on FCAT?
4th Grade
Item Type – Multiple Choice
Passage Attributes:
• Passages may be literary text or informational text.
• Other stimuli could include, but should not be limited to,
illustrations graphics, and charts with captions.
• Passages must contain a word or phrase unfamiliar to most
fourth-grade students, and sufficient context must be present to
enable students to infer the meaning of the word or phrase.
Passages must contain appropriate words to assess knowledge
of prefixes, suffixes, root words, multiple meanings, antonyms,
synonyms, homophones.
What Does It Look Like on FCAT?
4th Grade
Item Type – Multiple Choice
Response Attributes: Items assessing antonyms should not include
synonyms as distractors; similarly, items assessing synonyms
should not include antonyms as distractors.
4th: Distractors may include, but are not limited to, the following:
• incorrect meanings of words or phrases,
• correct meanings of words or phrases that do not fit the context,
• words with construct similar to correct response (e.g. same prefix).
What Does It Look Like on FCAT?
5th Grade
Item Type – Multiple Choice
Passage Attributes:
• Passages may be literary text or informational text.
• Other stimuli could include, but should not be limited to,
illustrations graphics, and charts with captions.
• Passages must contain a word or phrase unfamiliar to most fifthgrade students, and sufficient context must be present to enable
students to infer the meaning of the word or phrase. Passages
must contain appropriate words to assess knowledge of
prefixes, suffixes, root words, multiple meanings, antonyms,
synonyms, homonyms, homophones, and word orgins.
What Does It Look Like on FCAT?
5th Grade
Item Type – Multiple Choice
Response Attributes: Items assessing antonyms should not include
synonyms as distractors; similarly, items assessing synonyms
should not include antonyms as distractors.
5th: Distractors may include, but are not limited to, the following:
• incorrect meanings of words or phrases,
• correct meanings of words or phrases that do not fit the context,
• words with construct similar to correct response (e.g. same prefix),
• plausible but incorrect responses based on the text.
Key Question Phrases
• The word ____ probably means…
• ___ is a kind of _____
• ___is a synonym for…
• ___means the opposite of…
Sample Question
Which words from the story have almost
the same meaning?
A. complained, wondered
B. passed, waited
C. puffed, popped
D. watched, looked
Strategies for Teaching
Synonyms and Antonyms
• Venn Diagram
icy
sultry
sizzling
hot
burning
frosty
chilly
Strategies for Teaching
Synonyms and Antonyms
• Semantic Map
frigid
icy
reserved
aloof
frosty
cold
freezing
chilly
glacial
Strategies for Teaching
Synonyms and Antonyms
• Semantic Map
sizzling
frigid
freezing
frosty
cold
Synonyms
Antonyms
People who do this or who are
this
Sandy
Dana
hot
sultry
Strategies for Teaching
Synonyms and Antonyms
• Word Sorts
Cold
Hot
sultry
sultry
burning
sizzling
cold
frosty
chilly
cold
Substitute a Synonym
Substitute a synonym is a strategy that will help you figure out
words you don’t know.
A snowy owl named Hedwig
delivers Harry Potter’s mail.
A snowy owl named Hedwig delivers Harry Potter’s mail.
1. Mine your memory and try to think of the word.
Have you seen it in a book or heard the word before?
2. Try to picture the word in the sentence.
Imagine Hedwig flying into the room and dropping an envelope in Harry’s hands.
3. Think of other words that mean the same thing.
(delivers: gives, brings)
4. Substitute a synonym in the sentence.
A snowy owl named Hedwig brings Harry Potter’s mail.
5. Check! Does the synonym make sense in the sentence? If it makes sense, you can continue reading. If not,
try again.
Yes, the synonym makes sense.
Sophisticated Synonyms
Complete the sentences by choosing the correct word from the following :
clothes costume dress
outfit
garment
uniforms
garb
The soldiers were wearing old khaki ___ covered with dust.
At the New Year’s Eve party, Chris won the first prize for best ___.
Clarissa looked nice in her pretty summer ___.
Alphabet-Antonyms Table
Antonyms
Target Words
succeed
allow
remember
whole
back
1. The teacher selects words beginning with the same letter.
2. She prepares a two-column table ,with the antonyms of the target words listed in the first column.
3. Students complete the table, in groups or individually, knowing only that the word in the second column begin with
the same letter.
4. After a 5-minute period, students may use a thesaurus, a synonym dictionary, or other resource.
5. Students share their tables and display a completed table for reference.
Alphabet-Antonyms Table
Antonyms
Target Words
succeed
fail
allow
forbid
remember
forget
whole
fraction
back
front
Developing Effective Practices
Instruction
Increase
• Time for reading.
• Use of varied, rich text.
• Opportunities for students to hear or use words in natural
sentence contexts.
• Use of concrete contexts when possible (pictures, artifacts).
• Opportunities for students to use words in meaningful ways.
in Vocabulary
Developing Effective Practices
Instruction
Increase
• Opportunities for students to connect new words/concepts
to those already known.
• Study of concepts rather than single, unrelated words.
• Explicit concept instruction and incidental encounters with
words.
• Teaching strategies leading to independent word learning.
• Finding the word or concept that will have the biggest
impact on comprehension rather than “covering” many words
superficially. (Tier 2 Words)
• Opportunities for inference.
in Vocabulary
Developing Effective Practices
Instruction
Decrease
• Looking up definitions as a single source of word
knowledge.
• Asking students to write sentences for new words before
they’ve studied the word in depth.
• Notion that all words in a text need to be defined for
comprehension.
• Using context as a highly reliable tool for increasing
comprehension.
• Assessments that ask students for single definitions.
in Vocabulary