Word
Study
Activity 1:
The Adverb Game:
While one student leaves the room and thinks of three activities that can
be performed (usually in relation to a story that has just been read),
the other students decide "how" the activity will be performed. For example,
the student out of the room names the activity as "raking leaves".
The
students, who have decided on the word, "quickly", perform the act of "raking
leaves" in a very quick manner.
Now, once the students have all demonstrated "raking leaves" as quickly as possible, the student who was out of the room has to guess the adverb. If the student guesses the word "quickly", then everyone wins, and the word is written onto the "Adverb Chart" in the "Successful" column. But, if the student says, for example, "hurriedly", then that word is written on the chart in the "unsuccessful" column.
Once the students see how "synonyms" can lead to an unsuccessful guess, try the activity again, with the "out" student thinking of 3 activities, which must be performed in succession, with the same "adverb" applied to the "verb", or activity.
Students should be able to see how adverbs, when chosen carefully, help to make verbs more distinct, and to aid in clarifying meaning!
Activity 2: Vocabulary Statue Maker
Students should break up into pairs. One student will be the statue maker, the other will be the clay. The vocabulary list for the day should be displayed on large chart paper so that students can select one word to enact. The statue maker then molds the clay into his/her interpretation of that word. Finally, the class tries to guess the word that is being enacted. Any discussion about why students thought that the "statue" was another word further reinforces the true meaning of the word, because that word is being analyzed.
Activity 3: Vocabulary Word Charades
Students break up into groups of 3 or 4. One student is the "director". That student tell the "actors" how the vocabulary word should be acted out in their group. Again, have the class try to guess what word is being acted out.
Comprehension
Activity 1: Sequencing Still Life
Break up into groups of 3 or 4. Have each student depict a "still life" of the beginning, middle, and end of story.
Activity 2: Setting Still Life
Break up into larger groups, 5 or 6, to create a still life of a main aspect of the book's setting.
Next, show a scene from the story that uses a special prop, such as the bowl of porridge, from "Goldilocks and the Three Bears". Enact the prop, and use it. Other students guess the prop.
Activity 3: Main Idea Montage'
After the first reading of a selected story, discuss the main ideas and conflicts presented in the beginning, middle, and end. Observe aspects of the story that seem to be diffecult for the children to comprehend.
Use the difficult scene to enact as children break up into groups of 2 or 3, and are asked to enact one specific scene from the story. Rehearse, and share enactments of the story. After enactments have been shared, "spotlight" aspects that do not seem to be taken from the text. Discuss any misunderstandings about the text at this point, while clarifying aspects of students' enactments that remained "true to the story".
