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Synonym & Antonym Task Cards with Reference Material Practice!

Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Synonym & Antonym Task Cards with Reference Material Practice!
Product Description
This file contains 3 sets of Synonym & Antonym task cards for you to use with your students! Not only will your students apply their knowledge of synonyms and antonyms, but will also practice dictionary and thesaurus skills and expand their vocabularies!

I designed this product to be a student-centered activity for kids to practice applying knowledge of synonyms and antonyms, practice using dictionaries and thesauruses, and expand students’ vernacular with high-level vocabulary words. This file contains 3 sets of task cards: 1 with 24 cards of mixed synonym & antonym practice, 1 with 100 synonym task cards, and 1 with 100 antonym task cards. Each set of cards is color coded, so you can use them separately, or you can mix and match for varied practice! Also included are recording sheets for each set of task cards, common core standards addressed, and answer keys.

To use this file simply print the cards and laminate for wear. Print a recording sheet for each student and you're ready to go!

You can use these task cards at a literacy center or as a “Scoot” game. I’ve done scoot games in two different ways, and both have worked very well!

The first way I set up “scoot” is by placing a certain number of cards around the room (usually 24 since that is the number of students in my room) and assigning each student to a certain card for the first round. Then, I set a timer for an appropriate period of time for students to complete that card (30 seconds to 1 minute) OR have students give a signal when they’ve completed the task card (I have my students sit down at the desk they’re at when they’ve finished the card). When all students are finished or time is up, I call “SCOOT” and students rotate to the next card in numerical order.

The other way we play Scoot is by placing the cards at random around the room. I give students a recording sheet and a clipboard and have students move around the room freely to complete all the task cards at their own pace. This method works better for review skills and if you feel your students can handle more freedom.

Common Core Standards:

RI.4-Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade level topic or subject area.

3.L.4- Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade level reading and content, choosing flexibly from a range of strategies.

b. Determine the meaning of the new word formed when a known affix is added to a known word

c. Use a known root word as a clue to the meaning of an unknown word with the same root

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

3.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty

3.L.6-Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships
Total Pages
126 pages
Answer Key
Included
Teaching Duration
N/A
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Mariah Nicole

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