Focused Vocabulary Practice! PRACTICE - · PDF file · 2007-04-04Four Review...

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DAILY VOCABULARY PRACTICE

Adjectives

Name ______________________________________________

An adjective is a word used to describe a noun or a pronoun. For example, glad,

peaceful, and European are adjectives.

Underline the adjectives in each sentence.

1. School lunches are healthier than they once were.

2. Fatty foods have been replaced by leaner foods.

3. Skimmed milk has replaced whole milk.

4. The improved menu will help American students.

5. Healthful eating habits start in childhood.

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Week Three

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Week Three

Adjectives

Name ______________________________________________

An adjective is a word used to describe a noun or a pronoun. For example, happy,

sad, and confused are adjectives that describe feelings.

Underline the adjective in each sentence. Then choose another adjective that has

the same or almost the same meaning.

1. Frightening sounds came from his closet.(scary, free)

2. A worried look crossed his face.

(weary, concerned)

3. When he realized the terrifying noise came from his

music player, he was relieved.

(frightful, hefty)

4. He made a contented sigh.

(happy, constant)

5. He felt peaceful again.

(at ease, elated)

DAILY VOCABULARY PRACTICE 2

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Using This BookGood Vocabulary = Improved ReadingComprehension and Writing SkillsDid you know that vocabulary development islinked to improved reading comprehension?In this reproducible book you’ll find dailyvocabulary practice with essential third-gradewords. It’s a valuable classroomresource packed with quick and easy-to-useactivities designed to strengthen vocabularyand build better readers. You can usethese activities in a variety of classroomsituations—as daily warm-ups, quickassessment tools, or helpful reviews.

The book’s organization features 36 weeklypractice sessions, followed by a monthlyreview of words covered in the previousweeks. This approach allows for in-depthand focused practice of essential vocabularywords in a concentrated time frame. Thisengaging resource provides high-interestcontent and vocabulary practice in context.The exercises offered in the first part of each

week are simpler. As the week progresses,the activities gradually become more challenging.Likewise, the more challenging vocabularywords are offered as the year progresses.Later sections of the book are directly related

to third-grade content areas includingscience, mathematics, language arts, andsocial studies. You might plan to use thesesections to complement content-area studies,bearing in mind that through repetition andrepeated exposure students’ vocabularygrows. It’s one more way for students topractice material recently taught and for youto assess students’ progress.Daily PracticeWhen planning your daily routine, try one ormore of these management techniques:• Make copies of the daily vocabularypractice page for students to completeeach morning. Explain to students that theyshould choose five of the words to create

their own sentences and write them on theback of the page. Review the sentences asa whole group. Write sample sentences onthe board or on a piece of paper.

• Distribute copies of each daily page toindividual students or to small groups.You might choose to have students worktogether for Day One through Day Three andthen individually for Days Four and Five.When students work independently,encourage them to exchange work witha partner and compare and discuss their

answers. Or, review the correct responsestogether as a large group.

• Use an overhead projector or createtransparencies to complete the work ina large group. Ask volunteers to helpcomplete each item. Try completing DayOne as a whole-class activity to reviewthe week’s vocabulary words. Then havestudents work independently or in pairsthroughout the week.

• Direct students to complete the activitypages for homework. Encourage studentsto share their work at home.

• Use the materials to complement contentarea studies. For example, you might havestudents conclude a lesson on the branchesof government by completing thecorresponding pages in the practice book.Weekly Reviews

There is a weekly review to reinforce the workof previous days. You can use these reviewsas an assessment, collecting each student’swork individually. You might prefer to use thevocabulary review as an assessment tool todetermine which words students still need topractice.

Monthly ReviewsAt the end of each four-week set there isan activity page that reviews words taughtduring that month. Each monthly reviewincludes word searches, crossword puzzles,or other engaging word games.


Name ______________________________________________A. Choose the correct homophone to complete each sentence.1. Commercial jets can fly at an altitude of nearly ______________ miles. (ate, eight)2. At this elevation, they fly above any ______________ clouds. (rain, rein, reign)3. From this high up, the world ______________ small. (seams, seems)4. The sky is a cloudless ______________ (blew, blue)

5. Airline ______________ in the cockpit have an amazing view. (crews, cruise)

B. Choose the word that rhymes with each homograph.1. The wind in a tornado can reach 300 miles an hour. (find, pinned)2. A violin’s bow is made of horsehair. (cow, no)3. Be careful not to tear this paper. (fear, air)

C. Match each word to its definition.1. incisors written or shown2. graphic the distance around3. circumference referring to land4. terrestrial teeth that cut5. scholarly educational

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TEACHER REPRODUCIBLES Literacy Skills

Week Four

Week Four Review

Adverbs

Name ______________________________________________

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Adverbs

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An adverb is a word used to describe a verb, an adjective, or another adverb. For

example, happily and angrily both describe feelings, but they are opposites.

Circle the adverb that has the opposite meaning as the boldfaced word.

1. seriouslylightheartedly

somberly

2. calmlyserenely

excitedly

3. exuberantlygloomily

happily

4. kindlyrudely

politely

5. hastilyquickly

slowly

Write an adverb that is made from the underlined adjective in each sentence.

1. A happy child plays ____________________.

2. A cautious person acts ____________________.

3. An organic fruit is grown ____________________.

4. A hot topic is ____________________ debated.

5. A joyful song is sung ____________________.



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Name ______________________________________________

A. Use the clues to answer each question.

1. I am the only continent whose name does NOT contain the letter

“A”. Who am I? _________________

2. My name includes the suffix -polis. Am I a city or a country? _________________

3. I am a self-governing area ruled by a king. My name ends with the letters –dom.

What am I? _________________

4. I am a settlement smaller than a city. What am I? _________________

5. My abbreviation is “blvd.” What am I? _________________

B. Match each word with its definition.

1. territory a. a narrow water passage connecting two seas

2. mesa b. a body of land that juts out into the water

3. tropical c. a hot, humid climate

4. peninsula d. a plateau, or raised, flat area

5. strait e. a body of land

C. Find each of these North American locations in the word search.

Hudson Vermont Columbus Rio Grande Erie

A E V C V S E N G E U

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Extension ActivitiesHelping your students develop and build astrong vocabulary is an ongoing process.This practice book is a terrific tool to helpyou reach your educational goals. But it’s notthe only thing you can do every day to helpstudents develop a strong vocabulary.Use the vocabulary words in everyday speech.As you use this daily practice book make it apoint to use the words in conversation.For example, instead of telling students thatyou are going to show them how to use acomputer program, say that you will demon-strate how the program works. In this way,you are reinforcing the word, integrating it ina practical way and giving an example of howthe word is used in context.Read aloud to students. Reading aloud fromauthentic literature and nonfiction is anessential tool for vocabulary development. Byreading aloud, you are introducing studentsto rich language. You can also reinforceimportant vocabulary words by engagingstudents in a book talk, focusing on wordsyou want your students to know.You can also create additional learningopportunities by incorporating vocabularywords into teacher-created games andactivities. Here are some suggestions:

Word of the Day Challenge students toincorporate the word into their everydayspeech. At the end of the day, ask studentsto give examples of how and when the wordwas used.

Synonym Concentration Have studentschoose five. They should write each wordand one synonym for each word on separatenote cards for a total of 10 cards. Workingwith a partner, students should then arrangethe cards face down. Students will then taketurns turning over two cards at a time, tryingto match the synonyms in the set. The gamecan also be played using antonyms.

Compound Words Write compound wordson note cards then cut the cards in half toform two separate words. Shuffle the cards,then have students put them back togetherto form compound words.Super Sentences Challenge studentsto use the weekly vocabulary words in asentence. Encourage them to use not justone of the words in each sentence, butseveral.

Homograph Art Have students expandon the list of homographs introduced in thepractice book. Then have them drawpictures to go with the separate meaningsfor each word. Display the homographs andillustrations in class or arrange them in aclass book.

Homophone Bingo Have studentsbrainstorm a list of homophones. Then, usethe words to prepare BINGO cards. Insteadof calling out a letter/number combination asyou would in a traditional BINGO game useone of the homophones in a sentence.Students then must identify the word incontext and find its match on theirBINGO board.

RAIN? REIN?

BINGO!

Focused Vocabulary Practice!Daily Vocabulary Practice for grade 5 helps build many essential fifth-grade vocabularyskills. This engaging reproducible book is organized into 36 weekly practice sessions—each centered on a single topic, from structural vocabulary such as parts of speech,compound words, prefixes, homographs and the like, to academic content area vocabulary in social studies, language arts, science and math.

This book features 180 daily vocabulary practices, 36 weekly reviews, and nine full-page monthly reviews. Use them with your students in group practice, assign them for homework, or place them in an independent learning center for students to use on their own. The practice exercises can be invaluable in helping students prepare for all-important grade-level assessment as well.

Daily Vocabulary Practice provides engaging activities that help fifth-grade students strengthen their vocabulary—especially academic words—with:

180 Daily VocabularyExercises and 36Weekly Reviews

9 Monthly Reviews TeacherInstructions

DAILYVOCABULARYPRACTICE

l 36 Weeks of Daily Practice

l Weekly Reviews & Monthly Reviews

l Teaches Structural Vocabulary and Academic Words: Math, Science, Social Studies and Language Arts

l Supports English Acquisition

words to knowevidenceforgelegislatemigrantssonneteavesdrophighlightof fspring

GRADE 5WR 176


5GRADE Daily Vocabulary Practice provides a structured approach to

building and reviewing your students’ vocabulary skills.

Copyright © 2007 by Weekly Reader Corporation. All rights reserved.Permission granted to reproduce for classroom use only. But beyond classroom use, material in this book may not be stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying, or other, without special permission from the

Weekly Reader Corporation: [email protected]. Printed in Canada.

1 2 3 4 5 / 10 09 08 07

ISBN: 9-780837-481296

Monthly ReviewApply skills learned each month

Weekly SkillPractice one skill every day for a week


Adjectives

Name ______________________________________________

An adjective is a word used to describe a noun or a pronoun. For example, glad,

peaceful, and European are adjectives.

Underline the adjectives in each sentence.

1. School lunches are healthier than they once were.

2. Fatty foods have been replaced by leaner foods.

3. Skimmed milk has replaced whole milk.

4. The improved menu will help American students.

5. Healthful eating habits start in childhood.

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Week Three

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Week Three

Adjectives

Name ______________________________________________

An adjective is a word used to describe a noun or a pronoun. For example, happy,

sad, and confused are adjectives that describe feelings.

Underline the adjective in each sentence. Then choose another adjective that has

the same or almost the same meaning.

1. Frightening sounds came from his closet. (scary, free)

2. A worried look crossed his face. (weary, concerned)

3. When he realized the terrifying noise came from his

music player, he was relieved. (frightful, hefty)

4. He made a contented sigh. (happy, constant)

5. He felt peaceful again. (at ease, elated)


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Week Five

Week Five Review

Prefi xesName ______________________________________________

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Prefi xesName ______________________________________________

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Some prefixes indicate number: uni- (one), bi- (two), tri- (three), quad- (four), quint-

(five), sex- (six), sept- (seven), oct- (eight), deca- (ten), and cent- (100).

Choose the word from the box that matches each definition.bicycle century quadruple quintetoctopus decade unicorn triplets

1. A period of time equal to 100 years. __________________

2. A cycle with two wheels. __________________

3. A period of time equal to 10 years. __________________

4. An animal with eight arms. __________________

5. Three siblings born together. __________________

Match each word to its definition. 1. unicorn to make a structure with

2. ultramodern not readable

3. illegible to not trust4. distrust a one-horned, imaginary animal

5. construct very up-to-date



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Language Arts Words

Name ______________________________________________

A genre is a category of literature. Poetry is a genre that includes works such as

sonnets, haiku, limericks, odes, couplets, and free verse.

Find the six types of poetry named above in the word search.

A H L O B J V K R

G A E D H L X I T

L I M E R I C K S

O K I S P U S T O

H U M I T X L C N

C O U P L E T T N

F R E E V E R S E

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Week Eighteen

Language Arts Words

Name ______________________________________________

A genre is a category of literature. An essay is a type of nonfiction that is shorter

than a book-length work. Essays include how-to essays, book reports, humorous

essays, and magazine articles.

Underline the name of a type of nonfiction in each sentence.

1. The magazine article was called “A Journey to the North Pole.”

2. This magazine includes a humor column called “The Last Laugh.”

3. I read a how-to essay called “Neat Nests.”

4. My report was called “Lincoln’s Presidency.”

5. This week’s “Weekly Reader” includes an essay on organic farming.


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Name ______________________________________________A. Choose the correct homophone to complete each sentence.1. Commercial jets can fly at an altitude of nearly ______________ miles. (ate, eight)

2. At this elevation, they fly above any ______________ clouds. (rain, rein, reign)

3. From this high up, the world ______________ small. (seams, seems) 4. The sky is a cloudless ______________ (blew, blue)5. Airline ______________ in the cockpit have an amazing view. (crews, cruise)

B. Choose the word that rhymes with each homograph.1. The wind in a tornado can reach 300 miles an hour. (find, pinned)2. A violin’s bow is made of horsehair. (cow, no)3. Be careful not to tear this paper. (fear, air)

C. Match each word to its definition.1. incisors written or shown 2. graphic the distance around3. circumference referring to land4. terrestrial teeth that cut5. scholarly educational

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Weekly ReviewReview weekly skill

Week Eight

Week Eight Review

Antonyms

Name ______________________________________________

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Antonyms

Name ______________________________________________

Often prefixes and suffixes can be used to create antonyms. Happy and unhappy are

antonyms. Hopeful and hopeless are antonyms.

Change each word to its opposite by adding or changing a prefix or suffix.

1. careless ___________________

2. mobile ___________________

3. legal ___________________

4. pitiless ___________________

5. willing ___________________

Underline the antonyms for each boldfaced word shown.

1. common rare uncommon usual

2. ugly disgusting beautiful gorgeous

3. visible viewable invisible unseen

4. courageous fearful cowardly brave

5. unable incapable able capable



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Week Twenty-Six

Week Twenty-Six Review

Geography WordsName ______________________________________________

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Geography WordsName ______________________________________________

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Complete each rhyme with a word from the Word Bank.

1. The ocean’s calm in a ________________________ where surrounding land keeps waves away.2. The flow is narrow, and like a gateit connects two seas. It’s called a ________________________.3. Between two cliffs, on boarda ship we sail the chilly ________________________. 4. Inside an atoll, under the moon saltwater fills the round ________________________.5. A triangle shape defines a ________________________ the place where a river goes helter skelter!

Where would you go to see each type of land? Match the landforms and locations. 1. a peninsula a. New York City2. a delta b. Crater Lake National Park3. an island c. Florida

4. a crater d. Alaska5. tundra e. the Mississippi River



5strait delta lagoon bay fjord sea

Table of Contents

Using This Book . . . . . . . . . . . . . . . . . . . . 4–5

Week 1: Nouns . . . . . . . . . . . . . . . . . . . . . . .6Identifying and using common and proper nouns

Week 2: Verbs. . . . . . . . . . . . . . . . . . . . . . . .9Identifying and using verbs

Week 3: Adjectives . . . . . . . . . . . . . . . . . . .12Identifying and using adjectives

Week 4: Adverbs . . . . . . . . . . . . . . . . . . . . .15Identifying and using adverbs

Month 1 Review . . . . . . . . . . . . . . . . . . . . .18

Week 5: Prefixes . . . . . . . . . . . . . . . . . . . . .19Identifying and using prefixes

Week 6: Suffixes . . . . . . . . . . . . . . . . . . . . .22Identifying and using suffixes

Week 7: Synonyms . . . . . . . . . . . . . . . . . . .25Identifying and using synonyms

Week 8: Antonyms. . . . . . . . . . . . . . . . . . . .28Identifying and using antonyms

Month 2 Review . . . . . . . . . . . . . . . . . . . . .31

Week 9: Homophones . . . . . . . . . . . . . . . . .32Identifying words that sound the same but have different meanings

Week 10: Homographs . . . . . . . . . . . . . . . .35Identifying words with the same spellingbut a different meaning

Week 11: Roots . . . . . . . . . . . . . . . . . . . . .38Identifying and using roots

Week 12: English Words from Foreign Words 41Identifying and using foreign words

Month 3 Review . . . . . . . . . . . . . . . . . . . . .44

Week 13: Compound Words . . . . . . . . . . . . .45Identifying and using compound words

Week 14: Clips and Acronyms . . . . . . . . . . .48Identifying and using clips and acronyms

Week 15: Blends. . . . . . . . . . . . . . . . . . . . .51Recognizing and using blends

Week 16: Color Words . . . . . . . . . . . . . . . . .54Recognizing and using color words

Month 4 Review . . . . . . . . . . . . . . . . . . . . .57

Week 17: Language Arts Words . . . . . . . . . .58Identifying and using language arts content words




Month 5 Review . . . . . . . . . . . . . . . . . . . . .70

Week 21: Social Studies Words . . . . . . . . . .71Identifying and using social studies content words




Month 6 Review . . . . . . . . . . . . . . . . . . . . .83

Week 25: Geography Words . . . . . . . . . . . . .84Identifying and using geography content words




Month 7 Review . . . . . . . . . . . . . . . . . . . . .96

Week 29: Science Words . . . . . . . . . . . . . . .97Identifying and using science content words

Week 30: Science Words . . . . . . . . . . . . . .100Identifying and using science content words



Month 8 Review . . . . . . . . . . . . . . . . . . . .109

Week 33: Math Words . . . . . . . . . . . . . . . .110Identifying and using math content words




Month 9 Review . . . . . . . . . . . . . . . . . . . .122

Answer Key . . . . . . . . . . . . . . . . . . . . . . .123


NounsName ______________________________________________

A common noun names a general person, place, thing, or idea. A proper noun names a particular person, place, thing, or idea. Circle each proper noun. Then choose the common noun that means about the same as the underlined common noun.

1. John Adams was the second president of the United States. (present, leader)

2. After Adams, Thomas Jefferson led the country. (nation, city)

3. The fourth leader was John Quincy Adams. (champion, official)

4. This man was the son of President John Adams. (offspring, cousin)

5. Can you name another father and son pair of presidents? (duo, family)

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Week One©

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Week One

NounsName ______________________________________________

A singular noun names one person, place, thing, or idea, such as artist. A plural noun names more than one person, place, thing, or idea, such as artists.Draw one line under the singular nouns. Circle the plural nouns.

1. Museums house many different kinds of collections.

2. One exhibit might concentrate on sculptures.

3. Another might display the work of painters.

4. Some galleries focus only on portraits.

5. Most major cities have at least one cultural institution.


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A collective noun names a group. A collective noun can be singular or plural, such as troop and troops. Underline each collective noun.

1. Groups of animals have special names.

2. A crowd of cows is called a herd.

3. Elephants, cows, and horses travel in herds.

4. A family of geese lives in a gaggle.

5. A group of wolves lives in a pack.

You can make most nouns plural by adding -s or –es to the singular form. But some plural nouns, such as people, men, children, and fish are irregular. Circle the irregular plural form of each singular noun.

1. woman womans women

2. goose geese gooses

3. deer deer deers

4. tooth tooths teeth

5. mouse mice mouses



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Week One

Week One

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NounsName ______________________________________________

Some plural nouns are not formed by adding –s or -es. To form the plural of many nouns that end in –us, change the –us to –i. To form the plural of many nouns that end in –um, change the –um to –a. Circle the irregular plural form of each singular noun.

1. cactus cacti cactuses

2. datum datums data

3. curriculum curricula curriculums

4. bacterium bacteriums bacteria

5. alumnus alumni alumnuses

Circle the word that describes each underlined noun.

1. Abraham Lincoln was the 16th president. common, proper

2. The Civil War was fought between 1861 and 1865. common, proper

3. A huge battle took place in Gettysburg. singular, plural

4. The men on both sides fought bravely. singular, plural

5. Each squad included volunteers and draftees. collective, plural

What’s another word for fad or fashion? Write the last letter of each underlined word to find out.

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Focused Vocabulary Practice! PRACTICE - · PDF file · 2007-04-04Four Review...

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Transcript of Focused Vocabulary Practice! PRACTICE - · PDF file · 2007-04-04Four Review...