5-DAY VOCABULARY

TEACHING PLAN
DAY 1 Introduce Target Vocabulary in Context
Materials: Concept web, words in context sheet, word smart graphic organizer
• Introduce vocabulary words and activate prior knowledge through discussion using a concept web,
pictures, models, or toys.
• To provide a basis for understanding and discussion, read the words in context worksheet aloud with
students. If appropriate, have them generate their own examples of words in context.
Classwork/Homework: Have students complete the word smart graphic organizer for select words.
Encourage them to generate a synonym and an antonym, draw a picture, write a sentence, and
formulate a definition for each selected vocabulary word, as appropriate for your group of students.

DAY 2 Use Vocabulary in Context and Reinforce Meaning

Materials: Word cards, definition cards, analogy worksheet, cloze sentence worksheet
• Review the word smart assignment from DAY 1. Allow students to discuss and compare their
definitions and make revisions on their word smart worksheet.
• Give students the definition cards and have them check the part of speech and match the definition
with the corresponding word card. If appropriate, give them the opportunity to use the definition
cards to check and revise the definitions they wrote on their word smart worksheets.
• Using the word cards, encourage students to do an open sort or sort the words by part of speech.
Additionally, you may choose to review the analogy worksheet with students. If appropriate, have
them generate their own analogies.
Classwork/Homework: Have students apply their understanding of the vocabulary words by completing
the cloze sentence worksheet.

DAY 3 Introduce and Apply Word-Attack Skills

Materials: Word analysis worksheet or material for the exploration activity
• Review the cloze sentence assignment from DAY 2.
• Introduce and discuss the word analysis or exploration activity to reinforce a skill, such as part
of speech, common affixes, synonyms, antonyms, multiple meaning words, and so on.
Classwork/Homework: To reinforce word analysis skills, have students complete the word analysis
worksheet or activity.

DAY 4 Review and Apply Words

Materials: Word cards, vocabulary game, concept completion worksheet
• Review the word analysis assignment from DAY 3.
• Choose a vocabulary game and have students play it to reinforce and review word meaning.
Classwork/Homework: To review and reinforce understanding, have students complete the concept
completion worksheet.

DAY 5 Assess
Materials: Assessment, demonstration activity worksheet
• Review the concept completion worksheet from DAY 4.
• Have students complete the multiple-choice assessment by either writing the correct choice in the
blank or filling in the correct bubble.
• As an alternative assessment, have students participate in an activity selected from the vocabulary
games sheet.

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 CONCEPT WEB
DAY 1
(Page 1 of 1)
Name: _______________________________________________________
INSTRUCTIONS: Write a topic or word in the box. Then write details about the topic or word in the surrounding
circles.

____________________________________________

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 WORDS IN CONTEXT
DAY 1
(Page 1 of 2)

1. I'd rather write a summary of the book

than a description of every detail.
detail 2. A fiction writer might describe every
detail about the main character in a story.

(noun) 3. The painter included every detail of the

flower, which made the painting look
almost real.

1. A city is a place where many

people live and work.
city 2. A city is like a forest of tall
buildings.
(noun)
3. You can see many streets and
cars in a city.

1. A street is a road in a city or

town.
street
2. Cars drive on a street, not on
(noun) the sidewalk.
3. My street has many houses.

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 WORDS IN CONTEXT
DAY 1
(Page 2 of 2)

1. It can be hard to identify, or

recognize, a familiar face in a
crowd.
identify 2. I used the Internet to identify the
strange-looking insect.
(verb) 3. We used a microscope to help us
identify, or pinpoint, the strange-
looking fungus.

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 WORD SMART
DAY 1
(Page 1 of 1)
Name: _______________________________________________________
INSTRUCTIONS: Record a vocabulary word in each word box. Then write a synonym and an antonym, draw
a picture, and define each word. Use each word in a sentence on the back of this worksheet.

Word Picture

Synonym

Antonym

Definition _______________________________________________________________________________________________

__________________________________________________________________________________________________________

Word Picture

Synonym

Antonym

Definition _______________________________________________________________________________________________

__________________________________________________________________________________________________________

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 a small part or small parts
of something; a specific
detail piece of information
(noun)

a big town with many

city buildings and people
(noun)

a road in a town or city

street (noun)
 to recognize or find the
source, nature, or
identify characteristics of
something or someone
(verb)
 ANALOGIES
DAY 2
(Page 1 of 1)

Name:

An analogy shows a relationship between two sets of words. The words in the first pair must have the same
relationship as the words in the second pair. To complete an analogy with a missing word, you must first discover
the relationship between the completed pair. (Example: Cat is to meow as dog is to bark.)

tale small boat try

INSTRUCTIONS: Determine the relationship between the first pair of words. Then use the words in the word box to complete the
second pair of words.

1. Detail is to feature ...as... story is to

2. Identify is to recognize ...as... attempt is to

3. Street is to road ...as... ship is to

4. City is to big ...as... village is to

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 CLOZE SENTENCES
DAY 2
(Page 1 of 1)

Name:

detail city street identify

INSTRUCTIONS: Use the vocabulary words in the word box above to complete the sentences below.

1. A has many people and buildings.

2. I look both ways before I cross the

3. Our teacher asked us to , or name, three positive

character traits in each other.

4. I included every in my description of the event.

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 NOUNS
DAY 3
(Page 1 of 1)

Name:

A noun is a person, place, thing, or idea. If the noun is the name of a person or
a specific place, it is called a proper noun. A proper noun is always capitalized.

INSTRUCTIONS: Read the words below. Decide whether the word is best classified as a person, place, thing, or idea. Then write
each word in the appropriate column.

detail city street

PERSON PLACE THING IDEA

Use each noun from the table in a sentence.

1.
2.
3.

Write three words that are not nouns.

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 EXPLORATION
DAY 3

INSTRUCTIONS: Assign one or more of the following activities to reinforce the function of nouns.

NOUNS
Draw a Picture
Materials: Word cards; box or envelope; paper; pencils, markers, or crayons
Place all the word cards in a box or envelope. Have students pull out a word card
and draw a picture of the chosen word. Encourage them to draw a picture that
illustrates the word’s meaning.

Make a Picture Dictionary

Materials: Paper; pencils, markers, or crayons
Have students create a picture dictionary for the word list by writing their own
definitions and drawing their own illustrations in their book.

Make a Sentence
Materials: Word cards, box or envelope, strips of paper
Place all the word cards in a box or envelope. Have students pull out a word card
and use their chosen word to create a written or oral sentence.

Match a Word
Materials: Word cards, tape, box or envelope
Place all the word cards in a box or envelope. Have students pull out a word card
and tape it onto an object in the classroom using the word as a label.

Mime It!
Materials: Word cards, box or envelope
Place all the word cards in a box or envelope. Have students pull out a word card
and act it out. Have classmates try to guess the word.

Pick a Synonym or Antonym

Materials: Word cards
Place all the word cards in a box or envelope. Have students pull out a word card
and give a synonym or an antonym for the chosen word. (You may choose to omit
words that do not have synonyms or antonyms, or you may choose to include them
as points of discussion.)

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 SYNONYMS
DAY 3
(Page 1 of 1)

Name:

A synonym is a word that has the same or almost the same

meaning as another word. (Example: hot/burning)

INSTRUCTIONS: Read the words in the left-hand column. Then list at least two synonyms for each word in the right-hand column.
Use one of the synonyms to write a complete sentence for each word.

Synonyms:

detail Sentence:

Synonyms:

street Sentence:

Synonyms:

identify Sentence:

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 VOCABULARY GAMES

Concentration
Materials: Word cards, definition cards
Make copies of the reproducible word and definition cards. Cut them out. Place the cards face
down on a table. Have students match each word card with its corresponding definition card.

Draw It
Materials: Word cards, definition cards, dry-erase board and marker
Make two-sided copies of the reproducible word and definition cards so that the words are on one
side of the page and the corresponding definitions are on the flip side. Place all the word cards in
a box or envelope. Have a student pick a card and not allow his or her classmates to see it. Then
have the student draw a picture of the word on a dry-erase board while the other players guess
the word. The first player to correctly guess the word gets to keep the word card. The player
holding the most word cards at the end of the game wins.

Flash Cards
Materials: Word cards, definition cards
Make two-sided copies of the reproducible word and definition cards and cut them apart so that
the words are on one side of the cards and the corresponding definitions are on the flip side. Have
students quiz each other on word meaning using the cards. Then, to assess understanding, hold up
each card (word side out) and have students say the word’s meaning. After you’ve made your way
through the entire deck, flip the cards over (definition side out) and have students say the word
based on the definition.

I Would, I Wouldn’t
Materials: Word cards
Make copies of the word cards. Place all the word cards in a box or envelope and have pairs of
students choose a word. Have the first student in the pair begin the game by using his or her
vocabulary word to complete a sentence that begins with: “I would…” (I would like to know more
about how a tornado is formed.) The second student in the pair then follows by using the same
vocabulary word to complete a sentence that begins with: “I wouldn’t ever…” (I wouldn’t ever
want to get caught in a tornado.) As pairs of students continue to pick words and complete
“I would…” and “I wouldn’t…” sentences, encourage responses that show they understand the
meaning of the word.

Jumble It
Materials: Word list, writing paper
Place a vocabulary word list where everyone can see it and give each student a sheet of writing
paper. Explain that students are to make a word jumble for a partner. They are to choose the
vocabulary words at random and write them, one word per line, in a mixed-up fashion in a
column along the left side of their paper, leaving room on the right side for their partner to
unscramble the word. When students have finished jumbling their words, have them trade papers
with their partner to solve each other’s jumble. The first partner to unscramble the words correctly
is the winner.

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 Vocabulary Games/page 2

Once Upon a Time

Materials: Word cards
Make copies of the word cards. Cut them apart and place them face down in front of a pair or
group of students. Have students take turns drawing a word card and using the word to complete
the sentence, “Once upon a time, I…” (This activity can be completed aloud or in writing.)

It’s in the Bag

Materials: Word cards, action cards, sentence cards, three paper bags
Make a copy of each set of cards (word cards, action cards, and sentence cards). Place each set of
cards in a separate paper bag. Label one bag “Word Bag,” one “Action Bag,” and one “Sentence
Bag.” Then have each student pick a word card from the Word Bag and read the card aloud.
Next, have him or her pick a card from the Action and/or Sentence Bag and use his or her chosen
vocabulary word to do as the card(s) instruct. For an added challenge, allow students to select
more than one action or sentence card to use with their word. Play until each student has had
the chance to read and use his or her word, or as time allows.

Quick Change
Materials: Word list, dry-erase marker, old sock, plastic-topped desk or dry-erase board for each player
Have students stand in front of their plastic-topped (NOT wooden) desk with a dry-erase marker
and an old sock. Post the vocabulary list where everyone can see it. Tell students that when you
say “go,” they are to choose a word on the list and draw a picture of it on their desk or dry-erase
board. When you say “stop,” they are to stop and move to the desk to their right. Then have each
student guess which vocabulary word is depicted in the drawing on their new desk. They should
then check their answer with the person to their right who drew it. Then have them erase that
drawing and begin playing again with a different word. Allow students to continue moving around
the room, drawing each new word at a new desk. The game ends when all the words have been
used or time runs out.

Scavenger Hunt
Materials: Word cards, newspapers, textbooks, magazines
Have students go on a scavenger hunt by searching in newspapers, textbooks, and magazines
for the words on the vocabulary word list.

Story Train
Materials: Word cards, writing paper
Hand each student a word card and a sheet of writing paper. Explain that the goal of the game
is to complete group stories. Give students a specific time limit in which to write, such as two
minutes. Have them use the word on their word card to begin writing a story. At the end of the
allotted time period, have them pass their story paper to the student on their left. Each student
should then read the beginning of the story he or she received and add to it using his or her word
card. Before ending the exercise, let students know that the last round has begun and have them
write a conclusion to the story. Invite those who write the conclusion to read the entire story aloud.

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 Vocabulary Games/page 3

Word Associations
Materials: Word cards, timer
Make copies of the word cards. Cut them apart and place them face down in front of a group of
at least four students. Have students take turns drawing a card. After everyone has drawn a card,
start the timer. Have one member of the group name all the things he or she can associate with
his or her word in the time allotted. Have another player record the words and another player
tally how many words were named. Then have another player check the associations. When the
timer is done, players may challenge any association the featured player named. If the player
cannot justify the association, the player loses 5 points. If the player can justify the association,
the challenger loses 5 points. Play continues until all the words have been played or until time
runs out. All unchallenged words earn 1 point for the player. The player with the most points at
the end of the game wins.

Word Lotto
Materials: Word cards, definition cards
Make copies of the reproducible word cards and definition cards. Place the word cards face up on
the table. Place the definitions in a stack face down. Have players draw a definition card and match
it to the word card. You may wish to play again using the definition cards face up and the word
cards in a stack face down.

Wordo
Materials: Wordo game board, word cards, definition cards, place markers
Make copies of the reproducible Wordo game board to hand out to students. Write each of the
vocabulary words on the board. Then have students write each word once in any blank square
on their Wordo game board. Have them read the word or definition for each vocabulary word
one at a time. Have students use a place marker to cover the square on their paper that contains
the word you read or defined. The first student to fill in a row of squares shouts “Wordo!” and
wins. Verify student answers by having them read each covered word and then telling you the
word’s definition.

Which Word?
Materials: Word cards
Make copies of the word cards. Cut them apart and place them face down in front of a pair or
group of students. Have students take turns drawing two cards at a time. Begin by having the first
player use one of the chosen words to complete a sentence that begins with: “Which word would
I use…?” Then have the speaker show his or her words, and ask the other player(s) to choose which
word the speaker was thinking of when composing his or her sentence.
Example:
eye ear
Which word would I use to hear a cat meowing?

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 Use the word in a sentence Use the word in a sentence

with a hippopotamus. with an alien.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence

Use the word in a sentence
with a peanut butter
with a chicken.
and jelly sandwich.
SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

with a superhero. with a lizard.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

with a scientist. with a monkey.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

with the president. with a worm.

SENTENCE CARD SENTENCE CARD

THE SENTENCE CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.

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 Use the word in a sentence Use the word in a sentence

with a gooey lollipop. with a banana.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

with a million dollars. about taking a test.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

about a rock concert. about a video game.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

about eating something about sailing

that tastes bad. across the ocean.
SENTENCE CARD SENTENCE CARD

Use the word in a sentence

Use the word in a sentence
about winning
about a mysterious box.
a contest.
SENTENCE CARD SENTENCE CARD

THE SENTENCE CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 Use the word in a sentence Use the word in a sentence

about reaching a goal. about a football game.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

with a friend. with a funny hat.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

with Elvis. with a magician.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence Use the word in a sentence

about a vacation. about life in the city.

SENTENCE CARD SENTENCE CARD

Use the word in a sentence

Use the word in a sentence
about living
about saving the day.
on the moon.
SENTENCE CARD SENTENCE CARD

THE SENTENCE CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 Give a Give a

synonym. synonym.
ACTION CARD ACTION CARD

Give an Give an

antonym. antonym.
ACTION CARD ACTION CARD

Use the word in a Use the word in a

sentence. sentence.
ACTION CARD ACTION CARD

Show Show
the word without talking. the word without talking.
ACTION CARD ACTION CARD

Describe it! Describe it!

ACTION CARD ACTION CARD

THE ACTION CARDS CAN BE USED WITH THE “IT’S IN THE BAG” GAME.

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

 CHANCE CARD CHANCE CARD

S kip-a-roo! S kip-a-roo!
Use this card at any time to skip a turn. Use this card at any time to skip a turn.

CHANCE CARD CHANCE CARD

REVERSE REVERSE
The card holder reverses direction. The card holder reverses direction.

Draw 2 Draw 2
CHANCE CARD CHANCE CARD

The card holder must The card holder must

draw two cards. draw two cards.

SLAM! SLAM!
CHANCE CARD CHANCE CARD

The card holder chooses another The card holder chooses another
player to take his or her turn. player to take his or her turn.

CHANCE CARD CHANCE CARD

CELEBRATE! Card holder’s choice:

CELEBRATE! Card holder’s choice:
Skip a turn. • Reverse direction of play. Skip a turn. • Reverse direction of play.
Have another player draw two cards. Have another player draw two cards.
Have another player take the card holder’s turn. Have another player take the card holder’s turn.
THE CHANCE CARDS CAN BE USED WITH ANY CARD GAME.

© 2017 Learning A-Z. All rights reserved. vocabularylesson www.VocabularyA-Z.com

Wordo

★
SPACE
FREE
★

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 CONCEPT COMPLETION
DAY 4
(Page 1 of 1)

Name:

INSTRUCTIONS: Use what you know about the vocabulary words to complete the following sentences.

1. One detail on a person's face is

2. Every city has

3. I can identify

4. On a street, you can see

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 ASSESSMENT
DAY 5
(Page 1 of 1)

Name:

INSTRUCTIONS: Choose the best answer to complete each statement.

1. Writing detail is like

painting a picture with words
writing a summary
picking a beautiful flower

2. don't usually live in a city.

People
Cows
Pets

3. You can see on the sides

of a street.
elephants
houses
oceans

4. To identify something, you must be

able to it.
name
understand
analyze

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 Place
detail picture
here.

city

street
 Place
identify picture
here.