LS2 Concepts Primary Associations

Transcription

Progress Chart
Name
Name __________________________
__________________________
Days/Trials
belongs to
Concepts
belongs together
both
category
each
goes together
goes with
group
pair
set
with
without
100% Concepts—Primary
grouping, association
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Copyright © 1997 LinguiSystems, Inc.
Grouping/Association
Overview/General Instructions
tells why they go together, and so forth. The
first team finished is the winner. Have the
teams keep track of their words on the
chalkboard or a sheet of paper. For extra
practice, at the end of the game, have each
team explain how the other team's words
go together.
Prior to handing out worksheets, review
concepts and talk about synonyms and
antonyms if they exist.
Have your students use the target words to
talk about the worksheet after it’s completed.
For example, "The socks go with the
tennis shoes."
On page 63, there are many correct answers
possible. See how many different things your
students can list to go with each item.
Worksheet Instructions
Belongs To
Make a bulletin board. Write one topic your
students are studying, like Plants or Animals,
on two large index cards and title the display
“What Belongs To . . . ?” Then leave a stack
of smaller index cards and some tape by the
board. Encourage students to write down
members that belong to the two categories
and tape the cards to the board under the
appropriate category. You might even divide
your students into teams, assign one to each
category, and have the teams race to see
which one can think of the most members.
Goes Together
Note: You can
interchange the terms
belongs together, goes together, goes with,
belongs with, and belongs to when referring
to items that are associated.
Provide pictures or objects of things that go
together. Have your students take turns
matching items together. Encourage them to
explain their choices using complete
sentences such as, "The toothbrush and
toothpaste go together because you put
toothpaste on a toothbrush to clean
your teeth."
Both
Ask two students to stand in front of the
room. Talk about things that apply to both
students, like "Both are wearing jeans" or
"Both are boys."
Play a categories game. Give your students
the name of a category, like "things that are
red" or "things you wear when it's cold and
snowy outside." Have your students take
turns listing items in the category. How many
items can they think of that belong in
each category?
Each
Use the word each in your directions for
lining up for dismissal, such as "Each student
wearing high tops can line up at the door."
Play a free association relay game with two
teams. Start each team with a different word.
The first person must think of a word that
goes with the given word and tell why they
belong together. The next person thinks of a
word that goes with the previous word and
Pair
Play "Concentration" with picture cards or
regular playing cards. Name the cards as
you turn them over by saying, "I see a ____."
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When you get a pair, say "I have a pair of
____." You can also play "Go Fish" and say,
"Do you have a ____?" and "I have a pair
of ____."
students think of other fruits, things that grow
on trees, red things, and healthy snack foods.
Encourage your students to think of their
own examples.
Talk about phrases such as, “a pair of pants,”
“a pair of scissors,” and “a pair of glasses.”
See if your students can figure out why we
say “pair” for each one.
Play "Think Categories" with your students.
First write different categories and a letter for
each one to begin with on index cards. For
example, “Name a type of weather that
begins with T.” Then divide your students into
two teams. Have the teams take turns
drawing an index card and naming items in
the category. Give one point for each correct
answer. See which team can think of
the most.
Set
When you hand out papers or books, have
your students guess whether the sets of
students and items are equal or not equal.
Then hand out the material to see if they
were correct.
With-Without
For another fun barrier activity, have one
student draw an imaginary animal with and
without certain features, like spots, a mane,
and tusks.
Then have that student
describe his drawing to another student to
draw. Compare pictures afterwards to
judge the listening and describing skills of
your students.
Find other things at school and at home that
come in sets.
Group-Category
Give each student a copy of the worksheet
on page 74. Have your students see how
many other foods they can list in each group.
Then identify other food groups and have
your students list foods in those groups.
Have your students line up for recess or
school dismissal by saying things such as,
"All students with an 'e' in their first names
can line up," or "Anyone without a backpack
can get in line."
Talk about how some things can belong to
more than one group. Prompt your students
with an example, like "Apple. It's a fruit; it
grows on a tree; it can be red; and it’s a
healthy snack food." Then have your
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Goes Together
Name __________________________
Draw lines to match the things that go together.
What's another way to say goes together ?
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Goes With
Name __________________________
Write two things that go with each item.
1. bed
2. teeth
3. bath
4. baby
5. hair
6. school
See how many things you can name that go with winter.
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Belongs Together
Name __________________________
A word web is a group of words that belong together. Write the words from the box in the
word webs where they belong. Then tell how the words in each word web belong together.
mountains
leaves
numbers
stem
petals
deserts
oceans
subtract
add
Plant goes with these words because
___________________________________
___________________________________
___________________________________
plant
Earth belongs with these words because
___________________________________
___________________________________
___________________________________
earth
These words all go together because
___________________________________
___________________________________
___________________________________
math
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Belongs To
Name __________________________
Each word in the box belongs to one of the groups listed in big letters in the chart. Write the
words from the box in the chart under the groups they belong to. Then add items to complete
each group.
tree
cat
red
blue
dog
rose
pig
bush
green
fox
tulip
bird
daisy
white
yellow
Plants
Animals
Colors
Tell all the things you can that belong to your school.
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Both
Name __________________________
Use a marker or colored pencil to decorate these pictures according to your teacher’s
directions.
66
Both (Instructions)
Use this worksheet with page 66.
1. Draw a hat on both bears.
2. Give both bears three buttons on their shirts.
3. Draw flowers for both of the bears to carry.
4. Color the shoes of both penguins red.
5. Give both penguins a tie.
6. Draw umbrellas for both penguins to hold.
Each (Instructions)
Use this worksheet with page 68.
1. Draw stars on each hat.
2. Draw stripes on each cane.
3. Color each shoe a different color.
4. Draw a tie on each animal.
5. Give each animal a smile.
6. Draw polka dots on each jacket.
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Each
Name __________________________
Finish the drawing according to your teacher’s directions. You'll need crayons or markers.
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Add something different to each animal.
Both-Each
Name __________________________
Look at these pictures. Then read each sentence below. Circle T if it is true. Circle F if it
is false.
1. Both shoes have shoe strings.
T
F
2. Each shoe has a sole.
T
F
3. You wear both shoes to play basketball.
T
F
4. You wear both shoes in the snow.
T
F
5. Each shoe has a strap.
T
F
6. Each shoe has a heel.
T
F
Now write two of your own true and false sentences about these shoes. Have a friend circle
T for true or F for false.
1. ___________________________________________________
T
F
T
F
___________________________________________________
2. ___________________________________________________
___________________________________________________
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Pair
Name __________________________
Tanya is trying to put all the pairs together. Help Tanya by drawing lines to match the pairs.
What other things come in pairs?
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Pair
Name __________________________
Choose a word from the box to complete each sentence.
wings
crutches
slippers
boots
gloves
earrings
1. Casey put on her pajamas and a pair of ______________________.
2. Justin didn't want his hands to get cold when he went outside so he put on a pair
of ______________________.
3. Mrs. Malone was getting dressed to go out for dinner so she put on her favorite pair
of ______________________.
4. A good way to keep your feet dry is to wear a pair of ______________________.
5. Jake hurt his ankle playing basketball and couldn’t walk on it so he needed to use a pair
of ______________________.
6. I was playing a bird in the school play so I needed a pair of ______________________.
What does pair mean to you?
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Set
Name __________________________
Compare the sets of pictures below. Are the sets equal or not equal? Write your answers on
the lines. (If you wish, you may draw lines to match the things in each set.)
For extra credit, tell whether each set is more than or less than the next set.
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Set
Name __________________________
Which of these items come in sets? Write the item under the correct heading.
dishes
pair of jeans
telephone
towels
ice skates
cats
markers
paints
clock
books
Set
Not a Set
Name another item that comes in a set.
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Group-Category
Name __________________________
Circle all of the fruits. Draw a box around all of the vegetables. Color all of the snack foods.
You'll need crayons or markers.
Name two healthy foods that belong to the Snack category.
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Group-Category
Name __________________________
Sometimes things can belong to more than one group. Look at each word in the box. Decide
which groups it belongs to and write it on the lines. Then add items to complete each list.
butterfly
bird
squirrel
Animals that Fly
wasp
Insects
Animals with Fur
Animals that Build Nests
What's an animal that lives on land and in the water?
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Group-Category
Name __________________________
Cross out the word that doesn't belong in each category. Tell why the word you crossed out
doesn’t belong in that group.
1.
Math
2.
Organs
3.
Punctuation
period
4.
Art
paints
5.
Land
Pacific
Asia
6.
Senses
smell
taste
add
subtract
stomach
lungs
question mark
driving
red
numbers
heart
feet
comma
noun
clay
drawing
Europe
Australia
think
touch
Name three things that belong to the People category.
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With-Without
Name __________________________
Find the picture being described and follow the directions. You'll need crayons or markers.
Put dots on the flag with a star. Put stripes on the flag without
a star.
Write your name on the envelope with a stamp. Write a friend’s
name on the envelope without a stamp.
Draw a box around the boy with glasses. Draw a hat on the boy
without glasses.
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Circle the dog with a leash. Color the dog without a leash.
Which is better — to go swimming with or without a friend? Why?
With-Without
Name __________________________
Give a copy of this page to a partner. Sit with your backs together. Take turns describing one
of the monsters and seeing if your partner can guess which one you're describing. Use the
words with and without in your clues.
Starter sentence: "I'm thinking of a monster with/without ____."
Would you rather do your homework with or without music playing? Why?
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Dear Family,
We’ve been practicing special words in class. These words tell us about groups
and how things go together. Some of these words are ___________________
_______________________________________________________________.
Here are some ways you can help me practice these words at home.
Hide household items like socks, shoes, and dishes. Find the socks that
go together, the pairs of shoes, and the dishes that belong together. Talk
about why some go together and others do not go together. For example,
“I found the sock that goes with that sock. They go together because
they both have a blue stripe at the top.”
Talk about which articles of clothing go together when we’re getting
dressed, doing the laundry, and putting away the laundry. Give reasons
for why they do and don’t go together. For example, “The socks and
underwear go together because we keep them in the top drawer” and
“That shirt and pants don’t go together because the colors don’t look
good together.”
Talk about where to put things when we put things away. For example,
when we put away silverware, put all the forks together, all the spoons
together, etc. Then when we pick up, talk about where we put things like
magazines, dirty clothes, and toys. Ask me to share why we have special
places to put things that go together.
I’m really proud of what I’m learning! Thank you for helping me!
Love,
__________________________________
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LS2 Concepts Primary Associations

Transcription

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