Activity Description

Preparation:

1. Collect newspapers, magazines, catalogues, and other media that students can cut out pictures from 
2. Gather glue sticks and scissors for small groups of students to share
3. Create a list of approximately 5-7 vocabulary words that can be easily represented visually
    a. Ideally, these words will be related to each other and to classroom instruction, for example
    a unit you are studying or a book you are reading 
4. Select one of these words to use as a model
    a. Find visual representations of the word and its antonym
5. Write your list of words on chart paper
6. Photocopy worksheet for students

Implementation:

1. Explain to students that they will be learning new vocabulary today by going on a hunt for opposites of words that they may already know
    a. Introduce students to the fancy word “antonym”, that means opposite
2. Draw students’ attention to your list of words
3. Model a think-aloud strategy
    a. Show students the first word on your chart 
        • For example, for the word 'north', explain that you know the meaning of this word and
        have an idea of what kind of visual representation you could hunt for in a magazine—a
        cold, snowy landscape
    b. Share your thoughts about the opposite of ‘north,’ which is ‘south’ 
        • For example, for the word ‘south,’ explain what kind of visual representation you might 
        hunt for in a magazine—a picture of a sunny beach 
    c. Demonstrate how you would glue the picture for the word ‘north’ (a snowy landscape) onto
        the worksheet and where you would write your antonym, ‘south,’ and glue your image of a
        sunny beach
4. As a class, discuss the meaning of the rest of your chosen words and define possible antonyms
5. Invite students to choose a different word from the list and complete their worksheet individually or in pairs
    a. Encourage students to write definitions for their words
6. During the hunt for antonyms, walk around to support students, assist with conventional spelling, and assess students’ understanding of antonyms
7. Invite the class to come together and share their words, the word meanings, and the images they have chosen

Adaptations For

English Language Learners/ESL:

- Pair ELL with non-ELL learners
- Explicitly instruct students on the meaning of the word 'opposite' and 'antonym'
- Use numerous examples to ensure understanding

LD/Reading & Writing Difficulties:

- Repeat instructions
- Provide additional time to complete activity
- Allow students to solely communicate their ideas using visual representations

Cultural Appropriateness & Diversity:

- Use culturally diverse words and visual materials

Differentiated Instruction:

- Provide students with the opportunity to work with a partner
- Provide vocabulary that is meaningful and developmentally appropriate for each student
- Allow students to choose their own words or complete worksheets for multiple words

Related References

Source:
Allen, J. (1999). Words, Words, Words: Teaching Vocabulary in Grades 4-12. Portland, ME: Stenhouse Publishers.

Evidence:
Stahl, S. A. (1986). Three principles of effective vocabulary instruction. Journal of Reading, 29, 662-668.