Activity Description

Preparation:

1. Gather 1 piece of chart paper for modeling and 1 for each student group
2. Gather 3 different colored markers for each group
3. Find one dictionary and thesaurus for each group

Implementation:

1. Invite the class to brainstorm a list of words that are related to the word “said”

1. Support students in defining their suggested words
2. Record these words on chart paper

2. As a class, circle the words that are most commonly used by the students to mean “said”
3. Model making a word web on chart paper
   1. Write the word “said” in the center
   2. Branching out from the middle word, write the most commonly used synonyms decided on by the class 
   3. Outline each word with an oval
4. Explain that students will be working in small groups to try to find more interesting alternatives for these words
   1. Break the class up into mixed-ability groups of 4-5 students
   2. Instruct students to copy the class word web onto their chart paper using their first colored marker
   3. Have each group of students generate interesting alternatives for the words in the web
      • The new words should branch out from the old words in a different color, and should be boxed in with a rectangle
      • For example, if the word “yelled” was one of the original words, students could branch out further and add words such as “shouted”, “bellowed”, and “screamed”
      • Encourage students to use the thesaurus to help them discover new words, and the dictionary to define any words they are not familiar with
5. Allow students to review each other’s work and continue to add to their word webs
   1. Hang the chart papers around the room, in areas where students can cluster around them
   2. Give each group of students 2-3 minutes to visit their peers’ chart paper, read the words on the chart paper, and add additional words branching out from the ovals in a third color
6. Hang all chart papers on the board and allow students to challenge the words on the different word webs
   1. For example, students may ask, ‘What does that word mean?’ or ‘Why did you put that word in that group?’
7. Generate a final class web by choosing the most relevant words from each of the webs made
8. Encourage students to use this “said web” to make their writing more interesting! 

Adaptations For

English Language Learners/ESL:

- Have students in the group act out each word or place it in context for the ELL learner

LD/Reading & Writing Difficulties:

- Only require these students to add simple words to the chart
- Provide students with support if using the dictionary or thesaurus

Differentiated Instruction:

- Encourage students to suggest vocabulary words at their own level 

Related References

Source and Evidence: Laframboise, K. (2000). Said webs: Remedy for tired words. Teaching Reading, 53, 540-546.