3rd Grade - Relationships Of Common Words

 
     
 
     
 
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3rd
Vocabulary
Relationships of common words
Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog - mammal - animal - living things).
Students are able to find the commonality among related words. They understand what makes words more specific or less specific.
 

Sample Problems

(1)

What is another word that is more specific? What kind of fruit did you eat?

(2)

Could we shorten that group of words to make it sound better? Instead of the title “My Favorite Cars, Trains, Buses, and Airplanes”, could we title it “My Favorite Vehicles”?

(3)

What does that group of words have in common?

(4)

What word is less specific than that word? (tired, sleepy)

(5)

How is this word more or less specific than that word? (stool, chair)

Learning Tips

(1)

If your child is not using specific words when speaking, then model for your child more specific words. i.e. Student: Look at the dog! Parent: That’s a cute puppy!

(2)

If you notice your child is not being specific in their writing, you can help them revise a writing piece focusing on this skill. Have them look through their writing and circle three words they could make more specific.

(3)

If your child is having a hard time finding good places to make words more specific in their own writing, then go over it with them. Find a word that you think could be more specific and prompt with a question. How could we make tree more specific? What kind of tree is it?

(4)

Turn thinking of more specific words into a game. Start with the broadest category like moving objects then each person takes turns narrowing it down as much as possible: moving objects>vehicles>trucks>dump truck.

(5)

When a child is done with a reading session, have them pick out three words that they think the author could’ve made more specific. Then have them replace the words with more specific words.

Extra Help Problems

(1)

Circle the most specific word. A) seat B) rocking chair

(2)

Circle the least specific word. A) shoe B) boot

(3)

Circle the word that does not fit with the other group of words. A) fruit B) apple C) money

(4)

What word is a heading for the rest of the words? ___________________

nickel, dime, quarter

(5)

Write a more specific word for vehicle: _____________________

(6)

Write a less specific word for puppy: __________________________

(7)

Put the words in order of specificity (1 being the most specific):

___ frog ____amphibian ____ animal

(8)

Circle the most specific word. A) female B) girl

(9)

Circle the least specific word. A) teacher B) employee

(10)

Circle the word that does not fit with the other group of words. A) animal B) dog C) bus

(11)

What word is a heading for the rest of the words? ___________________

parrot, crow, flamingo

(12)

Write a more specific word for planet: _____________________

(13)

Write a less specific word for blouse: __________________________

(14)

Put the words in order of specificity (1 being the most specific):

___ pug ____dog ____ mammal

(15)

Circle the most specific word. A) make-up B) lipstick

(16)

Circle the least specific word. A) drink B) juice

(17)

Circle the word that does not fit with the other group of words. A) male B) boy C) camera

(18)

What word is a heading for the rest of the words? ___________________

bus, car, airplane

(19)

Write a more specific word for ball: _____________________

(20)

Write a less specific word for spider: __________________________

(21)

Put the words in order of specificity (1 being the most specific):

___ silverware ____knife ____ butter knife

(22)

Circle the most specific word. A) tree B) palm tree

(23)

Circle the least specific word. A) flower B) plant

(24)

Circle the word that does not fit with the other group of words. A) mal B) boy C) camera

(25)

What word is a heading for the rest of the words? ___________________

tulip, rose, lily

 

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