WORDS IN CONTEXT

DAY 1
(Page 1 of 3)

1. Exercise is good for the body.

body 2. A body has many parts, such as

bones, organs, muscles, and skin.
(noun) 3. The body of a fish is covered with
scales.

1. The main visible parts on the head of an

insect are the eyes, the antennae (feelers),

head and the mouthparts.

2. The head is at the front of an adult insect,
while the abdomen is at the end.
(noun)
3. In most insects, the head contains a sturdy
compartment that holds the brain.

1. Legs are the limbs used for

legs standing, walking, and running.

2. An insect has six legs, and a spider
has eight legs.
(noun)
3. Birds have two wings and two legs.

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 WORDS IN CONTEXT
DAY 1
(Page 2 of 3)

1. One is a number that describes a

single thing.
one 2. There is only one, or a solitary,
piece of pizza left.
(adjective) 3. I have only one brother, but I have
two sisters.

1. One plus one equals two.

two 2. I have two favorite deserts--

chocolate ice cream and cherry
pie.
(adjective) 3. I have been late to school two times
this week.

1. Three is a number that is one more

than two.
three 2. The story of The Three Little Pigs
is a fairy tale.
(adjective) 3. I missed three days of school when
I was sick.

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 WORDS IN CONTEXT
DAY 1
(Page 3 of 3)

1. Four is a number that is one more

four than three.

2. Winter, spring, summer, and fall
are the four seasons of the year.
(adjective)
3. Dogs and cats walk on four legs.

1. Five is a number that is one more

than four.
five 2. I have five toes on each foot.
3. For homework, we have to write a
(adjective) paragraph with at least five
sentences in it.

1. A snowflake has six points.

six 2. Six is a number that is one

more than five.
(adjective) 3. There are six cans in each
pack of soda.

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 WORD SMART
DAY 1
(Page 1 of 1)
Name: _______________________________________________________
INSTRUCTIONS: Have students write a word in each box and then draw a picture that defines it.

Word: Word:

Draw: Draw:

Word: Word:

Draw: Draw:

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 all the physical parts of

body a human or other

animal
(noun)

one of three body parts

head of an adult insect
(noun)

limbs used for standing

legs and moving from place

to place
(noun)
 being a single thing;
being the number
one between zero and two;
1
(adjective)

being one more than

two one and one less than

three; 2
(adjective)

being one more than

three two and one less than

four; 3
(adjective)
 being one more than

four three and one less than

five; 4
(adjective)

being one more than

five four and one less than

six; 5
(adjective)

being one more than five

six and one less than seven;

6
(adjective)
 ANALOGIES
DAY 2
(Page 1 of 2)

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.)

copies wings and legs pick up four write bicycle knee 9 three
INSTRUCTIONS: Have students determine the relationship between the first pair of words. Then have them use the words in the
word box to complete the second pair of words.

1. Two is to too ...as... right is to

2. Four is to more ...as... three is to

3. Legs are to stand ...as... arms are to

4. Head is to eyes and mouth ...as... thorax is to

5. Five is to 5 ...as... nine is to

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 ANALOGIES
DAY 2
(Page 2 of 2)

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.)

copies wings and legs pick up four write bicycle knee 9 three
INSTRUCTIONS: Have students determine the relationship between the first pair of words. Then have them use the words in the
word box to complete the second pair of words.

6. Body is to bodies ...as... copy is to

7. Six is to five ...as... four is to

8. One is to two ...as... three is to

9. Three is to tricycle ...as... two is to

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 CLOZE SENTENCES
DAY 2
(Page 1 of 2)

Name:

body head legs one two three four five six

INSTRUCTIONS: Have students use the vocabulary words in the word box above to complete the sentences below.

1. The of an insect is made up of its eyes,

antennae, and mouthparts.

2. The of an insect has three main parts.

3. Most people have fingers on each hand.

4. There are wheels on a bicycle.

5. A square has sides.

6. Dogs walk on four

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 CLOZE SENTENCES
DAY 2
(Page 2 of 2)

Name:

body head legs one two three four five six

INSTRUCTIONS: Have students use the vocabulary words in the word box above to complete the sentences below.

7. It takes finger to point.

8. A triangle has sides.

9. is one more than five.

© 2017 Learning A-Z. All rights reserved. One Insect [Link]

 EXPLORATION
DAY 3

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

ADJECTIVES
Create 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 on a strip of paper.
Have them share their sentences with their classmates.

Define It
Materials: Two-sided copies of word and definition cards, action cards, box or envelope
Make two-sided copies of the reproducible word and definition cards. Place the
word and action cards in a box or envelope. Have each student select a card so that
his or her classmates can’t see it. Then, if applicable, have the starting player define
his or her word (without using the word). The first player in the group 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.

I Wonder What . . .
Materials: Word cards, box or envelope
Place all the word cards in a box or envelope. Have pairs of students choose a
word. Then 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 wonder what . . .
(I wonder what a beautiful monster would wear.) Then, have the second student
in the pair follow by using the same vocabulary word to answer the question.
A beautiful monster would wear a shimmering evening gown and pearl earrings.
As pairs of students continue to pick words and complete their sentences,
encourage responses that show they understand the meaning of the word.

Pick a Synonym or Antonym

Materials: Word cards, action cards, box or envelope
Place all the word and action cards in a box or envelope. Have students pull out
a card and, if applicable, give a synonym or 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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 CONCEPT COMPLETION
DAY 4
(Page 1 of 2)

Name:

INSTRUCTIONS: Have students use what they know about the vocabulary words to complete the following sentences.

1. I have six

2. I have one

3. I have two

4. I have four

5. I have five

6. The body of a bear is covered with

7. The head of an insect has

8. One animal that has four legs is

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 CONCEPT COMPLETION
DAY 4
(Page 2 of 2)

Name:

INSTRUCTIONS: Have students use what they know about the vocabulary words to complete the following sentences.

9. I have three

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 ASSESSMENT
DAY 5
(Page 1 of 2)

Name:

INSTRUCTIONS: Have students choose the best answer to complete each statement.

1. The body of a fish is 4. If you have one cat,

covered with you have more than
scales two
fur three
a rash zero
2. You would not find 5. If you have two things,
on an insect's you have one more
head. than
hair three
antennae four
mouthparts one
3. A monkey has two 6. Three is one less than
and two legs.
toes four
arms two
heads five

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 ASSESSMENT
DAY 5
(Page 2 of 2)

Name:

INSTRUCTIONS: Have students choose the best answer to complete each statement.

7. Another way to write

four is
4
6
2

8. If you have five of

something, you have
one more than
one
four
three

9. Six is one more than

four
two
five

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body

head

legs
one

two

three
four

five

six