How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational text features. Meeting Common Core State Standards The Really Good Stuff How to Use Text Features Poster is aligned with the following Common Core State Standards for English Language Arts: Craft and Structure RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. This Really Good Stuff product includes: How to Use Text Features Poster This Really Good Stuff Teaching Guide Knowing how to use text features efficiently is key to comprehending informational text. Text features help readers locate key facts and information, identify and unlock important vocabulary, and visualize abstract data. This poster facilitates the understanding and usage of text features. Displaying the How to Use Text Features Poster Before displaying the How to Use Text Features Poster, make copies of this Really Good Stuff Teaching Guide and file the pages for future use. Visit our Web site at www.reallygoodstuff.com to download Really Good Stuff Teaching Guides. Hang the poster where students can view and interact with it easily. Introducing the How to Use Text Features Poster The poster is divided into three sections, each with a sampling of the most common text features found in informational text. Students learning to recognize and identify text features benefit from the sample graphics of each text feature, while students learning the purpose of text features benefit from the organization and headings on the poster. The first section of the poster offers students clues about where to look when they need to find main ideas or topics. The text features in this section are presented in the order in which they appear in a book starting with the table of contents, moving on to the heading and subheading, and ending with the index. To unlock key vocabulary, direct students to the middle section of the poster where they will find graphic and print features related to key words in informational text. The final section of the poster guides students through the graphic features of text helping them to quickly understand information presented as data in charts and tables or locate places using maps. Text Feature Practice Give students practice using text features by having them complete the How to Use Text Features Worksheet Reproducible. Select a variety of text features your students need practice with and list them in the first column. Provide a nonfiction book, have students search for the text features listed, and then explain how each one contributes to a better understanding of the topic. Related Really Good Stuff Products Nonfiction Text Features 12-in-1 Poster Set (#157556) Text Features Level 1 Literacy Center (#305361) Text Features Level 2 Literacy Center (#305371) All teaching guides can be found online. Helping Teachers Make A Difference 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #306015
How to Use Text Features Reproducible Helping Teachers Make A Difference 2014 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #306015
Punctuation Poster Congratulations on your purchase of this Really Good Stuff Punctuation Poster a colorful and easy-to-use reference to get students thinking about punctuation and its uses. This Really Good product includes: Punctuation Poster, laminated This Really Good Stuff Activity Guide Introducing the Punctuation Poster Make a copy of this Activity Guide and store the pages for future use. Display the poster in your classroom or in a writing center where students will be able to easily read it and refer to it. Begin reviewing the punctuation that students are already familiar with by choosing a student to point out the period on the poster and read when to use it. Challenge students to write a sentence that includes a period. Have a few students write their sentences on the board and explain why they used a period. Continue choosing students to point out each punctuation mark on the poster and have students write sentences until each type of punctuation has been introduced or reviewed. Make copies of the Punctuation Poster Reproducible for students and have them place the sheets in their writing notebooks or folders for easy reference. Punctuation Card Shuffle Get your students involved in this activity to help them review the punctuation marks and their usage. Make a copy of the Punctuation Cards Reproducible for each student. Have the students cut the cards apart, shuffle them together, and then spread them out on their desks. Explain to students that you are going to tell them when to start and they are to match up the punctuation mark cards with the sentence cards needing the punctuation. The first student to match all the cards correctly is the winner. Play several games and then challenge students to write their own sentence cards for additional games and place several sets at a center. Create a Quiz Give your students a cooperative challenge by having them create their own Punctuation Quizzes to help with classroom review. Make 20 copies of the Punctuation Quiz Reproducible. After completing your punctuation lessons, divide your students into 10 working groups and give each group two copies of the Punctuation Quiz Reproducible. Explain that you are going to assign a different punctuation mark to each group and each group is to write sentences to test students knowledge for the punctuation mark. Have each group write its punctuation mark in the title on both sheets along with the names of the group members. Then, have the students write (encourage them to print, if necessary) their quiz sentences on both sheets, leaving one sheet with missing punctuation and the other sheet with the correct punctuation to use as an answer key. Have them write Answer Key on the second sheet and ask one member of each group to store it in a writing folder. When students are finished, collect the blank quizzes with missing punctuation and make copies of them to use as review quizzes on punctuation. As each quiz is administered, allow the appropriate group to grade the papers from their answer key. What s Missing? Box off an area on your whiteboard or chalkboard to create space for a What s Missing? Challenge. Write the header What s Missing? at the top of the box and leave plenty of space to write a sentence. Have students write What s Missing? at the top of a piece of notebook paper and place it in their writing folders to use with this activity. Each day, write a sentence on the board that requires punctuation and challenge students to write the sentence on their sheets and add the missing punctuation. During writing time or at the end of the day, choose one or two students to write their corrected sentences on the board. All activity guides can be found online: Helping Teachers Make A Difference 2007 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #156125
Punctuation Poster Reproducible Helping Teachers Make A Difference 2007 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #156125
Punctuation Cards Reproducible Period. Apostrophe Question Mark? Comma, We had a great time at the beach this weekend Kathys dog was in desperate need of a bath. When are we going to the movies Mom needed to get milk eggs and cheese at the store. Exclamation Point! Watch out for that car Colon : Semicolon ; Parentheses ( ) Quotation Marks Hyphen - I need the following ingredients for my cake butter, sugar, and flour. Hand me that pencil I need to put my name on my paper. We went overseas Europe for our vacation. Why can t we play laser tag this weekend? he inquired. Chocolate covered peanuts are one of my favorite snacks. Helping Teachers Make A Difference 2007 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #156125
Punctuation Quiz Reproducible Quiz Creators Punctuation Quiz for: Name: Fill in the correct punctuation for each sentence. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Helping Teachers Make A Difference 2007 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #156125
Writing Complete Sentences Banner Set Congratulations on your purchase of this Really Good Stuff Writing Complete Sentences Banner Set an easy-toremember way to present the parts of a complete sentence and the different types of sentences. This Really Good Stuff product includes: Writing Complete Sentences Banner, laminated Types of Sentences Banner, laminated This Really Good Stuff Activity Guide Displaying the Writing Complete Sentences Banner Set Before displaying the Writing Complete Sentences Banner Set, make copies of this Really Good Stuff Activity Guide and file the pages for future use. Or, download another copy of it from our Web site at www.reallygoodstuff.com. Hang the Banners one at a time as you introduce the concepts on each or together as a complete sentence writing set where students will be able to see them easily. Activities for the Writing Complete Sentences Banner Introducing and Using the Writing Complete Sentences Banner While pointing to the Banner, explain the following characteristics of a complete sentence: A complete sentence is a complete thought. A complete sentence has a subject. A complete sentence has a predicate. Pointing to the Subject header on the Banner, explain to students that a subject can be a simple subject or a complete subject. Read the sentence on the poster aloud to students and ask them to identify the simple subject and the complete subject. Once they give the answers of frog and the spotted green frog, tell students that the subject tells who or what is doing something in a sentence. Show students that the simple subject is in red and the complete subject is underlined in red. Then point to the Predicate header on the Banner and remind students that a predicate can be a simple predicate or a complete predicate. Read the sentence on the Banner again and ask students to identify the simple predicate and the complete predicate. Point out that the simple predicate is in green and the complete predicate is underlined in green. Explain to students that the predicate describes the subject or tells what the subject does in the sentence. Reinforce with students that complete sentences have a subject and a predicate. Write five complete sentences on your whiteboard where students will be able to identify the subjects and predicates. Call students up to the board one at a time: Have each student read one sentence you wrote on the board, identify the simple subject by circling it with a red dry erase marker, and identify the simple predicate by circling it with a green dry erase marker. Instruct students to explain why they circled what they did. Then ask a student to underline the complete subject and predicate in each sentence. Challenge a few volunteers to come up to the board and write their own complete sentences, circle the simple subjects and simple predicates, and underline the complete subjects and predicates. Writing Complete Sentences Reference Copy and distribute the Writing Complete Sentences Reference Reproducible. Have each student write four sample sentences at the bottom and follow the directions. Check their sentences to be sure they re correct, then tell students to keep the reproducible in their writing folder to use as a reference when completing writing projects. You might want to make an extra copy for students to leave at home to use for writing homework assignments. Identifying Simple and Complete Subjects and Predicates Copy and distribute the Identifying Simple and Complete Subjects and Predicates Reproducible. Have students complete the reproducible to reinforce their knowledge of subjects and predicates and then check their work together as a class. Simple Subject and Predicate Answers: 1) simple subject: I, simple predicate: want; 2) simple subject: Kathryn, simple predicate: is going; 3) simple subject: vegetables, simple predicate: come; 4) simple subject: T-shirt, simple predicate: is missing; 5) simple subject: vacation, simple predicate: begins; 6) simple subject: cat, simple predicate: is lying; 7) simple subject: I, simple predicate: want; 8) simple subject: class, simple predicate: will attend; 9) simple subject: Jesse, simple predicate: mowed; 10) simple subject: Chickadees, simple predicate: eat. Complete Subject and Predicate Answers: 1) complete subject: I, complete predicate: want to have a turkey sandwich for lunch. 2) complete subject: Kathryn, complete predicate: is going to the library after school. 3) complete subject: Marco s favorite vegetables, complete predicate: come from his grandmother s garden. 4) complete subject: My favorite purple T-shirt, complete predicate: is missing. 5) complete subject: Summer vacation, complete predicate: begins in June this year. 6) complete subject: My lazy cat, complete predicate: is lying in the sun. 7) complete subject: I, complete predicate: want to go to the science museum this weekend. 8) complete subject: Our whole class, complete predicate: will attend a concert this Thursday. 9) complete subject: Jesse, complete predicate: mowed the lawn last weekend. 10) complete subject: Chickadees, complete predicate: eat insects. Writing Complete Sentences Make copies of the Writing Complete Sentences Reproducible and give one to students for practice in writing complete sentences. Tell students to use the given nouns in the subjects of their sentences and the given verbs in the predicates of their sentences. Then have students use red and green pencils to circle the simple subjects and predicates in their sentences and underline the complete subjects and predicates. All activity guides can be found online: Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Writing Complete Sentences Reference Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Identifying Simple and Complete Subjects and Predicates Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Writing Complete Sentences Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Writing Complete Sentences Banner Set Activities for the Types of Sentences Banner Introducing and Using the Types of Sentences Banner Pointing to the Banner, remind students that they should try to use all three of these types of sentences in their writing to give their writing variety, which will make it more interesting. Point to the Simple Sentence section and explain that a simple sentence contains one independent clause, which has a subject and a predicate, presents a complete thought, and can stand alone as a sentence. Read the simple sentence of The spotted green frog jumped into the pond. Ask students to identify again the subject and the predicate in the sentence. Then, point to the Compound Sentence section of the Banner and read the example sentence of The spotted green frog jumped into the pond, and it splashed water on me. Remind students that a compound sentence is made up of two independent clauses. Ask students to identify the independent clauses as well as the subject and the predicate in each of the independent clauses. Then, instruct students to identify the coordinating conjunction used in the sentence and introduce other coordinating conjunctions that can be used to make a compound sentence such as or, but, and so. Write the following example sentences for coordinating conjunctions other than and on your board to share with students: 1) We can go swimming today, or we can play miniature golf. 2) The bus does not stop near the library, but it does stop at a bookstore. 3) I finished all my chores today, so I can go to the movie tonight. For each of these examples, have students identify the two independent clauses in the sentence and the subject and predicate in each of the independent clauses. Finally, point to the Complex Sentence section of the Banner and read the example sentence of When the hawk flew overhead, the spotted green frog jumped into the pond. Remind students that complex sentences are made up of an independent clause and a dependent clause. Point out that When the hawk flew overhead is the dependent clause and that the spotted green frog jumped into the pond is the independent clause in the sentence. Write the following sentences on your board so students can get more practice in identifying complex sentences: 1) We will have a snack after we finish our art project. 2) Because her mother s car is not working, Maura will miss dance class today. 3) Although I love to ice skate, I cannot go to the skating party. Have your students identify the independent and dependent clauses in each of these sentences. Types of Sentences Reference Copy and distribute the Types of Sentences Reference Reproducible. Have each student write three example sentences at the bottom and then keep the reproducible in their writing folder to use as reference when completing writing projects. You might want to make an extra copy for students to leave at home to use for writing homework assignments. Simple, Compound, or Complex Sentence? Copy and distribute the Simple, Compound, or Complex Sentence? Reproducible. Have students complete the reproducible to reinforce their knowledge of simple, compound, and complex sentences and then check their work together as a class. Answers: 1) compound, 2) simple, 3) complex, 4) complex, 5) compound, 6) simple, 7) simple, 8) compound, 9) complex, 10) simple Combining Sentences Remind students that combining simple sentences into compound and complex sentences is a skill that they can utilize to make their writing more interesting and to help it flow better. Give them more practice in combining sentences by copying and distributing the Combining Sentences Reproducible. Read the directions together and direct students to complete the reproducible and then check their work together as a class. Answers: 1) Miguel doesn t like to cook, but he made his mother dinner anyway. 2) The cat jumped onto the kitchen counter, and he knocked over the vase of flowers. 3) We can ride our bikes to the store, or we can take the bus there. 4) Jana got an A+ on her social studies quiz, so her dad took her out for dinner. 5) Katie s grandmother baked brownies, and Katie shared them with her friends. Answers for the second section will vary. Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Types of Sentences Reference Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Simple, Compound, or Complex Sentence? Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Combining Sentences Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157186
Words Are CATegorical : Antonyms, Synonyms, Homonyms and Homophones Banner Set Congratulations on your purchase of this Really Good Stuff Words Are CATegorical : Antonyms, Synonyms, Homonyms and Homophones Banner Set a humorous look at language through the eyes of author Brian Cleary and illustrator Brian Gable. This Really Good Stuff product includes: Words Are CATegorical Banner Set, featuring three mini posters This Really Good Stuff Activity Guide Assembling and Displaying the Words Are CATegorical : Antonym, Synonyms, Homonyms and Homophones Banner Set Before displaying the Words Are CATegorical Banner, make copies of this Really Good Stuff Activity Guide, cut apart the reproducibles, and file the pages for future use. Or, download another copy of it from our Web site at: www.reallygoodstuff.com. This unique Banner Set allows you to review antonyms and synonyms, as well as homonyms and homophones in two ways: Either display the Banner intact for a Words Are CATegorical display or break apart the mini posters into individual presentations for each category of words. Introducing the Antonym Poster Point out the Antonym Mini Poster, and if necessary, remind students that an antonym is a word that means the opposite of another word. Have students take turns reading some of the words in the background on the Mini Poster and identifying them as Antonyms. Write some of the words students share from the Mini Poster on a whiteboard or chart paper and then urge students to think of other words to add to the list. Activities for Antonyms Illustrating Antonyms Make one copy of the Illustrating Antonyms Reproducible and label it with eight antonyms on your students level. Make and distribute copies and have students write the antonym for each word and draw small pictures to illustrate the words. Challenge older students to use the words in sentences on the back of the paper. Display the papers around the Antonym Mini Poster. Stand up for Antonyms Prepare a list of antonyms appropriate for your students level. Label index cards with the corresponding antonym and give one card to each student. Read each individual word from the list aloud to the class and have the student with the corresponding antonym stand up and call out his or her word. For younger students, have them orally use the word in a sentence. Challenge older students to use the pair of antonyms in a sentence. Continue the activity until all of the students words have been called. Antonym Bingo Copy and distribute the Bingo Card Reproducible. Have students write their name at the top and cut apart the markers at the bottom. Choose 24 words and write them on the board, using words from the Banner (see the Word List Reproducible) and from your classroom lessons. While students randomly write the words in the boxes on their reproducible, label small pieces of paper with the letters from the word BINGO and antonyms for the words and place them in a bag. Draw and call out a word, then have students place a marker on a square on the reproducible containing the antonym to the word. Students make a Bingo by covering a row diagonally, horizontally, or vertically with their markers. The first student to call out Antonym wins the game if all of his or her answers are correct. After students have played several games, laminate copies of the Bingo Card Reproducible, cut off the markers, and place them in a zippered plastic bag. Add a list of antonyms and dry erase markers and place at a literacy center for students to play Antonym Bingo during free time. Introducing the Synonyms Poster Point out the Synonyms Mini Poster, and if necessary, remind students that a synonym is a word that has the same or nearly the same meaning as another word. Have students take turns reading some of the words in the background on the Mini Poster and identifying them as synonyms. Write some of the words students share from the Mini Poster on a whiteboard or chart paper and then urge students to think of others to add to the list. Activities for Synonyms Synonym Match Game Write grade-level-appropriate synonyms and a corresponding synonym for each on index cards. Give one card to each student and include yourself if there are an odd number of students. Students quietly walk around the room and look for the student with the synonym to their word. Ask each pair of students to share their set of synonyms with the class and use the synonyms in sentences. Have older students be prepared to list additional synonyms as they share. Display the synonym pairs around the Synonyms Mini Poster. All activity guides can be found online: Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Words Are CATegorical : Antonyms, Synonyms, Homonyms and Homophones Banner Set Synonym Bingo Copy and distribute the Bingo Card Reproducible. Have students write their name at the top and cut apart the markers. Choose 24 words and write them on the board using words from the Banner (see the Word List Reproducible) and from your classroom lessons. While students randomly write the words in the boxes on their reproducible, label small pieces of paper with the letters from the word BINGO and synonyms for the words and place them in a bag. Draw and call out a word, then have students place a marker on a square on the reproducible containing the synonym to the word. Students make a Bingo by covering a row diagonally, horizontally, or vertically with their markers. The first student to call out Synonym wins the game if all of his or her answers are correct. After students have played several games, laminate copies of the Bingo Card Reproducibles, cut off the markers, and place them in a zippered plastic bag. Add a list of synonyms and dry erase markers and place at a literacy center for students to play Synonym Bingo at the center during free time. Synonym Thumbs Up/Thumbs Down Gather the synonym index cards from the above synonym match activity and play a game of thumbs up or thumbs down: Place the cards in two piles, arranging them so that when you pick the two top cards and show them to students, some words will be synonyms and some will not. Ask students to get out a pencil and a piece of scratch paper to play the game. Hold up the top two cards and ask students to give you the thumbs up sign if they are synonyms and the thumbs down side if they are not. After students have responded with a sign, tell them the correct answer and have students give themselves a tally mark if they were correct. At the end of the game, have students count the tally marks and declare the winners! Introducing the Homonyms and Homophones Poster Point out the Homonyms and Homophones Mini Poster, and if necessary, remind students that homonyms are two or more words that are pronounced the same and spelled the same but have different meanings, and homophones are two or more words that are pronounced the same but have different spellings and different meanings. Have students take turns reading some of the words in the background on the Mini Poster and identifying them as homonyms or homophones. Write some of the words students share from the Mini Poster on a whiteboard or chart paper and then urge students to think of others to add to the list. Activities for Homonyms and Homophones Homophone and Homonym Rhymes Share these simple rhymes with students to help them learn the difference between homonyms and homophones: Homophones are words that are pronounced the same, But their spelling and meaning are a different game. Cindy ate a pear that was juicy and sweet. Mike s new pair of pants look clean and neat. Homonyms are spelled and pronounced in the same way, But their meanings are different, like night and day. Close the trunk of Mother s shiny blue car. The trunk of that tree is not very far. Hooray for Homophones and Homonyms Divide the class into partners and give each pair of students two homophones and two homonyms from the Word List Reproducible along with a piece of paper. Ask students to create two rhyming sentences to complete the last two sentences in the homophone and homonym poems above. Encourage students to have fun with sentences that are silly or serious. To get students started, provide some examples, such as I can clearly see with my two eyes. The beautiful sea was a lovely surprise. Or, The kitchen cupboard was very bare. The baby bear had hardly a care. Ask each pair to share their poems. Fill in the Homonym Copy and distribute the Homonym Practice Reproducible. Have students work individually or in pairs to fill in the appropriate homonyms. Write the following word bank on the board for younger students. jam bank bat fair drive roll Homophone Squares Divide the class into groups of two or three students. Copy the Homophone Squares Reproducible for each group and label it with four homonyms from the Word List Reproducible. Distribute a reproducible to each group and have them discuss different meanings for each homophone and then compose and write sentences for each meaning. Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Illustrating Antonyms Reproducible Bingo Card Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Homophone Squares Reproducible Homonym Practice Reproducible Word List Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758