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Liana Pavese
ETE 322
Dr. Arquette
December 7, 2017
Work Station Project

Station Title: Word Study Station

Grade Level/Time of Year: 2nd Grade – mid-year
Area of Literacy Focus: Language - vocabulary

Directions for Station Activities:

• Activity #1: Word Clues
o Directions:
▪ Take a “Word Clues” worksheet.
▪ Underline the root word in each word.
▪ Write the meaning of the root word in column 2.
▪ Write the meaning of the whole word in column 3.
▪ Write a sentence using the word in column 4.
o Standards:
▪ CCSS.ELA-LITERACY.L.2.4.C Use a known root word as a clue to the
meaning of an unknown word with the same root (e.g., addition,
additional).
o Supplies:
▪ Word Clues worksheet
▪ Coloring/writing supplies
• Activity #2: What’s the difference? (Pink dot cards)
o Directions:
▪ Pick an index card with three related words.
▪ Look up each word in the dictionary.
▪ On a blank index card, write the three words at the top.
▪ Below, write a sentence or sentences that shows the different meanings of
the words.
▪ Repeat for a second set of related words.
o Standards:
▪ CCSS.ELA-LITERACY.L.2.5.B Distinguish shades of meaning among
closely related verbs (e.g., toss, throw, hurl) and closely related adjectives
(e.g., thin, slender, skinny, scrawny).
▪ CCSS.ELA-LITERACY.L.2.4.E Use glossaries and beginning
dictionaries, both print and digital, to determine or clarify the meaning of
words and phrases.
o Supplies:
▪ Words sets
• Verbs
• Adjectives
▪ Blank index cards
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▪ Children’s Dictionary
▪ Children’s Thesaurus (extra supporting material)
▪ Coloring/writing supplies
• Activity #3: Compound Words (Orange dot cards)
o Directions:
▪ Pick out a picture card.
▪ Find the two words from the deck that create a compound word naming
the picture.
▪ On a blank index card, write the compound word at the top.
▪ Write a sentence using the compound word below.
▪ Repeat two more times.
o Standards:
▪ CCSS.ELA-LITERACY.L.2.4.D Use knowledge of the meaning of
individual words to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
o Supplies:
▪ Word cards (that make compound words when combined)
▪ Picture cards
▪ Blank index cards
▪ Coloring/writing supplies
• Activity #4: Adding a Prefix (Yellow dot cards)
o Directions:
▪ Take a root word (half circle at the top).
▪ On a blank index card, write the root word on the top.
▪ Draw the root word below or use it in a sentence.
▪ Turn the card over.
▪ Take a prefix card (full circle at the top).
▪ Write the new word (prefix + root) on the top.
▪ Draw the new word formed below.
▪ Write a sentence at the bottom using the new word.
o Standards:
▪ CCSS.ELA-LITERACY.L.2.4.B Determine the meaning of the new word
formed when a known prefix is added to a known word (e.g.,
happy/unhappy, tell/retell).
o Supplies:
▪ Prefix cards
▪ Root word cards
▪ Blank index cards
▪ Coloring supplies
• Activity #5: Irregular Plurals (Green dot cards)
o Directions:
▪ Take a word card.
▪ Look up the word in the dictionary.
▪ Find the plural form of the word. This is show to the right of the singular
form.
▪ On a blank index card, write the singular form and then the plural form.
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▪ Write a sentence using the plural form.

▪ Draw a picture of the word below.
▪ Repeat two more times.
o Standards:
▪ CCSS.ELA-LITERACY.L.2.1.B Form and use frequently occurring
irregular plural nouns (e.g., feet, children, teeth, mice, fish).
▪ CCSS.ELA-LITERACY.L.2.4.E Use glossaries and beginning
dictionaries, both print and digital, to determine or clarify the meaning of
words and phrases.
o Supplies:
▪ Irregular plural cards
▪ Blank index cards
▪ Children’s Dictionary
▪ Coloring supplies

• Materials for completed activities:

o Hole puncher
o One-inch book rings

How the activities supported Language Arts:

By aligning the activities to meet a select few of the Common Core Standards, they

support the language arts. Each activity focuses on a different standard under the language

subcategory for 2 nd grade of Common Core. The motive for this station’s activities is the idea

that children learn language actively by constructing and reconstructing during the learning

process (Morrow, p. 97). The activities are designed to be clear and tailored to the corresponding

standard.

Activity one, Word Clues, focuses on being able to determine the meaning of an

unknown word by looking at the word’s root. This supports language arts because this is

something students will need to do very frequently when they stumble across an unknown word.

Being able to break up a word into prefixes, suffixes, and roots will allow students to make their

best educated guess about what the word means. The worksheet gives the students a chance to
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organize their thoughts about what the root word means and how the meaning changes based on

the prefixes or suffixes.

Activity two, What’s the difference? focuses on distinguishing between related words and

the use of dictionaries. As students are learning to read and write they may wonder what the

difference is between certain verbs or adjectives. There are many in this activity that people use

interchangeably because they have minor or subtle differences in meaning. By doing this

activity, students will develop skills that will help them be descriptive and specific in their

writing. Also, while this task is becoming less popular due to internet searches, being able to

look up meanings in a dictionary is an important skill (Diller, p. 78). It helps students to practice

alphabetical order and the spelling of the word as they look for it among the sea of words.

Activity three, Compound Words, requires students to use the meaning of two individual

words to predict the meaning of the formed compound word. In the English language there are

many words that create compound words, in doing so, the meaning may change compared to

having the two words separately one after another. At this age, students who begin to learn the

meaning of two words that form a compound word will help them recognize compound words in

their writing and reading. Also, being able to take a compound word and split it in two, will

allow students to better define the meaning if they are unsure.

Activity four, Adding a Prefix, focuses on the change in meaning of a word when a prefix

is added. A handful of prefixes are very common in the English language. They have the ability

to drastically change the meaning of a word by creating the opposite meaning. On the other hand,

they can also emphasize the meaning of the current word. Students are given the chance to

illustrate the meaning of the word with and without the prefix, which can benefit their

comprehension of unfamiliar words (Diller, p. 77).

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Activity five, Irregular Plurals, gets students to use a dictionary to help recognize when a

word doesn’t just require the typical “s” to make it plural. Being able to see how certain words

become plural and their correct usage allows students to apply those words correctly in their

reading, writing, and their speech. Later, this can be developed even further by teaching students

the “rules” for irregular plurals so that they may apply these rules for higher level vocabulary.

Overall, the activities support the language arts by giving students a chance to study

words at a deeper level. Each activity requires the students to look at individual words or

components of words so that they may increase their language abilities.

References:

Beal, G. (1994). The kingfisher: Illustrated thesaurus. New York, NY: Kingfisher.

Common core: English language arts standards. (2010). Retrieved from

http://www.corestandards.org/ELA-Literacy/L/2/

Diller, D. (2003). Literacy work stations: Making centers work. Portland, Maine: Stenhouse.

Grisewood, J., Bollard, J., & Grumet, J. (Eds.). (1994). The kingfisher: Illustrated children’s

dictionary. New York, NY: Kingfisher.

Honig, B., Diamond, L., & Gutlohn, L. (2000). Teaching reading sourcebook: For kindergarten

through eighth grade. Retrieved from

http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf

Morrow, L.M. (2015). Literacy development in the early years: Helping children read & write.

(8th edition) Boston, MA: Pearson.