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MissHopeful MissHopeful is offline
 
Joined: Mar 2011
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MissHopeful
 
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Joined: Mar 2011
Posts: 607
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Old 08-27-2011, 06:13 AM
 
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I've done something similar to the first reply above, but for third graders. I gave them a sheet with numbered blanks on it and had them go around to the numbers and answer the index cards.

At the first station, numbers 1 through 5, there were five small cardboard boxes upside down with arm holes in them, the students were to reach in and feel what was in each box, not pull it out, and write a word to describe what they felt on each blank 1 - 5. Second station 6 through 10, I did the same thing with more boxes, but had the kids bend down and smell what was in the box and describe it. Next station 11-15 just had kids count things (I wanted to make the point that how-many is answered with adjectives too) 16-20 was things to taste, individually wrapped or in baggies per child for sanitation purposes, and there were 2 blanks each, one for taste, one for texture. 21-25 were just 5 unifix cubes and they were to list the color, and then 25-27 (I had 27 kids last year) those were pictures from magazines of people and they were to use a word to explain the feeling that person was expressing. I just had them rotate around the room on counters, tables, and desks and everything was numbered so they wouldn't get mixed up. I rang a little bell to indicate when to switch.

We then came back together as a class and talked about the words that the kids had listed. I made a huge chart to organize some of the words they shared. Some kids inevitably listed things that weren't adjectives, especially in the last section with the feelings "happiness" but this gave us the opportunity to discuss how to change the word they shared into an adjective. Etc.

We didn't go into comparative adjectives -er and -est, but Im sure you could find a way to incorporate that if you needed to, etc.
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