How To: List, Opposite, Sentence (LOS)

• Lesson Objective: Enhance comprehension of key vocabulary with targeted morphemes through word generation, morphological comparison, and contextual application.

• Grouping:  Independent

• Methodology: Students independently make lists, sentences, and identify antonyms related to targeted vocabulary.

• Duration: 20-25 minutes

Think of this activity as a deconstructed vocabulary square.

How do you expose students to the same material over and over without it feeling monotonous? Change the format! This lesson invites students to apply the same connection-making strategies used in the capture sheets—only now, they’re working independently rather than following my lead. Lists, examples, non-examples, definitions… all that good stuff, just in a fresh format.

Thank you to Hermann Ebbinghaus for discovering the forgetting curve (AKA the memory curve) in 1885. Through self-experiments, he found that memory retention drops sharply soon after learning, then gradually levels off over time. This demonstrated that without review or reinforcement, we forget information quickly—often within hours or days. However, he also found that spaced repetition can dramatically improve retention and flatten the curve. So, here we are, working with the same vocabulary terms on day 11 of the unit, pulling back on scaffolding and encouraging flexible, deeper thinking about each word. According to Ebbinghaus, repeated exposure over time strengthens retention, especially when students actively retrieve and apply what they've learned in new ways. By shifting the format while revisiting familiar terms, we’re not only honoring the science of memory, we’re helping students take real ownership of their learning.

🖍 How the Routine Works

This activity is completed independently, but depending on the time of year, I’ll project it under the doc camera to review directions. By midyear, students typically know the drill. I remind them to keep their capture sheets nearby for reference but discourage direct copying by limiting their word choices and assigning the opposite tasks from what we modeled the previous week.

Potential Issues:

• Students sometimes write sentences that don’t clearly show they understand the word. “I felt dejected” obviously isn’t going to cut it. The eight-word minimum helps prevent this, and my co-teacher and I circulate to prompt students with simple nudges like “Why?”, “How?”, or “Give an example.”

• Occasionally, students use the same words for Part A and Part B. While not necessarily a bad thing (more practice!), I encourage variety to ensure they’re familiar with all the terms. I usually avoid overlapping word lists—but I noticed I did in my sample. Whoops.

Directions on the worksheet are explicit, check out a sample below!

While students work independently, I meet with students one on one for phonemic awareness instruction. Check out the Interactive Unit Guides to see how this lesson fits within each unit. There, you’ll find links to the unit-specific List, Opposite, Sentence.