LinguiSystems home
Spotlight on Vocabulary Level 2 Antonyms
Ages: 9-13   Grades: 4-8

In-depth practice with clear, concise directions help children use antonyms and build a rich vocabulary.    


  • Understand and use a variety of antonyms
  • Recognize and use specific strategies to understand and use an increasingly rich vocabulary
  • Expand working vocabulary and curricular vocabulary
Add to Cart
** This is a Cloud E-Book that is accessible from any device with Internet access. .

Written in the proven format of the Spotlight series, this book has:

  • clear, concise directions designed for students with limited language proficiency
  • vocabulary taken from graded vocabulary lists familiar to most students
  • a pretest/posttest
  • light demands for spelling and writing

The one-page lessons use a variety of learning formats including: 

  • matching, naming, identifying, and choosing antonyms
  • adding "un-" and "-less" to change words into antonyms
  • silly sentences and stories
  • 36 reproducible antonym pictures

You may purchase Spotlight on Vocabulary Level 2 Antonyms individually or as part of the 6-book Spotlight on Vocabulary Level 2 set.  The 6-book set consists of:

Spotlight on Vocabulary Level 2 Antonyms

Spotlight on Vocabulary Level 2 Associations

Spotlight on Vocabulary Level 2 Multiple-Meaning Words

Spotlight on Vocabulary Level 2 Roots, Prefixes and Suffixes

Spotlight on Vocabulary Level 2 Synonyms

Spotlight on Vocabulary Level 2 Word Origins


Copyright © 2005

40-pages, pretest/posttest, answer key
  • Successful reading comprehension is highly correlated with vocabulary development (Pressley, 2000).
  • "The importance of vocabulary in reading achievement has been recognized for more than half a century."  (National Reading Panel, 2000).
  • A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
  • Vocabulary instruction is a cornerstone of reading comprehension.  Repeated exposures to words expands students' vocabulary and improves scores on standardized tests (Stahl & Fairbanks, 1986).

Spotlight on Vocabulary Level 2 Antonyms incorporates these principles and is also based on expert professional practice.


Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Solving problems in the teaching of literacy. New York: Guilford Press.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development.

Pressley, M.L. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. III). Mahwah, NJ: Lawrence Erlbaum Associates.

Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 71-110.


Carolyn LoGiudice, Kate LaQuay


Carolyn LoGiudice, M.S., CCC-SLP, was a speech-language clinician in school, clinic, and private settings before joining LinguiSystems in 1984.  She has co-authored many materials with LinguiSystems, including The WORD Test, No-Glamour Vocabulary Cards, The Test of Semantic Skills (TOSS-P and TOSS-I), and the All-Star Vocabulary game.

Kate LaQuay, J.D., became part of LinguiSystems' extended family more than 20 years ago when her mother, Carolyn LoGiudice, joined the company.  Now a mother herself, Kate has co-authored several LinguiSystems products, including U.S. History A Reading Comprehension Book, U.S. Government A Reading Comprehension Game, and Spotlight on Vocabulary Levels 1 and 2.  Previously, she practiced law for six years in Los Angeles.


All students need to expand their working vocabularies.  Some students have a natural facility for language and semantic relationships, enabling them to enlarge their vocabulary almost effortlessly.  Simply reading, listening, and talking seem to boost these students' vocabulary skills.

Many other students need to exert conscious energy to understand and recall an increasingly diverse vocabulary.  Some of them are poor or reluctant readers.  Other students have limited exposure to a rich variety of spoken English.  Still others have language-learning disabilities, attention disorders, or ineffective systems for storing and retrieving vocabulary.  All of these students can benefit from specific vocabulary exposure and instruction.  They can improve their vocabulary skills through conscious attention and guided learning.

The main goal of Spotlight on Vocabulary books is to help students recognize and use specific strategies to enrich their skills for understanding and using an increasingly rich vocabulary.  Antonyms, Level 2 teaches students the meaning of antonym and the relationship of words that have opposite meanings.  These are the student objectives of this book:

  • to understand that an antonym is one word that means the opposite of another word
  • to recognize that antonyms are the same part of speech
  • to replace words with appropriate antonyms
  • to give appropriate antonyms for a variety of words

Your students may have a general idea that antonym means "opposite" in some way, but they may not realize there are certain rules about choosing and using antonyms.  The activities in Antonyms, Level 2 teach students that a true antonym is a single word that is the same part of speech as a word that has the opposite meaning.  For example, fail and successful have almost opposite meanings, but they are not true antonyms; fail and succeed are antonyms, as are unsuccessful and successful.

The guidelines below will help you present the activities in this book to your students.

  • Have your students take the Pretest/Posttest before they begin doing the activities in this book.  When they have completed the book, have them retake the test and compare the results to their original scores.
  • Our English language has many words that use the same spelling for different parts of speech.  For example, original can be an adjective (an original painting ) or a noun (the original ).  Alert your students to this type of crossover situation before they complete activities requesting antonyms for words of a given part of speech.
  • English also has more words with multiple meanings than any other language.  For example, the adjective hard may imply a level of difficulty (a hard test ), but hard also may imply a degree of firmness (a hard mattress).  In the former case, an appropriate antonym would be easy, but in the latter, an appropriate antonym would be soft.
  • The answers in the Answer Key are provided as a reference.  Due to space constraints, not all possible answers are listed.  Accept other appropriate answers as correct.
  • The aim of these activities is to enrich students' vocabulary banks, not to test students.  Make sure your students have ready access to a student-friendly dictionary and thesaurus.  Encourage your students to consult these references at any time when they're doing the activities.
  • Before presenting a worksheet, preteach any vocabulary words you think will be new to your students.  Then present the worksheet.
  • For many words used in these exercises, there are other antonyms.  Encourage small groups of students or individuals to locate additional antonyms and share them with the class for extra enrichment.
  • Make a set of flash cards for antonyms.  List a word on one side and one or more antonyms on the other side.  Have a small group of students take turns looking at a card and guessing the information on the back of a card.

We hope Spotlight on Vocabulary Level 2 Antonyms is a big hit with you and your students!

Carolyn and Kate