STAAR-ALT antonym and homophone activities

I have been swamped at work.  The life skills teacher quit 4 weeks ago and they are unable to find a replacement.  This means that I have had to take over her kiddos for ELA and Social Studies.  It has been wonderful and difficult all at the same time.  My caseload has doubled and I have had to learn all new levels of students.  In addition, I've gotten to do twice the state testing!
Anyway, I am finally trying to share some of the activities that I have created.  I am attempting to share PDF's of activities created for the first time, so I hope it works.  Let me know if any of my links do not work and I'll try again.
ELA6.2 (a)

Level 3
The student will be presented and read a teacher-generated paragraph that includes an unfamiliar multi-meaning word used in two different ways. The student will locate the multi-meaning word each time it is used in the paragraph. Using a reference material, the student will locate the definition for each way the multi-meaning word is used in the paragraph. The definitions will be read. The student will generate two sentences each using one of the meanings of the multi-meaning word.
Predetermined Criteria
1.The student will locate the multi-meaning word each time it is used in the paragraph.
2.The student will locate the definition for each way the multi-meaning word is used in the paragraph.
3.The student will generate two sentences each using one of the meanings of the multi-meaning word.
For this task, I had the student a picture dictionary for multi meaning words.  The student highlighted the multimeaning word in different paragraphs.  She then found the word in the dictionary, then created her own sentences.  Hope this is helpful:
A-Z dictionary - multi meaning version


ELA 7.2 (a)
Level 2
The student will be presented and read one unfamiliar word and three known words, one of which is an antonym to the unfamiliar word. Using a reference material, the student will identify the meaning of the unfamiliar word. The student will identify the antonym for the unfamiliar word. When presented with three sentences, the student will identify the sentence that uses the pair of antonyms correctly.
Predetermined Criteria
1.The student will identify the meaning of the unfamiliar word.
2.The student will identify the antonym for the unfamiliar word.
3.The student will identify the sentence that uses the pair of antonyms correctly.

For this standard, I created an antonym dictionary and several sentence strips using words sets of antonyms. Students learned to first locate the word in the dictionary.  They then practiced identifying the antonyms.  Last, I taught them to be able to identify the correct use of antonyms through matching the pictures from the dictionary to those in the sentence strips.
Here is the dictionary:
A-Z Dictionary antonym edition
Here are two sentence strips (I seem to have lost the others created, but will upload when I locate them)
Sentence strips - female and boy
Sentence Strips - mopey and happy


Now for homophones:
ELA 8.2
Level 2
The student will be presented three sentences. Each sentence will include a pair of homophones. As the sentences are read, the student will identify the two homophones in each sentence. The student will be presented six cards each representing the meaning of one homophone. Using the context of the three sentences, the student will match the cards to the homophones. The student will be presented a fourth sentence with two blanks that can be completed with two of the six existing homophones. The student will complete this sentence using any two of the six homophones.
Predetermined Criteria
1.The student will identify the homophones.
2.The student will match the cards to the homophones.
3.The student will complete this sentence using any two of the six homophones.

In this task, I used the picture dictionary, a homophone list, picture definition pieces and sentence strips.  I printed out the dictionary and stapled it together.  I printed out each sentence strip and put it onto tagboard.  I then affixed a strip of scratchy velcro across the bottom of the entire sentence.  After that, I put soft velcro on the arrow/box combo and on the back of each picture icon.
To identify the homophones the student had to place the box/arrow under the homophones.  They then had to choose the correct pictures to match the homophone meanings.
I have not taken a picture of the task in action, but will try to do so tomorrow.  Here is a link to the task:
Homophone Activity