istation Teacher Resource Lessons
ISIP—Vocabulary
Lesson Design
Teacher Resource lessons help students reach mastery level in a particular skill. Each
lesson includes the following instructional cycle: Teach, Guided Practice, Independent
Practice, and Reteach. The lessons suggest an instructional sequence to master
targeted and prerequisite skills needed to improve reading.
Grouping for Differentiated Instruction
The lessons were written for small groups of students. Students who have difficulty
with specific skills should receive explicit instruction in small groups. However, if 2/3
(66%) of the students in one class are struggling with a specific skill, the Teach and
Guided Practice may be presented in whole group. Continue practicing the skill with
small groups while closely monitoring student responses. Modify lessons according to
student needs. Use data to plan and regroup students for additional instruction as
needed.
Assessment Overview
There are two types of items used to measure a student’s Vocabulary knowledge and
to evaluate both the upper and lower bounds of knowledge. In the first item type,
four pictures appear on the screen. The narrator asks the student to identify the
picture that best illustrates the word spoken orally. In the second item type, four
words appear on the screen. Each of the four words is spoken by the narrator.
Students are asked to identify which word has the same or similar meaning of a word
pronounced by the narrator.
Procedure for Managing Teacher Resource Lessons
Step 1
Step 2
Step 3
•Review student data using ISIP Reports, and establish small groups. For Tier 1 students, use Lesson
1 to ensure mastery of the skill.
•From the group of lessons, select the lesson which will best meet the needs of each small group.
The chart below offers suggestions forwhere students in Tier 1, Tier 2, or Tier 3 should start with
the identified assessment.
•After teaching the lesson, chart the progress of each student. If a student has difficulty with the
lesson that was chosen, deliver the Reteach or deliver the next appropriate lesson based on the
chart. If a student demonstrates mastery at that particular level of instruction, then deliver the
next appropriate lesson, advancing toward Lesson 1.
Copyright© istation® 2009 All rights reserved.
Page 1
ISIP—Vocabulary
Tier 1
Tier 2
Lesson 1:
Antonyms and
Synonyms
*Lesson 6:
Daily Vocabulary
Building
Lesson 2:
Synonyms
Lesson 3:
Vocabulary Open
and Closed Sorts
Tier 3
Lesson 5:
Vocabulary
Closed Sorts
(Pictures)
*Lesson 6:
Daily Vocabulary
Building
Lesson 4:
Vocabulary Closed
Sorts
*Lesson 6:
Daily Vocabulary
Building
*Please note that Lesson 6 is recommended at all levels. The goal is to increase students’ vocabulary by
adding words daily. To help students acquire a love for words and an enjoyment for learning new
words, implement lessons similar to Lesson 6 often in the classroom.
Copyright© istation® 2009 All rights reserved.
Page 2
ISIP, Vocabulary—Lesson 1
Skill
Resources
Note:
Identifying Antonyms and Synonyms
Print and cut apart a copy of Nym Soup Riddles for every two students, and print one
Detective Dan’s Nym Soup page per student.
Words in bold are said aloud by the teacher.
Repeat the lesson several times using other words. List words and have students write
a synonym or antonym riddle for each, creating word cards. Use the set of word cards
to play the game at different times throughout the year.
Teach: Identifying Antonyms and Synonyms





Today we will practice identifying antonyms and synonyms. Remember that antonym
means opposite. For example, on is an antonym for off. Synonym means the same. For
example, little is a synonym for small.
I would like for you to tell me if these words are synonyms or antonyms.
Choose the first student. Hard and difficult. Are these words synonyms or antonyms?
(antonyms) Affirm or correct.
Choose the next student. Angry and furious. Are these words synonyms or antonyms?
(synonyms) Affirm or correct.
Choose the next student. Pause and wait. Are these words synonyms or antonyms? Affirm or
correct.
Guided Practice




Let’s see if you can solve my riddle.
Give each student a copy of Detective Dan’s “Nym” Soup.
Choose a riddle card and read it aloud.
Give each student a chance to write one “nym” on their soup bowl.
Monitor Progress through Independent Practice





Now you will work with a partner to write more synonyms and antonyms until your soup
bowl is full.
Give each group of students a set of the remaining cards. Place the stack of cards in front of
you. Take turns selecting a card from the top.
Your partner will read you a riddle and, if you answer correctly, you may add it to your
soup bowl. If you get it right you get to write the word in your “Nym” soup bowl. If you
don’t get it right you must put it in the middle of the stack.
Monitor students and provide feedback.
When the soup bowl is full, students write a sentence for each synonym and antonym.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 Repeat the process from Guided Practice.
 Each student will need a copy of the “Nym” Soup Bowl.
 Present a few synonyms in a row and then antonyms in a row before mixing them up for the
student to identify.
Copyright© istation® 2009 All rights reserved.
Page 3
ISIP, Vocabulary—Lesson 1
“Nym” Soup Riddles
I begin with the letter
f. I have two syllables.
I am a synonym for
end.
I begin with the letter
b. I have three letters.
I am an antonym for
little.
finish
big
I begin with the letter
b. I have six letters. I
am an antonym for
sweet.
I begin with the letter
d. I have one vowel. I
am an antonym for up.
down
bitter
I begin with the letter I begin with the letter
a. I have five letters. I f. I have 1 vowel. I am
am an antonym for
a synonym for quick.
before.
fast
after
I begin with the letter
m. I have four letters.
I am a synonym for
build.
make
Copyright© istation® 2009 All rights reserved.
I begin with the letter
h. I have four letters. I
am a synonym for
large.
huge
Page 4
ISIP, Vocabulary—Lesson 1
I begin with the letters
sh. I have four letters.
I am a synonym for
close.
shut
I begin with the letter
n. I have six letters in
my name. I am a
synonym for thin.
narrow
I begin with the letter
p. I have four letters. I
am an antonym for
rich.
poor
I begin with the letter
u. I have six letters. I
am an antonym for
friendly.
unkind
Copyright© istation® 2009 All rights reserved.
I begin with the letter
r. I have four letters. I
am a synonym for
destroy.
ruin
I begin with the letter
e. I have two syllables.
I am a synonym for
investigate.
explore
I begin with the letter
l. I have one vowel. I
am an antonym for
first.
last
I begin with the letter
p. I have five letters. I
am an antonym for
ashamed.
proud
Page 5
ISIP, Vocabulary—Lesson 1
I begin with the letter
c. I have five letters. I
am an antonym for
dirty.
clean
I begin with the letter
m. I have one syllable.
I am an antonym for
dry.
moist
I begin with the letter
l. I have four letters. I
am a synonym for
adore.
love
I begin with the letter
s. I have one syllable. I
am a synonym for
look.
see
Copyright© istation® 2009 All rights reserved.
I begin with the letter
b. I have three
syllables. I am an
antonym for ugly.
beautiful
I begin with the letter
h. I have five letters. I
am an antonym for
light.
heavy
I begin with the letter
s. I have three
syllables. I am a
synonym for apart.
separate
I begin with the letter
f. I have four letters. I
am a synonym for
hard.
firm
Page 6
ISIP, Vocabulary—Lesson 1
Copyright© istation® 2009 All rights reserved.
Page 7
ISIP, Vocabulary—Lesson 2
Skill
Resources
Note:
Synonyms
Print and cut apart one copy of the Synonym Word Cards.
Words in bold are said aloud by the teacher.
Repeat the activity many times using different words from classroom instruction.
Teach: Synonyms











Gather the word cards in the following order: pretty, beautiful, gorgeous, lovely / clean,
spotless, neat, tidy / laugh, giggle, snicker, chuckle. Today we will find words that mean the
same thing or the same idea. These words are called synonyms.
I will show you a word. Then you help me find words that mean the same thing or the same
idea as the target word.
Here is the word pretty. Show the word card.
Choose a student. Can you help me find another word that means the same as pretty?
(beautiful, gorgeous, lovely) Affirm or correct as necessary.
Repeat this process with the two remaining words (beautiful, gorgeous, lovely). Affirm or
correct as necessary.
Here is the word clean. Show the word card.
Choose a student. Can you help me find another word that means the same as clean?
(spotless, neat, tidy) Affirm or correct as necessary.
Repeat this process with the two remaining words (spotless, neat, tidy). Affirm or correct as
necessary.
Here is the word laugh. Show the word card.
Choose a student. Can you help me find another word that means the same as laugh?
(giggle, snicker, chuckle) Affirm or correct as necessary.
Repeat this process with the two remaining words (giggle, snicker, chuckle). Affirm or correct
as necessary.
Guided Practice




Let’s play a game with words that mean the same thing or the same idea.
I will show you a card and you will find a word that means the same thing. Then, for extra
points, try to find another word that means the same thing.
Use the following cards: loud, blaring, noisy / sleep, snooze, nap / road, street, avenue / torn,
ripped, slashed / grip, hold, grasp / package, carton, container / meal, feast, banquet /
repair, mend, patch / cheap, inexpensive, bargain / awful, horrible, terrible / test, exam, quiz
/ haul, tow, pull
Choose the first student and begin the game. Provide praise and feedback as necessary.
Monitor Progress through Independent Practice




Mix the cards and follow the same procedure from Guided Practice.
Observe each student and give affirmation or corrective feedback.
Provide multiple opportunities for students to demonstrate skill mastery.
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups. It is important to
speak (enunciate) clearly.
 Follow the same steps from Guided Practice.
 Provide only a pair of words from which students should choose.
Copyright© istation® 2009 All rights reserved.
Page 8
ISIP, Vocabulary—Lesson 2
Synonym Word Cards
pretty
beautiful
gorgeous
lovely
clean
spotless
neat
tidy
laugh
giggle
snicker
chuckle
Copyright© istation® 2009 All rights reserved.
Page 9
ISIP, Vocabulary—Lesson 2
Synonym Word Cards
loud
blaring
noisy
sleep
snooze
nap
road
street
avenue
torn
ripped
slashed
Copyright© istation® 2009 All rights reserved.
Page 10
ISIP, Vocabulary—Lesson 2
Synonym Word Cards
grip
hold
grasp
package
carton
container
meal
feast
banquet
repair
mend
patch
Copyright© istation® 2009 All rights reserved.
Page 11
ISIP, Vocabulary—Lesson 2
Synonym Word Cards
cheap
inexpensive
bargain
awful
horrible
terrible
test
exam
quiz
haul
tow
pull
Copyright© istation® 2009 All rights reserved.
Page 12
ISIP, Vocabulary—Lesson 3
Skill
Resources
Note:
Sorting Vocabulary into Word Groups
Print one copy of Bugs on Tour per student, and print and cut apart the Vocabulary
Category Word Cards: Tools and Colors from Materials on the website. Select categories
you wish to have the children use for sorting and print the word cards for each category
selected. Blank cards are added for additional words, if needed.
Words in bold are said aloud by the teacher.
Teach: Vocabulary: Sorting Words into Groups
 Today we will practice sorting words into groups.
 First, model a closed sort. Write the word tools on the suitcase tag with a pencil. I have a
















suitcase, and only things that are the same can go in the suitcase. (Display the Bugs on Tour
suitcase.) The only things that can go in this suitcase are tools. Direct students’ attention to
the word on the suitcase tag.
Now I will look through the word cards to find tools.
Here is the word hammer. A hammer is a tool, so it goes into the suitcase. Place the word
card in the suitcase.
Here is the word sweater. A sweater is not a tool. This word does not belong in the
suitcase. Place the word card off to the side, away from the suitcase.
Here is the word farm. A farm is not a tool. This word does not belong in the suitcase.
Place the word card off to the side.
Here is the word dime. A dime is not a tool. This word does not belong in the suitcase.
Place the word card off to the side.
Here is the word drill. A drill is a tool, so it goes in the suitcase. Place the word card in the
suitcase.
Provide additional modeling as necessary.
Next, model an open sort. Now, let’s practice sorting words into groups a different way.
Let’s read the words to see if we can find what they have in common. Then I can write the
name on the suitcase tag.
Display the four word cards red, sister, clock, blue.
I see two color words, but the other words don’t have anything in common. I will keep the
color words together.
Place the color words in a column and set the other two cards to the side.
Display the word cards sad, yellow, hay, nose.
I see another color word, yellow. But these other words do not have anything in common. I
will put the color words together.
Display four more cards and keep grouping the color words together.
Now I know what these words have in common; they are color words. I will write colors on
the suitcase tag and put the color words inside the suitcase.
Guided Practice
 Let’s play a sorting game with words. I need you to tell me which of these belong in the
suitcase. Have students practice a closed sorting task.
Display a suitcase with the word money written on the tag. Show the word cards quarter,
doughnut, eyebrow, screwdriver.
 Point to the first student and ask him or her to choose a word that belongs in the suitcase.
 Affirm or provide corrective feedback.(For example, That’s right. A quarter is money, so it
belongs in the suitcase; or No, an eyebrow is not money and only money words can go in
the suitcase. Try to find a money word.)
 Repeat this process with remaining students. Provide appropriate feedback for responses.
 Now let’s try sorting words into groups a different way. Students practice an open sorting
task.
 Read these words to see what they have in common.
 Display the following word cards: taxi, nephew, computer, aunt.
 Select a student to identify the commonality of the words.
 Affirm or provide corrective feedback. (For example, Yes, aunt and nephew are words about
Copyright© istation® 2009 All rights reserved.
Page 13

ISIP, Vocabulary—Lesson 3

family;or No, a taxi is not part of a family.)
Repeat this process with remaining students. Provide appropriate feedback for responses.
Monitor Progress through Independent Practice
 Now let’s see how well you have learned to sort words. Distribute a suitcase page and a









stack of word cards to each student.
Write the name of one category suitcase tag. Write a different category on each student’s tag.
Students sort words into their suitcase according to the category written on the tag.
Listen to each student and give affirmation or corrective feedback.
Provide multiple opportunities for students to demonstrate skill mastery with the closed sorting
task.
Students who have shown success with the closed sort may now try the open sort activity.
Students sort words according to their common attributes.
Listen to each student and give affirmation or corrective feedback.
Provide multiple opportunities for students to demonstrate skill mastery with the open sorting
task.
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 Follow the same steps from Guided Practice for the closed sorting task.
 Use only two word cards for practice--one correct and one incorrect card. Affirm or provide
corrective feedback.
 Once students are successful with a closed sort, practice an open sorting activity.
Copyright© istation® 2009 All rights reserved.
Page 14
ISIP, Vocabulary—Lesson 3
Copyright© istation® 2009 All rights reserved.
Page 15
ISIP, Vocabulary—Lesson 3
Blank Word Cards
Copyright© istation® 2009 All rights reserved.
Page 16
ISIP, Vocabulary—Lesson 4
Skill
Resources
Note:
Sorting Vocabulary into Word Groups
Print one Bugs on Tour page per student; the Vocabulary Category Word Cards from
Materials on the website (print the word cards for each category selected to use for
sorting); Print blank luggage tags for labeling categories; and for Reteach only, print
from the Vocabulary Lesson 5 Picture Cards: Shapes, Foods, Animals, Numbers, People,
Places, Things, Actions.
Words in bold are said aloud by the teacher.
Teach: Vocabulary
 Today we will practice sorting words into groups.
 Write the word clothing on the suitcase tag with a pencil. I have a suitcase and only things







that are the same can go in the suitcase. (Display the Bugs on Tour suitcase.) The only things
that can go in this suitcase are clothing. Direct students’ attention to the word on the
suitcase tag.
Now I will look through the word cards to find clothing.
Here is the word dress. A dress is a piece of clothing, so it goes into the suitcase. Place the
word card in suitcase.
Here is the word saw. A saw is not a piece of clothing. This word does not belong in the
suitcase. Place the word card off to the side.
Here is the word barn. A barn is not a piece of clothing. This word does not belong in the
suitcase. Place the word card off to the side.
Here is the word egg. An egg is not a piece of clothing. This word does not belong in the
suitcase. Place the word card off to the side.
Here is the word coat. A coat is a piece of clothing. It goes in the suitcase. Place the word
card in the suitcase.
Provide additional modeling as necessary.
Guided Practice
 Let’s play a game sorting words. I need you to tell me which of these belong in the





suitcase.
Display a suitcase with the word nature written on the tag. Show the following word cards:
clouds, elbow, ship, dollar.
Point to the first student and ask him or her to choose a word that belongs in the suitcase.
Affirm or provide corrective feedback. (For example, That’s right. Clouds are a part of
nature, so they belong in the suitcase; or No, elbow is not a part of nature, and only words
that have to do with nature can go in the suitcase. Try to find a word about nature.)
Or, provide corrective feedback.
Repeat this process with remaining students. Provide appropriate feedback.
Monitor Progress through Independent Practice
 Now let’s see how well you have learned to sort words. Distribute a suitcase page and a





stack of word cards to each student.
Write the name of one category suitcase tag. Write a different category on each student’s tag.
Students sort words into their suitcase according to the category written on the tag.
Listen to each student and give affirmation or corrective feedback.
Provide multiple opportunities for students to demonstrate skill mastery.
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 Follow the same steps from Guided Practice.
 Use only two word cards for practice--one correct and one incorrect card.
 If the student needs more support, use picture cards for practice. Use only two pictures for
practice--one correct and one incorrect card. Affirm or provide corrective feedback.
Copyright© istation® 2009 All rights reserved.
Page 17
ISIP, Vocabulary—Lesson 4
Copyright© istation® 2009 All rights reserved.
Page 18
ISIP, Vocabulary—Lesson 4
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 19
ISIP, Vocabulary—Lesson 5
Skill
Resources
Note:
Sorting Vocabulary into Groups
Print one Bugs on Tour page per student and the Picture Cards for the following
categories: Shapes, Foods, Animals, Numbers, People, Places, Things, Actions. Print
blank luggage tags to write name of category.
Words in bold are said aloud by the teacher.
Teach: Vocabulary
 Today we will practice sorting pictures into groups.
 Write the word shapes on the suitcase tag in pencil. I have a suitcase, and only things that







are the same can go in the suitcase. (Display the Bugs on Tour suitcase.) The only things that
can go in this suitcase are shapes. Direct students’ attention to the word on the suitcase tag.
Now I will look through the picture cards to find shapes.
Here is a picture of a square. A square is a shape, so it goes in the suitcase. Place the
picture card in the suitcase.
Here is a picture of a farm. A farm is not a shape. This picture does not belong in the
suitcase. Place the picture card off to the side.
Here is a picture of the number 9. The number 9 is not a shape. This picture does not
belong in the suitcase. Place the picture card off to the side.
Here is a picture of a triangle. A triangle is a shape, so it goes in the suitcase. Place the
picture card in the suitcase.
Here is a picture of someone carving a pumpkin. This is not a shape. This picture does not
belong in the suitcase. Place the picture card off to the side.
Here is a picture of an oval. An oval is a shape, so it goes in the suitcase. Place the picture
card in the suitcase. Provide additional modeling as necessary.
Guided Practice
 Let’s play a game sorting pictures. I need you to tell me which of these belong in the




suitcase.
Display a suitcase with the word animals written on the tag. Show the following picture cards:
pig, apple, the number 20, star.
Point to the first student and ask him or her to choose a picture that belongs in the suitcase.
Affirm or provide corrective feedback. (For example, That’s right. The pig is an animal, so it
belongs in the suitcase; or No, the apple is not an animal and only animals can go in the
suitcase. Try to find the picture of an animal.)
Repeat this process with remaining students. Provide appropriate feedback for responses.
Monitor Progress through Independent Practice
 Now let’s see how well you have learned to sort pictures. Distribute a suitcase page and






stack of picture cards to each student.
Write one of the following picture category words on the suitcase tag: shapes, food, animals,
numbers, people, places, things, actions.
Place a different suitcase tag on each student’s suitcase.
Have students sort pictures into their suitcase according to the category written on the tag.
Listen to each student and give affirmation or corrective feedback.
Provide multiple opportunities for students to demonstrate skill mastery.
Observe and chart progress. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 Follow the same steps from Guided Practice, but use only two picture cards from which
students should choose. Affirm or provide corrective feedback.
Copyright© istation® 2009 All rights reserved.
Page 20
ISIP, Vocabulary—Lesson 5
Copyright© istation® 2009 All rights reserved.
Page 21
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 22
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 23
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 24
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 25
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 26
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 27
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 28
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 29
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 30
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 31
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 32
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 33
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 34
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 35
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 36
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 37
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 38
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 39
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 40
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 41
ISIP, Vocabulary—Lesson 5
Blank Luggage Tags
Copyright© istation® 2009 All rights reserved.
Page 42
ISIP, Vocabulary—Lesson 6
Skill
Resources
Building Vocabulary Daily
Gather a book or story with appropriate vocabulary words for students to read, and
print the graphic organizers. Select words that are necessary for comprehension or
words that are seen across content areas and will be useful for students to know. The
number of words depends on the story and grade level. However 5-7 is the average.
Also, select a few words that can be taught briefly while reading.
Note:
Words in bold are said aloud by the teacher
Teach: Building Vocabulary Daily


Identify a set of vocabulary words from the book before beginning the lesson.
Introduce the vocabulary words one at a time by discussing with students what the words
mean. This will help them develop an understanding of the definition as well as how the word
may change in different contexts. The discussion will assist you in getting an overall
understanding of how well students comprehend the words.
Guided Practice








Choose two or three of the words selected and build a deeper understanding by using a variety
of activities. A few suggested activities are listed below.
Semantic Mapping: Have students brainstorm other words that are related to the given word.
Begin by saying, What other words come to mind when you hear this word? List the words
students brainstorm. Then use the list of words to sort and categorize. Students may do an
open sort where you allow them to sort the way they want. Or you may assist in naming the
categories and allowing students to place the words where they belong. See the sample graphic
organizer provided.
Concept of Definition Map: Choose one or two of the vocabulary words to build a deeper
understanding for students. Have students write the definition of the word, characteristics or
facts about the word, or examples and non-examples of the word. See the sample graphic
organizer provided.
Semantic Features Analysis Chart: Use this chart to examine the similarities and differences
between a group of items, people, events, etc. Have students place check marks in boxes to
show that an item possesses a certain characteristic, and an X if the item does not. See the
sample graphic organizer provided.
Vocabulary Web: Choose two or three words and have students fill out a vocabulary web. See
the sample graphic organizers below.
Venn Diagram: Use the Venn diagram to compare and contrast words. See the sample graphic
organizer provided.
Dramatization: Have students use the words to create a skit.
Riddles: Have students write riddles for the words. Read the words to the class, and have the
class guess the word.
Monitor Progress through Independent Practice




After modeling the activities above, have students use the words in sentences and/or stories.
Have students keep a vocabulary journal and add words that they learn daily.
Model using the words when you speak, and encourage students to use the vocabulary
appropriately when they speak.
Affirm and provide corrective feedback. Observe and chart student progress.
Copyright© istation® 2009 All rights reserved.
Page 43
ISIP, Vocabulary—Lesson 6
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
 Have students create individual vocabulary word cards.
 Have students write a word on the front of the card and draw a picture of the word on the
back.
 Have students keep the words in an envelope or bag to refer to when reading or writing.
Copyright© istation® 2009 All rights reserved.
Page 44
ISIP, Vocabulary—Lesson 6
Copyright© istation® 2009 All rights reserved.
Page 45
ISIP, Vocabulary—Lesson 6
Copyright© istation® 2009 All rights reserved.
Page 46
ISIP, Vocabulary—Lesson 6
Semantic Features Analysis Chart
Example
Soccer

Uses a ball

Baseball
Swimming


X

Played in
the water
Players
have to
run
Can be
played as
an
individual
sport
X
X





X
X
X
Copyright© istation® 2009 All rights reserved.


Page 47
ISIP, Vocabulary—Lesson 6
Copyright© istation® 2009 All rights reserved.
Page 48
ISIP, Vocabulary—Lesson 6
Mammals
Reptiles
fur or hair
cold-blooded
animals
warm-blooded
can be
dangerous
backbones
Copyright© istation® 2009 All rights reserved.
scales
pets
Page 49