writing gr organizers finstep 5have a student match the word card with the word in the sentence....

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Learning New Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Rhyming Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Prefixes un and re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

Suffixes -er and –or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Replacing Overused Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

Contents

Teaching Vocabulary: Differentiated Instruction With Leveled Graphic Organizers © Witherell & McMackin, Scholastic Teaching Resources

5

the curriculum, and (3) ensure consistent outcomes for all students. The use of tiered graphic organizers can help achieve the instructional goals.

Organizers are provided on three levels: abeginning level where students demonstrate abasic understanding of the target concept usingpictures and a limited amount of writing; adeveloping level that is applicable for studentswho are ready to engage (with some support)in higher levels of thinking and more writing;and an extending level that is appropriate forstudents who are able to work (with limitedsupport) on material that is more cognitivelyadvanced than the lower two levels. Leveledgraphic organizers make it possible for teachersto match each student with developmentallyappropriate vocabulary activities while focusingon one overarching outcome for all students.

Although each graphic organizer fosters a different type and amount of thinking,the organizers look equally demanding and appealing. It’s important to note that graphicorganizers are not end products; rather, theyare planners that students use to record ideasfor a subsequent activity. In the primary grades,students might work on individual organizersand then share their ideas orally in a whole-class discussion. Other times, students mightuse the organizers as planning tools for writingactivities. In all cases, the organizers should be viewed as a means to an end, not a final product.

Building Concepts for

Primary Students

The report of the National Reading Panel(National Institute of Child Health and HumanDevelopment, 2000) identified vocabulary asone of five important areas in reading embracedby the No Child Left Behind Act of 2001. Paris(2005) states that of these five areas, vocabulary

and comprehension are considered unconstrainedbecause we continue to grow in these two areasover our lifetime. But with so many words tolearn, how do teachers determine what wordsto teach?

This book draws on research and practicesestablished by Beck, McKeown, and Kucan(2002). They discuss three tiers that teacherscan use to classify vocabulary words. Tier 1words are common, everyday words that mostprimary students know and use regularly intheir speaking and writing, such as table, run, little, and fast. Tier 2 words are moresophisticated words, not encountered everyday,but used often, such as pretend, favorite,impossible, and noticed. Tier 3 words areutilized less frequently in text, but are wordsstudents should know. These words are usuallyfound in content-area materials. Words such as mammal, habitats, liquid, and island are Tier 3 words.

Generally, in primary-level classes, Tier 1words need little reinforcement for meaning,but students may need a number of exposuresto these words to build recognition. Tier 2words should be purposefully taught and reinforced, and may be unfamiliar to students.Tier 2 words are important to students’ academic success. Tier 3 words, too, are important as they enhance knowledge and provide students with specific content words.For example, when teaching the life cycle of abutterfly, metamorphosis may seem too difficultof a word for this level but is necessary for content comprehension.

Teaching Vocabulary: Differentiated InstructionWith Leveled Graphic Organizers addresses thedevelopmental needs and interests of primary-grade children. It emphasizes the need to build(as opposed to reinforce) concepts. Building a thorough understanding of literary conceptsin the primary grades is crucial. These


6

understandings form a foundation for a deeperdevelopment in the intermediate grades andbeyond. The lessons cover key language-build-ing concepts that enable you to introduce newwords and reinforce the vocabulary wordsyou’ve selected for students throughout the dayand across the curriculum.

How Is This Book Organized?

Each chapter follows the same organizationalstructure:

• Names and defines a target concept

• Provides an activity to use with studentsthrough which the concept is introduced

• Transitions from a concrete activity to a pieceof quality literature to illustrate the concept ina more abstract form

• Offers a model lesson in which direct instruction of the concept is provided thatprepares students for the tiered graphicorganizers

• Includes three tiered graphic organizers: beginning, developing, and extending

• Lists several picture books and one chapterbook, with annotations, to use in follow-uplessons

The chapters in Teaching Vocabulary:Differentiated Instruction With Leveled GraphicOrganizers may be used as stand-alone chapters,introduced in any order that meets your needsand those of your students. The chapters canalso be introduced as units of study that buildon one another. For example, it might makesense to introduce the chapter on synonymsbefore you teach antonyms. In addition, thevocabulary lessons and activities in this bookcan easily be incorporated into guided readinglessons or used in conjunction with basal reading series—you and your students choosethe words they will learn.

Is This a Workbook?No. This is not a vocabulary workbook, eventhough some workbooks can be useful forsome students. Workbooks are texts that can be used one time—once the answers have been recorded on a page, the workbook hasserved its purpose. Conversely, the activities in this book are open-ended and may be usedover and over again as your students grow and develop.

u u u

The tiered graphic organizers in this book were created to help you meet the needs of all learners as their knowledge of vocabularygrows. We hope you will find that differentiatinglearning with tiered graphic organizers is a useful tool in your classroom.

Sources Cited

Beck, I., McKeown, M., & Kucan, L. (2002).Bringing words to life: Robust vocabularyinstruction. NY: Guilford.

Graves, M.F. (2006). The vocabulary book:Learning and instruction. Newark, DE: IRA.

National Institute of Child Health and HumanDevelopment. (2000). Report of the NationalReading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implicationsfor reading instruction (NIH Publication No. 00-4769). Washington, DC.

Paris, S. (2005). Reinterpreting the develop-ment of reading skills. Reading ResearchQuarterly, 40, 184–202.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners.Alexandria, VA: ASCD.

White, T.G., Sowell, J., & Yanagihara, A. (1989).Teaching elementary students to use word-partclues. The Reading Teacher, 42(4), 302–308.


7

Learning New WordsSkill: Recognize new words in print to deepen understanding of text.

Descriptionn n n n n n n n n n n n n n n

It is important that students be exposed to words that they do not recognize

in print or that may not be in their oral vocabulary. Students build a stronger

vocabulary by regular introduction of new words in the context of read-aloud

passages and shared reading and review of the words in multiple contexts.

Getting to Know the Conceptn n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n

To help students gain ownership of new vocabulary words, follow a six- or

eight-step introduction. The number of steps depends on how familiar readers

are with the word. For instance, if students are learning to recognize a word in

print that is already in their oral vocabulary, such as the word table, six steps are

usually sufficient. If students are learning a word with an unfamiliar meaning,

such as cot (a decodable word that is not frequently used), eight steps are often

needed. Word meanings should then be reinforced through reinforcement

activities provided on the graphic organizers.

Teaching the Concept With Literaturen n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n

Books chosen to be read aloud should contain vocabulary that is approximately

one year above students’ reading levels to ensure that students are exposed to

new words. Select new words from your read-aloud texts that are important to

the content of the passage and that aid in students’ comprehension.

The Six- or Eight-Step Method for Teaching New Words

Step 1 Display a simple sentence that contains the underlined new word. Read

the sentence aloud, skipping the new word, as in a cloze procedure.

Step 2 Ask students if they can pronounce the word or figure out the word from

what the sentence is saying. Make sure students use the correct pronunciation.

Step 3 Discuss the meaning of the new word. Write the word on the front of a

word card and the definition on the back (prepare in advance).


8

Step 4 Using the word card, discuss

the word shape, its similarity to any

other words students know, and any

other features that will help them

recognize the new word.

Step 5 Have a student match the word

card with the word in the sentence.

Step 6 Together as a group, reread the

sentence containing the new word.

(Continue with the following steps

for teaching words with unknown

meanings.)

Step 7 Ask students to repeat the

word’s meaning. Show the definition

on the back of the word card.

Step 8 Have students say a sentence to

a partner using the new word or have

volunteers say a sentence to the group.

Model Lessonn n n n n n n n n n n n n n n n n

Choose a book with about five new

words, such as There’s a Hole in My

Pocket (Gibson, 1994). This simple

story is based on a traditional

American song. Five possible words

are hole, pocket, sew, needle, thread.

Step 1 Show the word needle in a

sentence, with needle underlined.

My mother used a needle to sew

my pants.

Read the sentence, skipping the word

needle. Say “blank” in the word’s place.

Step 2 Ask students if they can say

the word. Make sure they use correct

pronunciation.

10

Word Buckets

Name __________________________________________________ Date _______________________________

Write the new word. Trace the word shape.

________________________________

Write the new word. Trace the word shape.

________________________________

In the bucket draw a picture that shows what the word means.

In the bucket draw a picture that shows what the word means.

11

Watermelon Words

Name ____________________________________ Date __________________

Write the word. __________________________________________________________

Write the sentence from the book. __________________________________________

________________________________________________________________________

In the

watermelon

draw a picture

of what is

happening

in the book

when the word

is used.

Write the word. __________________________________________________________


________________________________________________________________________

In the

watermelon

draw a picture

of what is

happening

in the book

when the word

is used.

Beginning

Developing

12

Vocabulary Viper

Name ________________________________________ Date ______________________

Write the word. __________________________________________________________


________________________________________________________________________

What does the word mean? ________________________________________________

________________________________________________________________________

In the viper write a new sentence using the word.

Write the word. __________________________________________________________


________________________________________________________________________


________________________________________________________________________


Extending


9

Step 3 Discuss the meaning of the word

needle. Show a picture or draw one. Have

students describe how a needle is used.

Write needle on a word card. Write “a sharp

pin with a hole in one end used for sewing”

on the back of the card (prepare in advance).

Step 4 Using the word card, discuss the

shape of the word. Show how it has high

letters toward the end. Ask students if they

see a familiar word in the word needle?

Cover, or have a volunteer cover, the “le”

and show the word need.

Step 5 Have a student match the needle

word card with the word needle in the

sentence.

Step 6 Together as a group, reread the sen-

tence containing the word needle.

Use Steps 7 and 8 if students could not

provide the meaning in Step 3 or did not

seem familiar enough with the meaning.

Step 7 Ask students to tell again what needle

means. Show the definition on the card.

Step 8 Have students say a sentence to a

partner using the word needle.

For additional practice, have each

student complete an organizer at his or her

skill level.

Graphic Organizersn n n n n n n n n n n n n n n n n n n n n n n n n

Beginning: Word Buckets (page 10) Students write the word, trace its shape,

and draw a picture representing the

word meaning.

Developing: Watermelon Words (page 11)Students write the word, write the sentence

from the book, and draw a picture that

shows how the word is used in the book.

Extending: Vocabulary Viper (page 12)Students write the word, write the sentence

from the book, write what the word means,

and write a new sentence using the word.

Great Books for This Activityn n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n

Picture BooksGibson, A. (1994). There’s a hole in my pocket.

New York: Scholastic

James, H. F. (2007). S is for s’mores. Chelsea,

MI: Sleeping Bear Press.

Trivizas, E. (1994). The three little wolves and

the big bad pig. New York: Scholastic.

Chapter BookStar, N. (2006). Case of the April fool’s frogs.

New York: Scholastic.


10

Word

Buck

ets

Nam

e __

____

____

____

____

____

____

____

____

____

____

____

____

Dat

e __

____

____

____

____

____

____

____

_

Writ

e th

e ne

w w

ord.

Tra

ce t

he w

ord

shap

e.

____

____

____

____

____

____

____

____

Writ

e th

e ne

w w

ord.

Tra

ce t

he w

ord

shap

e.

____

____

____

____

____

____

____

____

In t

he b

ucke

t dr

aw a

pic

ture

th

at s

how

s w

hat

the

wor

d m

eans

.In

the

buc

ket

draw

a p

ictu

re

that

sho

ws

wha

t th

e w

ord

mea

ns.


11

Watermelon Words

Name ____________________________________ Date __________________

Write the word. __________________________________________________________


________________________________________________________________________

In the

watermelon

draw a picture

of what is

happening

in the book

when the word

is used.

Write the word. __________________________________________________________


________________________________________________________________________

In the

watermelon

draw a picture

of what is

happening

in the book

when the word

is used.


12

Vocabulary Viper

Name ________________________________________ Date ______________________

Write the word. __________________________________________________________


________________________________________________________________________


________________________________________________________________________


Write the word. __________________________________________________________


________________________________________________________________________


________________________________________________________________________



13

Multiple-Meaning WordsSkill: Recognize that words can have more than one meaning.

Descriptionn n n n n n n n n n n n n n n

The word down can mean to move in a lower direction, to consume something

(Sam downed three hamburgers.), to be sick (Crystal has come down with the flu.),

a football designation (“First down!” yelled the referee.), or soft feathers (Eva wore

a down jacket to keep warm.). Each meaning is dependent upon the context

in which the word is used—a concept that may be new and confusing for

students. In order to help them comprehend texts, especially content-area

texts where common words often take on content-specific meanings, students

need to be aware that words can have different meanings.

Getting to Know the Conceptn n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n

Begin instruction on multiple-meaning words by focusing on one word, such as

tie. Display a sneaker with laces to tie, a man’s tie (necktie), and a scoreboard

with a soccer score of 3–3 (tie score). Talk with students about the word tie and

how one word can have different meanings. If needed, repeat with the word

check. Conclude by pointing out that, when reading, if one meaning doesn’t

make sense, good readers try to determine if another meaning is possible.

Teaching the Concept With Literaturen n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n

Children’s literature is filled with multiple-meaning words. Point out any

multiple-meaning words you find in your current read-aloud book. Have

students share various definitions for these words. Explain that good readers

know that some words have more than one meaning. When they come across

a word that doesn’t make sense, they consider other definitions or recognize

that there might be other possible definitions, and continue to read with this

understanding in mind.

Model Lessonn n n n n n n n n n n n n n n n n

Choose a book with several multiple-meaning words, such as And If the Moon

Could Talk (Banks, 1998). This quiet tale tells what the moon would say as it

looks down on Earth. Reread the book, pausing at multiple-meaning words,


Word Sentence 1st meaning 2nd meaning 3rd meaning

lies Somewhere apair of shoes liesunder a chair.

to be placedin a certainspot

to say somethingthat isn’t true

14

such as lies, light, stars, waves, crab, safe,

hands, den.

For each word, create a table that has

several columns and rows (see below). In the

first column, write the target word. In the

second column, write the sentence in which

the word appears. Write a different meaning

for the word in each successive column.

Below each definition, encourage

students to make associations. Ask: “What

do you think of when you hear this word

being used in this particular way?” Making

associations for each meaning will help

students consider the word from different

perspectives.

Continue in this same way for other

multiple-meaning words in the book.

Remind students that they often come

across multiple-meaning words while reading

and that clues around the multiple-meaning

words will help them figure out the

appropriate meaning.

For additional practice, have each student

complete an organizer at his or her skill level.

Graphic Organizersn n n n n n n n n n n n n n n n n n n n n n n n n

Beginning: Marvelous Meanings (page 16) Provide a sentence that contains a multiple-

meaning word for students to write (or write

a sentence on the graphic organizer before

photocopying it). Students copy the target

word and draw a picture of what the word

means in this sentence. Students determine a

second meaning for the target word and draw

another picture to illustrate this meaning.

Developing: Meeting Many Meanings(page 17)

Provide a sentence that contains a multiple-

meaning word for students to write (or

write a sentence on the graphic organizer

before photocopying it). Students copy the

target word, write two meanings for the

word, and make associations (i.e., what they

think of when they hear the word used in

this way). Students repeat this process with a

second multiple-meaning word.

My dog lieson a rug.

Dad liesdown whenhe feels tired.

A child liesabout eatingcandy.

It is bad totell lies.

What do you think of when you hear this meaning?


writing gr organizers finstep 5have a student match the word card with the word in the sentence....

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