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.
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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.
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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.
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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
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I begin with the letter h. I have four letters. I am a synonym for large. huge
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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
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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
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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
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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
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ISIP, Vocabulary—Lesson 1
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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.
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ISIP, Vocabulary—Lesson 2 Synonym Word Cards
pretty
beautiful
gorgeous
lovely
clean
spotless
neat
tidy
laugh
giggle
snicker
chuckle
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ISIP, Vocabulary—Lesson 2 Synonym Word Cards
loud
blaring
noisy
sleep
snooze
nap
road
street
avenue
torn
ripped
slashed
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ISIP, Vocabulary—Lesson 2 Synonym Word Cards
grip
hold
grasp
package
carton
container
meal
feast
banquet
repair
mend
patch
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ISIP, Vocabulary—Lesson 2 Synonym Word Cards
cheap
inexpensive
bargain
awful
horrible
terrible
test
exam
quiz
haul
tow
pull
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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.
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ISIP, Vocabulary—Lesson 3
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ISIP, Vocabulary—Lesson 3 Blank Word Cards
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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.
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ISIP, Vocabulary—Lesson 4
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ISIP, Vocabulary—Lesson 4 Blank Luggage Tags
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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.
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ISIP, Vocabulary—Lesson 5
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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ISIP, Vocabulary—Lesson 5 Blank Luggage Tags
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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.
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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.
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ISIP, Vocabulary—Lesson 6
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ISIP, Vocabulary—Lesson 6
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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
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ISIP, Vocabulary—Lesson 6
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ISIP, Vocabulary—Lesson 6
Mammals
Reptiles
fur or hair
cold-blooded animals
warm-blooded can be dangerous backbones
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scales
pets
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