This document provides instructions for teaching vocabulary using a vocabulary tree graphic organizer. It includes: 1) A mini-lesson where the teacher explains roots and models creating a sample vocabulary tree on the board using a root from the class text. 2) Work time where students work in groups to create their own vocabulary trees on chart paper using assigned roots and key words. 3) A closing where groups present their trees to the class.

1. Vocabulary Tree I Do/You Help
Mini-Lesson • Elicit from the students other
I Do/You Watch examples of words that use the root,
the corresponding definitions, and
• Explain that a root of a word is a sentences that use these words. Add
small part of a word (usually 3-5 1-2 new branches to the tree,
letters) that has a distinct meaning. depending on time.
Every word that uses that root is • Anticipated responses: sensible,
connected by the meaning of the sensitive, sensation, sensory,
root. nonsense, consent, dissent,
• A vocabulary tree is a graphic sentimental
organizer that helps you determine
how different words are connected Work Time
by their roots. You Do/ I Help
• Model creating a vocabulary tree
on chart paper or on the Smart • In groups, students create vocabulary
Board, using a root that is present trees on chart paper.
in the text. • Each group should be given a note
o To begin the vocabulary tree, card with a root and definition, as
draw a tree trunk. At the well as a key word from the text.
base (or the roots) of the The students in the group then
trunk, write the root and its collaborate to define the key word
definition (i.e. sens/sent: to and create the branches of the tree.
feel).
o In the middle of the trunk, Closing
write a key word that uses the
root that will help you • Two representatives from each group
remember the definition of present their vocabulary trees to the
the root. It is helpful if the rest of the class.
key word is found in or
applies to the text you are Additional Notes
reading (i.e. insensitive:
unfeeling, not aware of what • Once students are comfortable
others are feeling). creating vocabulary trees in groups,
o Then create the branches of this task could be assigned to pairs or
the tree. Each branch should students or become an ongoing
contain one word that uses independent project in the Reader’s
the root, the definition of that or Writer’s Sourcebook. For
word, and a sentence that instance, students could be required
uses the word. The sentence to create 2-3 vocabulary trees in their
can be one that you have read sourcebook per quarter, using roots
in any text, have heard and key words they discover in their
elsewhere, or have written on independent reading.
your own.