Word Relationships

The CCSS and most educational language arts program include specific elements to help students understand the relationships between words.  The CCSS added "shades of meaning" as a core concept which is far more rigorous than just discussing words as synonyms.  

Here is a list of some types of word relationships.

Homographs are words that are spelled the same, but have different meanings and different pronunciations: bow as in arrow vs bow as in taking a bow after a performance, bass as in fish vs bass as in a stringed instrument. Wind as windy, wind as in what to do with an old clock.

heteronyms - multiple meaning words.  ie fish, fly, fit, fan, fix, fire, free, 

polysemy - related to "which words are multiple meaning words as intended in the CCSS and when they are just words with more than one meaning"

hypernym - is the category (automobile)

hyponym - are synonymy of types of words associated with that category (sedan, SUV, coop, van, etc)

synonyms - meaning something like the same thing

antonyms -opposites

capitonyms - sound and spelling the same but different meanings, one of which is a proper nounhomophones/ homonyms - sound alike words:  no, know, ate, eight, sight, site

Elementary Education: Meaningful Vocabulary Instruction

Here's some key  points on Meaningful Vocabulary Instruction for elementary students.

1. Vocabulary is destiny. Kids with stronger vocabularies learn faster. Kids with weak vocabularies have trouble mastering new lessons. Vocabulary is destiny.  
2. Build your vocabulary, change your destiny.   
3. Direct instruction in vocabulary, done right, works!
4. Done right?
1. Pick meaningful significant words. The most important words are those that are tags for important academic concepts. First learn the concepts, then be sure to master and retain the name for them.
2. Retention requires multimodal learning. Not just the meaning, properly explored and nuanced (and certainly not the definition) but also the phonics and make-up of the word. This builds retention.
3. Multiple encounters with the word. Ten is good, fifteen is better. Read it, hear it, say it, write it, play it.  And again. Three times through the set.
4. NOT all at once. While a one-week cycle is adequate for introducing a word, a three week cycle is required for long term retention.

Sources (full bibliography to follow) :

Points 1 & 2.  Johnson O'Conner conducted research that  A person’s vocabulary level was the best single measure for predicting occupational success in every area. Furthermore, vocabulary is not innate, and can be acquired by everybody. 

Point 3  Lots of research to back this up.  This report from National Reading Technical Assistance Center summaries it.