Helping Teachers Make A Difference 2013 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in China #305635
All teaching guides can be found online.
Vocabulary Flip ChartCongratulations on your purchase of the Really Good StuffVocabulary Flip Chart, an interactive tool for developingstudents vocabulary skills.
Meeting Common Core State StandardsThe Really Good Stuff Vocabulary Flip Chart aligns with thefollowing English Language Arts Standards. Specific standardsare listed throughout this guide. All of the organizers addressthe following anchor standards:
Vocabulary Acquisition and UseL.1-4.4 Determine or clarify the meaning of unknown andmultiple-meaning words and phrases by using context clues,analyzing meaningful word parts, and consulting general andspecialized reference materials, as appropriate.L.1-4.5 Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.L.1-4.6 Acquire and use accurately a range of general academicand domain-specific words and phrases sufficient for reading,writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gatheringvocabulary knowledge when encountering an unknown termimportant to comprehension or expression.
This Really Good Stuff product includes: Vocabulary Flip Chart This Really Good Stuff Teaching Guide
The dry erase graphic organizers in the Vocabulary Flip Chartprovide a motivating visual format that helps you guidestudents in vocabulary study. You can use the organizers asshown in our examples or make variations and modifications ofyour choosing. The flip chart helps you meet many importantvocabulary standards.
Managing the Vocabulary Flip Chart The Vocabulary Flip Chart has three holes at the top, so
you can hang it on most pocket chart stands. Anotheroption is to purchase magnetic hooks that allow the chartto hang from a magnetic whiteboard. Or you can displaythe chart on an easel.
In advance of your demonstration, photocopy the includedreproducible organizers that you want to distribute asclasswork or homework.
If you decide to fill in vocabulary words or headings beforephotocopying reproducibles for the students, remember tofirst set aside clean copies of all reproducibles.
You can laminate copies of the reproducibles and providethem, along with reading materials and dry erase pens, assimple vocabulary center activities.
When using the organizers at a literacy center,demonstrate how to store the materials and tidy thecenter when the activity is complete.
Visit our Web site at www.reallygoodstuff.com to downloadReally Good Stuff Teaching Guides.
Introducing the Vocabulary Flip ChartThe flip chart is meant to be a foundation for a fun interactiveexperience, not a visual aid for lectures. Keep it creative! Fill inthe organizers with content generated from discussion. Theinstructions in this guide, often stated in the brief language ofdo this, do that, are meant to suggest what you do with thestudents. For example, record details means record detailsthat you have generated with the students input or that astudent dictates as you write.
A reproducible version of every graphic organizer is included inthis guide. Students can follow along using the reproducibletheir own smaller version of the graphic organizeras youmodel filling in the chart, or they can complete it later asclasswork or homework.
Explore vocabulary words taken not only from leveled lists butalso from students reading and writing activities. Have themidentify words theyre not sure about or words they see or usetoo often and want to replace with expressive synonyms.
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Vocabulary Flip ChartThe Graphic Organizers
Your students might be familiar with a word or know how tosay it without fully understanding its definition. Or they mightunderstand a word in context but be unable to use the wordthemselves. As preparation for vocabulary study using theother graphic organizers, Do You Know This Word? is a formatfor assessing knowledge of words and determining how muchstudy is needed. An added benefit is that the accompanyingdiscussion validates students previous knowledge rather thangiving the message If you cant give a clear definition of aword, then you must not know the word at all. We understandthats not always the case.
Read a word aloud and record it in the first column. Have avolunteer check the blue boxes in that row to show his or herknowledge level of the word. Then have students work in pairsto discuss the word, look it up in reference materials ifnecessary, and come up with its pronunciation, meaning, andan original sentence. In a group vocabulary activity, such as aFrayer 4-Square Model activity, ask pairs to share what theycame up with. Revisit the same word and see if the studentsare now able to check orange boxes. If youre concerned aboutstudents being embarrassed in front of the group, use the DoYou Know This Word? Reproducible for individualized responses.
As an alternative group format, poll students on each skill,asking for a show of hands. Record thenumber of students who have seen theword, and so on, in the blue boxes. Aftervocabulary study, poll students again onthe skills can say, can define, and canuse in a sentence. See if the numbers goup. If not, further study is needed.
Use the Frayer 4-Square Model to analyze one term or conceptat a time. This organizer provides plenty of space to modelrecording attributes of the word or concept in order to clarifyits meaning. This is especially helpful for teaching academicvocabulary, such as math or science terms. Definition: When students are already familiar with a word,
its helpful to have them write a definition in their own wordsbefore consulting a dictionary.
Characteristics: List qualities associated with the word. Ifthe word is an animal, this might be behaviors or physicalcharacteristics. If the word has various meanings, discussthem; however, its often helpful to focus on just one meaningfor the overall activity, such as the meaning of the word inthe context of reading materials.
Examples can be example phrases or meanings. If studyinga concept, you can include examples of items that fit in theconcept category, especially examples from the studentsown lives, or a drawing.
Non-examples refers to words, concepts, or things thateither dont fit in the named category or mean the opposite.
Checkmarks show how well a studentknows a word.
Or you can poll the group on their wordknowledge.
Sample Word Attributes for the BlankFrayer 4-Square ModelVary the section headers by difficulty and focus: Part(s) of speech Other forms of the word Definition in your own words Definition from the dictionary Context/sentence from the text Use of the word in a sentence Illustration Examples, non-examples Characteristics Synonyms, related words, antonyms
Do You Know This Word?Vocabulary Acquisition and Use L.1-4.4.a Use sentence-level contextas a clue to the meaning of a wordor phrase.
The Blank Frayer 4-Square Model opens up the lesson towhatever type of word analysis you want to do with yourstudents.
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Vocabulary Flip Chart
Fill in designated categories to analyzea word or a concept
Or use the blank version and fill in yourown headers.
A Word From My Reading is an in-depth analysis of a word taken from the studentsreading. They can then compare their understanding of the word to the dictionarydefinition and note differences, which are sometimes very subtle. Make sure they haveidentified the dictionary definition that matches the words usage in the text. Theyrecord forms of the word, such as inflections, as well as parts of speech and otherattributes, before coming up with an original sentence. In the section at the bottom,students can write or draw any conclusion they make about the word and its usagein reading material or in everyday life. This close, in-depth study of a single word helpsreinforce vocabulary skills.
Context is a starting point for deeperunderstanding of a word.
When you make this in-depth study aroutine, students will be able tounderstand not only the meaning of anunknown word or concept, but moreimportantly, to internalize the word orconcept so that it becomes part of theireveryday vocabulary.
4-Square Model and Blank 4-Square ModelVocabulary Acquisition and UseL.2 Demonstrate understanding ofword relationships and nuances inword meanings.L.3.4.c Use a known root word as aclue to the meaning of an unknownword with the same root (e.g.,company, companion).
The Synonym Stink Bug is a fun format for recording synonyms and related words.Dont have students rely solely on a thesaurus for this activity. Students explorenuances in meaning when they have the opportunity to think of a word that remindsthem of the word theyre studying. Conclude this activity by discussing how the
words are alike and different.You might also want to make alinear array from some or all ofthe words in order to exploredegrees of meaning. See thedescription of ARRAYnge It! formore information about arrays.
A Word From My ReadingCraft and StructureRI.1-4.4, RL.1-4.4 Interpret words and phrases as they are used in atext, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone.
Vocabulary Acquisition and UseL.4.4.a Use context as a clue to the meaning of a word or phrase.
Synonym Stink BugVocabulary Acquisition and UseL.2.5 Demonstrate understanding of wordrelationship