Words Are CATegorical: Antonyms, Synonyms, Homonyms · PDF fileCongratulations on your purchase of this Really Good Stuff® Words Are CATegorical®: Antonyms, Synonyms, Homonyms and

Congratulations on your purchase of this Really GoodStuff® Words Are CATegorical®: Antonyms, Synonyms,Homonyms and Homophones Banner Set—a humorouslook at language through the eyes of author Brian Clearyand illustrator Brian Gable.

This Really Good Stuff® product includes:• Words Are CATegorical® Banner Set, featuring three

mini posters• This Really Good Stuff® Activity Guide

Assembling and Displaying the Words Are CATegorical®:Antonym, Synonyms, Homonyms and Homophones Banner Set Before displaying the Words Are CATegorical® Banner,make copies of this Really Good Stuff® Activity Guide, cut apart the reproducibles, and file the pages for futureuse. Or, download another copy of it from our Web site at:www.reallygoodstuff.com. This unique Banner Set allows you to review antonyms and synonyms, as well as homonymsand homophones in two ways: Either display the Bannerintact for a Words Are CATegorical® display or break apartthe mini posters into individual presentations for eachcategory of words.

Introducing the Antonym PosterPoint out the Antonym Mini Poster, and if necessary,remind students that an antonym is a word that meansthe opposite of another word. Have students take turnsreading some of the words in the background on the MiniPoster and identifying them as Antonyms. Write some of the words students share from the Mini Poster on awhiteboard or chart paper and then urge students to think of other words to add to the list.

Activities for AntonymsIllustrating AntonymsMake one copy of the Illustrating Antonyms Reproducibleand label it with eight antonyms on your students’ level.Make and distribute copies and have students write theantonym for each word and draw small pictures to illustratethe words. Challenge older students to use the words insentences on the back of the paper. Display the papersaround the Antonym Mini Poster.

Stand up for AntonymsPrepare a list of antonyms appropriate for your students’level. Label index cards with the corresponding antonym andgive one card to each student. Read each individual wordfrom the list aloud to the class and have the student with

the corresponding antonym stand up and call out his or herword. For younger students, have them orally use the wordin a sentence. Challenge older students to use the pair ofantonyms in a sentence. Continue the activity until all ofthe students’ words have been called.

Antonym BingoCopy and distribute the Bingo Card Reproducible. Havestudents write their name at the top and cut apart themarkers at the bottom. Choose 24 words and write them on the board, using words from the Banner (see the WordList Reproducible) and from your classroom lessons. Whilestudents randomly write the words in the boxes on theirreproducible, label small pieces of paper with the lettersfrom the word BINGO and antonyms for the words andplace them in a bag. Draw and call out a word, then havestudents place a marker on a square on the reproduciblecontaining the antonym to the word. Students make aBingo by covering a row diagonally, horizontally, or verticallywith their markers. The first student to call out Antonymwins the game if all of his or her answers are correct.

After students have played several games, laminate copiesof the Bingo Card Reproducible, cut off the markers, andplace them in a zippered plastic bag. Add a list of antonymsand dry erase markers and place at a literacy center forstudents to play Antonym Bingo during free time.

Introducing the Synonyms PosterPoint out the Synonyms Mini Poster, and if necessary,remind students that a synonym is a word that has the same or nearly the same meaning as another word.Have students take turns reading some of the words in the background on the Mini Poster and identifying them as synonyms. Write some of the words students share from the Mini Poster on a whiteboard or chart paper and then urge students to think of others to add to the list.

Activities for SynonymsSynonym Match GameWrite grade-level-appropriate synonyms and a correspondingsynonym for each on index cards. Give one card to eachstudent and include yourself if there are an odd number ofstudents. Students quietly walk around the room and look forthe student with the synonym to their word. Ask each pair ofstudents to share their set of synonyms with the class anduse the synonyms in sentences. Have older students beprepared to list additional synonyms as they share. Displaythe synonym pairs around the Synonyms Mini Poster.

Words Are CATegorical®: Antonyms, Synonyms, Homonyms and Homophones Banner Set

Helping Teachers Make A Difference® © 2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758

All activity guides can be found online:

Synonym BingoCopy and distribute the Bingo Card Reproducible. Havestudents write their name at the top and cut apart themarkers. Choose 24 words and write them on the boardusing words from the Banner (see the Word ListReproducible) and from your classroom lessons. Whilestudents randomly write the words in the boxes on theirreproducible, label small pieces of paper with the lettersfrom the word BINGO and synonyms for the words andplace them in a bag. Draw and call out a word, then havestudents place a marker on a square on the reproduciblecontaining the synonym to the word. Students make aBingo by covering a row diagonally, horizontally, or verticallywith their markers. The first student to call out Synonymwins the game if all of his or her answers are correct.

After students have played several games, laminate copiesof the Bingo Card Reproducibles, cut off the markers, andplace them in a zippered plastic bag. Add a list of synonymsand dry erase markers and place at a literacy center forstudents to play Synonym Bingo at the center during free time.

Synonym Thumbs Up/Thumbs DownGather the synonym index cards from the above synonymmatch activity and play a game of thumbs up or thumbsdown: Place the cards in two piles, arranging them so that when you pick the two top cards and show them to students, some words will be synonyms and some will not. Ask students to get out a pencil and a piece ofscratch paper to play the game. Hold up the top two cardsand ask students to give you the thumbs up sign if they are synonyms and the thumbs down side if they are not.After students have responded with a sign, tell them thecorrect answer and have students give themselves a tallymark if they were correct. At the end of the game, havestudents count the tally marks and declare the winners!

Introducing the Homonyms and Homophones PosterPoint out the Homonyms and Homophones Mini Poster,and if necessary, remind students that homonyms are twoor more words that are pronounced the same and spelledthe same but have different meanings, and homophones aretwo or more words that are pronounced the same but havedifferent spellings and different meanings. Have studentstake turns reading some of the words in the background onthe Mini Poster and identifying them as homonyms orhomophones. Write some of the words students share fromthe Mini Poster on a whiteboard or chart paper and thenurge students to think of others to add to the list.

Activities for Homonyms and HomophonesHomophone and Homonym RhymesShare these simple rhymes with students to help themlearn the difference between homonyms and homophones:

Homophones are words that are pronounced the same,But their spelling and meaning are a different game.Cindy ate a pear that was juicy and sweet. Mike’s new pair of pants look clean and neat.

Homonyms are spelled and pronounced in the same way, But their meanings are different, like night and day.Close the trunk of Mother’s shiny blue car.The trunk of that tree is not very far.

Hooray for Homophones and Homonyms Divide the class into partners and give each pair ofstudents two homophones and two homonyms from theWord List Reproducible along with a piece of paper. Askstudents to create two rhyming sentences to complete thelast two sentences in the homophone and homonym poemsabove. Encourage students to have fun with sentences thatare silly or serious. To get students started, provide someexamples, such as I can clearly see with my two eyes. Thebeautiful sea was a lovely surprise. Or, The kitchen cupboardwas very bare. The baby bear had hardly a care. Ask eachpair to share their poems.

Fill in the HomonymCopy and distribute the Homonym Practice Reproducible.Have students work individually or in pairs to fill in theappropriate homonyms. Write the following word bank on theboard for younger students.

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Homophone SquaresDivide the class into groups of two or three students. Copy the Homophone Squares Reproducible for each group and label it with four homonyms from the Word ListReproducible. Distribute a reproducible to each group andhave them discuss different meanings for each homophoneand then compose and write sentences for each meaning.

Words Are CATegorical®: Antonyms, Synonyms, Homonyms and Homophones Banner Set



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Helping Teachers Make A Difference®

Words Are CATegorical® Conjunctions, Interjections, Contractions Poster Set

© 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161527

This Really Good Stuff® product includes: •Words are CATegorical® Conjunctions,

Interjections, Contractions Poster Set, featuring three mini posters • This Really Good Stuff® Activity Guide

Congratulations on your purchase of this Really Good Stuff® Words Are CATegorical® Conjunctions, Interjections, and Contractions Poster Set—a colorful, interactive poster set that will help your students identify and correctly use conjunctions, interjections, and contractions.

Meeting Common Core State StandardsThis Really Good Stuff® Words Are CATegorical® Conjunctions, Interjections, and Contractions Poster Set is aligned with the following Common Core State Standards for English Language Arts:

Conventions of Standard EnglishL.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Assembling and Displaying the Words Are CATegorical® Conjunctions, Interjections, and Contractions Poster SetBefore displaying the Words Are CATegorical® Conjunctions, Interjections, and Contractions Poster Set, make copies of this Really Good Stuff® Activity Guide and file the pages for future use. Or, download another copy of it from our website at www.reallygoodstuff.com. Hang the Poster Set where students will be able to see it easily. This unique Poster Set allows you to review conjunctions, interjections, and contractions in two ways: Either cut apart the three Mini Posters or take a piece of butcher paper/chart paper and cover up the other two Posters so you can introduce one Poster at a time.

Introducing the Conjunctions PosterPoint out the Conjunctions Poster and, if necessary, remind students that conjunctions are words that join sentences, phrases, and other words together. Ask your students to brainstorm a list of conjunctions. Create a word list by writing the words they brainstorm onto a piece of chart paper, and hang it near the Poster. Review

the definition of conjunctions, and remind students to refer to the Conjunctions Poster and word list for help when speaking, reading, or writing. Repeat this same process when you introduce the Interjections Poster and the Contractions Poster.

Conjunctions ActivitiesGrilled Cheese ConjunctionsTrace slices of bread on a stack of Manila paper. Cut out enough “slices” so that each of your students has two. Using orange construction paper, cut out pieces of “cheese” and distribute one to every student. Model for the class how to write one part of a sentence on a slice of bread and the rest on the second slice. For example, you might write “I want ice cream” on the first slice and “my mom won’t let me eat it” on the second. Explain to students that they are going to make a conjunction grilled cheese sandwich. Hold up your slices of bread and read each sentence. Ask them if they can figure out what conjunction should go on the “cheese” to make your sentence make sense. Write that conjunction on the cheese and staple the sandwich to make the grilled cheese conjunction “stick” together. Let students create their own grilled cheese conjunctions and share them with their classmates.

Telephone ConjunctionGather an even-numbered small group of students together. Refer back to the Conjunctions Poster and review the word list. Explain that they are going to use conjunctions to play Telephone. Choose a partner and model how to play Telephone by leaning over and saying a short sentence into your partner’s ear. Your partner repeats your sentence and comes up with a conjunction to link a new sentence to what you just said. If your partner is able to use a conjunction to connect the two sentences, they earn a point and get to say a short sentence in your ear. Group students into partners to play Telephone Conjunction.

Introducing the Interjections PosterPoint out the Interjections Poster and, if necessary, remind students that interjections are words or phrases that are spoken to show emotion.

Interjections ActivitiesNeon Interjection Write five to six sentences that contain interjections on chart paper. Grab a set of neon highlighter tape and


Words Are CATegorical® Conjunctions, Interjections, Contractions Poster Set


a set of sentence strips. Gather your students together and review the Interjection Poster. Explain that they are going to find interjections in a sentence and highlight them in neon. Take out the highlighter tape and ask a student to come up and read the first sentence. Ask him/her to find the word that is an interjection and highlight it in neon by covering it with highlighter tape. Repeat the same process until each interjection has been highlighted. Take out a sentence strip and tell students that they are going to write their own interjection sentence. Pass out the sentence strips. When they have finished their sentence, have them use the highlighter tape to highlight the interjection word. Hang the interjection strips around the room, or punch holes in the top and attach them to a metal ring for students to use when writing.

Picture Perfect InterjectionsTake pictures of students making different facial expressions to express a particular interjection. For example, if the interjection was wow, the student might look wide-eyed and have his/her mouth open. After the pictures are printed, write the name of the interjection the picture depicts on the back. Create a recording sheet with enough blanks for the number of interjection pictures you choose to use. Gather your students together and review the Interjections Poster and word list. Tell them that you took pictures of different students acting out interjections. Place them in partner groups and give them their recording sheet. Hold up the first picture and let the partners write down the interjection they think it is. After all the pictures are viewed and they have finished filling in their recording sheet, have them check their answers as you hold up each picture and flip it to the back to reveal the answer. The group with the most correct answers wins. Introducing the Contractions PosterPoint out the Contractions Poster and, if necessary, remind students that contractions are two words that are combined into one, using an apostrophe.

Contractions ActivitiesPopping ContractionsYou will need a permanent marker, enough balloons for each student to have one balloon, and several sheets of paper. Fold each sheet of paper and cut it into eight pieces. Write one word that makes up a contraction on one piece of paper and the other word on a different piece. Stack the two pieces of paper, roll them up, and

place each matching contraction word set into a balloon. Blow up the balloon and write the contraction that the two words form on the balloon. For example, isn’t would be written on the balloon that has the cards is and not inside. Place the balloons together in the center of the room and gather your students around them. Explain that contractions are made by letters popping out and apostrophes popping in and, that to help them remember, they will get a contraction balloon to pop. Let each student pick a balloon and try to guess what words must be inside. If they get the answer right, they get to pop their balloon. Contraction AdditionTake out several index cards and write one word that makes up a contraction on one card and the other word on a different card. For example, you would write can on one index card and not on the other card. On a large piece of chart paper write ______ + ________ = on each line. Gather your students together and review the Contractions Poster and word list. Explain that they are going to play Contraction Addition. Take out a set of cards. Place the first card in the first blank and the second card in the blank after the plus sign. Ask them if they can tell you what contraction you’ve made. For example, can + not = can’t. Continue to take out a set of cards and let students take turns writing the contraction the words make. Pair your students and ask them to create a set of words that forms a contraction. Gather the partner groups back together to share their words and see if their classmates can figure out what contraction they made.

Contraction DoctorWrite words that make up contractions on index cards. For example, write can not or is not on an index card. Take out your index word cards, a box of plastic bandages, and a set of black markers. Gather a small group of students together and explain that they get to be contraction doctors. Take out one index card and a bandage. Ask them what letters go away when the words turn into a contraction. Place the bandage over the letters that go away. For example, for the word cannot you would put the bandage over the second n and the o. Then, take a marker and write an apostrophe on the bandage to create the contraction word. Give each child a bandage, marker, and a word card and let them perform “surgery” on a word to create their contraction. This activity can then be placed into a literacy station to further develop their understanding of contractions.



Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set


This Really Good Stuff® product includes: •Words are CATegorical® Plurals, Comparatives, Compounds Poster Set, featuring three mini posters • This Really Good Stuff® Activity Guide

Congratulations on your purchase of this Really Good Stuff® Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set—an intriguing, colorful poster set to help your students grasp the meaning and usage of irregular plurals, comparatives, superlatives, and compound words.

Meeting Common Core State StandardsThis Really Good Stuff® Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set is aligned with the following Common Core State Standards for English Language Arts:

Conventions of Standard EnglishL.3.1b Form and use regular and irregular plural nouns.L.3.1g Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified.

Vocabulary Acquisition and UseL.2.4d Use knowledge of the meaning of individual words to predict the

meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Assembling and Displaying the Words Are CATegorical® Plurals, Comparatives, Compounds Poster SetBefore displaying the Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set, make copies of this Really Good Stuff® Activity Guide and file the pages for future use. Or, download another copy of it from our website at www.reallygoodstuff.com. Hang the Poster Set where students will be able to see it easily. This unique Poster Set allows you to review irregular plurals, comparatives and superlatives, and compound words in two ways: Either cut apart the three Mini Posters or take a piece of butcher paper/chart paper and cover up the other two Posters so you can introduce one Poster at a time.

Introducing the Irregular Plurals PosterPoint out the Irregular Plurals Poster and, if necessary, remind students that irregular plurals are plural words not formed by the usual pattern of adding an s or es. Ask your students to brainstorm a list of irregular plurals. Create a word list by writing the words they brainstorm onto a piece of chart paper, and hang it near the Poster. Review the definition of irregular plurals, and remind students to refer to the Irregular Plurals Poster and word list for help speaking, reading, and writing. Repeat this process when you introduce the Comparative and Superlatives Poster and the Compound Words Poster.

Activities for Irregular PluralsFlipping for Irregular Plurals Take a sentence strip and write a singular word that is irregular when it becomes plural. For example, you might write the word leaf. Fold the sentence strip at the last letter of the word. Cut the top fold so that only the letters that don’t change are visible.

For example, LEA would be visible in the word leaf. Now, write the rest of the word in its irregular plural form (VES) on the top fold to create the word leaves. Gather the students together where they can easily view the Irregular Plurals Poster and word list. Model how to select a word and then create the irregular plural word flip using a sentence strip. Ask them to pick a word off of the list and give each student a sentence strip to create their own irregular plural flip strip.

I Have, Who Has?Write the singular form of several words on an index card, and the irregular plural form for the same words on separate index cards. Make sure to create enough cards for each student to have one, and so there is a singular and plural match for each word. If you have an odd number of students, you will need to play. Place the cards in a bag or basket. Gather the students together and review the Irregular Plurals Poster and word list. Explain that they are going to play a game called I Have, Who Has? using different words that have irregular plurals. Ask each student to draw out a different index card. Ask one student to hold up their card and say, “I have _____, who has _____?” For example, if your student has the word hoof, he/she would say, “I have hoof, who has hooves?” Then, the child who has hooves would say, “I have hooves,” and pick another student to create a new set. Continue play until each index card has been matched.

Puzzle PlatesTake out at least 10 small paper plates. Cut each plate into jagged halves to create two puzzle pieces. Write the singular form of a noun on one side, and the irregular plural form on the other. You can draw pictures or use clip art to add pictures to each word. Mix up puzzle pieces and gather a small group of students together. Explain that your plates broke and are now all mixed up. Tell them that they need to help put the plates back together by matching up the singular and the irregular plural puzzle pieces. After all the pieces are matched go over each plate with your small group to reinforce their learning of irregular plurals. This activity can then be placed in a literacy station to further integrate their irregular plurals understanding.

Introducing the Comparatives and Superlatives PosterPoint out the Comparatives and Superlatives Poster and, if necessary, remind students that they are both forms of describing words. A comparative is used to describe two things, while a superlative describes three or more things.

Comparatives and Superlatives ActivitiesBlanked OutMake three columns on a large piece of chart paper. You will need an Adjective, Comparative, and Superlative column. Pick out different adjectives that you would like to use and fill in each row but, leave one column blank. For example, if your adjective was big, you might write big in the Adjective column, leave the Comparative column blank, and write biggest in the Superlative blank. Gather your students together and explain that when you were filling out the chart, you forgot some of the answers. They will need to help you remember the words that should complete each row.


Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set


Pair your students up with a partner and give them a specific row to work on. Call the students back together and ask each partner group to come up and write the missing word into each blank. Leave the chart up so that students can use it as a reference when they are speaking, reading, or writing.

Snowball FightTake out, at least, three sheets of copy paper per child in your class. Grab a marker and gather your students where they can easily view the Superlative and Comparative Poster and chart word list. Review the comparative and superlative definitions and the word list. Explain that students are going to have a snowball fight using comparative and superlative adjectives. Model how to write one adjective on a piece of copy paper. Roll the paper up into a ball to create the first layer of your snowball. Ask students what the comparative form of the adjective is and write that word onto a second piece of copy paper. For example, if your adjective is big, you would have written big on the first sheet and bigger on the second sheet. Wad up your second sheet and wrap it over the snowball to make it bigger. Now, ask for the superlative form of your adjective. Write that word onto the third sheet of paper and wrap it around the snowball. Give each student three pieces of paper and ask them to create their snowball. After all of the comparative and superlative snowballs are created, gather the students into a circle. Ask them to “gently” throw their snowballs into the center of the circle. Then, ask them to pick up a different snowball. Model how they should peel off the top paper with the superlative form and guess what the comparative form of that adjective might be. Next, they would peel off the comparative paper and guess what the original adjective was, then look at the first sheet to self-check their guess. After peeling and guessing the adjective, have them rewrap the snowball, throw it, and repeat the activity until each child has been able to find and unwrap several snowballs.

SUPERlativesUse either butcher paper or fabric to create a superhero cape. If you choose fabric you will need safety pins. If you choose butcher paper you will need tape. Write several adjectives on index cards and place them in a bag. Grab a stack of blank index cards, gather your students together, and explain that today they are going to be SUPERlative heroes and their mission is to fill up their SUPERlative hero cape with the SUPERlative form of the words in your bag. Let them come up one at a time to draw an adjective. Ask them to write the SUPERlative form of that word on an index card and either pin or tape their word onto the SUPERlative hero cape. Let each student have a chance to pull out a word and add its superlative to the SUPERlative hero cape. If you used fabric, you can choose different students to wear the SUPERlative cape during the day. You could even wear it too!

Introducing the Compound Words PosterPoint out the Compound Words Poster and, if necessary, remind students that a compound word is a word made up of two or more shorter words. Have students take turns reading some of the words at the bottom of the Mini Poster.

Compound Words ActivitiesCracked Up CompoundsTake out sets of plastic Easter eggs. Using a permanent marker, write one word on the top and the word that completes the compound word on the bottom. For example, to create rainbow, you would write rain on the top and bow on the bottom. After writing the compound words on the eggs, take them apart, mix the pieces up, and place them in a basket or bag. Gather your students together and tell them that you accidentally dropped all of the compound eggs and now the words are all mixed up. Ask them to come up one at a time to pull out an egg piece and see if they can find its match to create the compound word. This activity can be placed in a literacy station for further practice on making compound words.

Compound CubesSelect six compound words and write each word on an index card. Using a permanent marker and a set of same-colored unifix cubes, write one letter of the first word on each cube. Use a different-colored set of cubes to write the second word. For example, if the compound word is doghouse, write d, o, and g on a set of red unifix cubes and the letters h, o, u, s, and e on a set of green unifix cubes. Place each set of compound word unifix cubes into a baggie. Put the index card for that compound word into the baggie. Gather a small group of students together (no more than five students). Explain that they are going to get to use the cubes to create compound words. Take out one baggie and model how to snap the cubes together to create the word. They will need to keep moving the letter cubes around until they make a word that uses all of the cubes in that color. Help them stretch out the sounds to figure out if the word makes sense or not. Then create the second word using the other color cubes and sound that word out. Show them how to snap both words together to create the compound word. Model how to use the index card to check their compound word to make sure their answer is right. Let students trade their own word baggies and try to create compound words.

Compound Word Vocabulary MapCreate a large chart with the columns Compound Word, Definition, and Picture. Take out two different-colored sticky notes and write one word on one color and a word that makes it a compound word on the other sticky note. For example, the pink sticky note might have cup and the yellow might have cake, making the word cupcake. Place the sticky note compound word in the Compound Word column. Grab 12 sticky notes of one color, 12 sticky notes in another color, and 24 index cards. Gather your students where they can easily view the chart. Show them your compound word and ask them to help you with the definition and a picture for the Picture column. Pair your students into partners and explain that, working together, they are going to use the sticky notes to create a compound word, write its definition on an index card, and draw a picture to convey its meaning on another index card. Gather your students back together. Ask each partner group to come up and share their compound word, its definition, and the corresponding picture. Tape their compound word, definition, and picture into the correct column on the chart.



Words Are CATegorical® Similes and Metaphors Banner


This Really Good Stuff® product includes: •Words are CATegorical Similes and Metaphors Banner • This Really Good Stuff® Activity Guide

Congratulations on your purchase of this Really Good Stuff® Words Are CATegorical® Similes and Metaphors Banner—an engaging and attractive visual aid to help students grasp the meaning and correct usage of similes and metaphors.

Meeting Common Core State StandardsThis Really Good Stuff® Words Are CATegorical® Similes and Metaphors Banner is aligned with the following Common Core State Standards for English Language Arts:

Vocabulary Acquisition and UseL.5.5a Interpret figurative language, including similes and metaphors,

in context.

Displaying the Words Are CATegorical® Similes and Metaphors BannerBefore displaying the Words Are CATegorical® Similes and Metaphors Banner, make copies of this Really Good Stuff® Activity Guide and file the pages for future use. Or, download another copy of it from our website at www.reallygoodstuff.com. Hang the Banner where students will be able to see it easily.

Introducing the Words Are CATegorical® Similes and Metaphors BannerTake out two pieces of chart paper. On one piece, write Similes at the top and below it write the sentence _______ is as _________ as __________. and ________ like ________. On the other piece of chart paper, write Metaphors at the top and below it write________is a ______ because _________. Gather students around the Banner. Point to the left-hand side and ask your students if they know what a simile is. Read the definition on the Banner aloud, along with the examples. Ask your students to help you brainstorm a Class Simile List. Record

their answers on the chart paper and hang it by the Banner. Encourage students to refer to them both for help with speaking, reading, and writing using similes. Repeat this process when you introduce metaphors.

Simile Metaphor SortTake out a stack of sentence strips. Write a simile sentence on six of the strips and a metaphor sentence on the other six. Write Simile on one index card and Metaphor on another. Take out two hula hoops or tape a T-chart to the floor using colored masking tape. Place the sentence strips in a stack. Place the simile index card and metaphor card at the top of each column in the T-chart or inside the top of each hula-hoop. Gather your students together where they can easily view the Simile and Metaphor Banners and the sort. Review the definitions for a simile and a metaphor. Ask them what is the same or different about a simile and a metaphor. Explain that they are going to sort sentences into either the Simile or Metaphor column on the T-chart (or into the correct hula-hoop). Ask students to come up one at-a time to read a sentence strip and sort it into the Simile or the Metaphor column/circle. After all the strips have been sorted, divide the students into groups. Give each group a sentence strip and ask them to create one metaphor and one simile sentence. Gather the students back together. Let each group read their sentence strip and see if their classmates can sort it into the correct column/hoop.

All About MeDraw a big picture of yourself onto chart paper. Write I’m as ______ as ______. at the top of the picture. Be sure to include specific details in your picture, such as specific clothing you like to wear. Grab a stack of copy paper, a set of markers, a pack of sticky notes, and gather your students together where they can easily view the drawing. Explain that they are going to use similes to


Words Are CATegorical® Similes and Metaphors Banner


describe you. Point to the sentence stem at the top of your drawing and explain that they are going to use this simile sentence to help them describe you. Take out one sticky note and model how to create a smile sentence. For example, I am as smart as a tack. Pair the students with a partner. Give each partner group one sticky note and let them use the sentence stem to write their own simile sentence. Gather the students back together and let each group share their simile sentence and stick it onto the drawing. Explain that they are now going to get to create simile sentences about themselves. They will draw a picture of themself on the front of their paper and write several simile sentences about themselves on the back. Give each student a piece of copy paper on which to create their drawing and sentences. Gather the students back together and let them take turns sharing their work.

Simile Paint ChipsAsk your local hardware store or any store that sells paint for a variety of color paint chips. Make sure you have enough chips for each student in your class, plus a few extras. Gather your students together and review the simile side of the Banner. Hold up your paint chip and explain that they are going to create their own simile paint chip. Model how to write the color at the top of the paint chip. Then, write different simile sentences about your color. For example, if your paint chip is yellow you might write Yellow is as bright as sunshine on the first paint chip. Keep using the Yellow is as ______ as ______. form as you model how to fill in different words to describe yellow using similes. Give each student a color paint chip. Encourage them to take turns sharing their completed simile paint chips.

How Full Is Your Bucket?Take out one plastic cup and sheet of blue construction paper for each child in your class. Create your own bucket by using a permanent

marker and writing Your name is a _______ because . . . on the outside of your cup. For example, you might write Ms./Mr. Smith is a walking encyclopedia because. . . Draw and cut out raindrops from the blue paper. Write different phrases to complete the sentence on your cup. For example, he/she can find any answer would finish the sentence on the cup. Read the book “How Full Is Your Bucket”. Explain that each student will get to create his or her own bucket using metaphors. Show students your bucket and read the sentence on the outside of your cup. Take out each raindrop to read how you finished your sentence and created your metaphor. Give each student a cup and a permanent marker. Have them work with a partner to create a metaphor sentence. Then, have them work independently to draw, write, and cut out raindrops to go in their bucket. Let them share their metaphor buckets with their classmates and hang them up by stapling the back of the plastic cup to your wall. Leave blue paper, a marker, and scissors below the buckets so that classmates can add raindrops to each other’s metaphor buckets.

Partial MetaphorsFor this activity, write 10 or more partial metaphors on individual index cards. For example, you might write pain-neck and You are being a ____________ on one card, or John-clown and John is ________. on another. Gather a small group of students together (no more than four) and review the right-hand side of the Banner and Class Metaphor List. Pull out one card and work on solving the partial metaphor together. Assign each child a partial metaphor and see if he/she can solve it. After your students have solved one partial metaphor, give them a new card or let them trade with a classmate. After they have all had enough time to complete a few partial metaphors, review them as a group. You might want to place this activity in a literacy station to extend their understanding of metaphors.

Congratulations on your purchase of the Really Good Stuff® Words Are CATegorical® Nouns, Adjectives, Pronouns Poster Set. This set features break-apart mini posters for nouns, adjectives, and pronouns.

Inside this Really Good Stuff® set you’ll find:•Words Are CATegorical® Nouns, Adjectives, Pronouns

Poster Set, 12” x 39”, featuring 3 break-apart mini posters

•ThisReallyGoodStuff® Activity Guide

Nouns ActivitiesThis unique banner allows you to introduce the parts of speech in two different ways. You can display the banner intact for a “parts of speech” display or break apart the mini posters into individual presentations for each part of speech. Before you introduce each part of speech, make a copy of this Really Good Stuff®Activity Guide, then share the poster with students.

Introducing the Nouns PosterPoint out or share the Nouns mini Poster with students. Explain that a noun is a word that names a person, a place, or a thing. Nouns can be divided into two categories. A proper noun names a particular person, place, or thing and must begin with a capital letter. All of the other nouns are called common nouns and are not capitalized. Have students take turns reading some of the words in the background on the poster and identifying them as proper or common nouns.

Take A Noun TripChallenge them to a Take A Noun Trip in your classroom. Have them fold pieces of notebook paper in half to make two columns. At the top of one column write common and at the top of the other column write proper. When you tell them to start, they are to look around the classroom and write the names of common and proper nouns in the columns. To add to the challenge, explain that even though the names of their classmates are proper nouns, they should not be included on their sheets. Choose a period of time you wish them to work. When time is up, have them count how many nouns they have in each column and place the numbers at the top. Recognize students who have the most nouns. Choose students to read the nouns on their papers. Display the papers around the Nouns Poster.

Question A Noun Label 4” by 6” pieces of paper with common and proper nouns that they will be able to guess after hearing clues.

Without allowing the student to see the word, pin a noun to his or her back. Ask them to stand at the front of the class and turn around so the class may see the noun. Have the student ask classmates questions such as Am I a proper noun or common noun? and Am I a person, a place, or a thing? Once the type of noun is narrowed down, have them begin by asking for a clue. Each time a wrong guess is made, he or she can choose a student to give another clue. Once the student guesses the noun, they can choose the next student to come up and continue the game.

Homeward NounsHave students divide a piece of notebook paper as described in the Take A Noun Trip activity. Have them take home the sheets and ask them to work with family members to add nouns to the list. Remind them that they can only write nouns naming people, places, or things they find in their homes. When they return with their lists, give them a sheet of colored construction paper and have them use crayons or markers to record the nouns in a pleasing design or pattern on their paper. You may want to suggest that they use different types of lettering to make an interesting presentation. When finished, have them place their names on their papers, then display them around the Nouns Poster for a colorful display.

Match-A-NounPair your students into partners and challenge them to a Match-A-Noun game. Write the following common noun words on the board: peanut butter, candy, lake, mountain, grandma, dog, soda, computer, cookie, restaurant, store, car, toy, juice, book, river, city, country, boy, and school. Have each partnership write the common nouns on a piece of paper. Explain to students that they are going to write a proper noun to match each common noun. For example, if the common noun was state, they might write North Carolina. Review the definition of a proper noun on the poster, then challenge them to get started. Be sure to have some reference materials such as maps, newspapers, or books on hand for them to use. When they are finished, have each partnership share the common and proper nouns on their lists. You could make this activity more challenging by designating a certain number of proper nouns they are to find for each common noun.

Really Good Stuff® Activity GuideWords are CATegorical® – Nouns



Words Are Categorical™ series includes the title: A Mink, A Fink, A Skating Rink: What is a Noun? by Brian P. Cleary; illustrations by Jenya Prosmitsky. Copyright © 1999 by Carolrhoda Books, Inc. Produced by arrangement with Carolrhoda Books, Inc., a division of Lerner Publishing Group. All rights reserved. All copyrights, logos, and trademarks are the property of their respective owners.

Congratulations on your purchase of the Really Good Stuff® Words Are CATegorical® Nouns, Adjectives, Pronouns Poster Set. This set features break-apart mini posters for nouns, adjectives, and pronouns.




Pronouns ActivitiesThis unique banner allows you to introduce the parts of speech in two different ways. You can display the banner intact for a “parts of speech” display or break apart the mini posters into individual presentations for each part of speech. Before you introduce each part of speech, make a copy of this Really Good Stuff®Activity Guide, then share the poster with students.

Introducing the Pronouns PosterPoint out or share the Pronouns mini Poster with students. Explain that a pronoun is a word that takes the place of a noun. They can be personal pronouns like I, you, me, him, or her. They can be possessive pronouns that show ownership like my, mine, or hers. They can be interrogative pronouns and ask a question like who, whom, or whose. They can be indefinite pronouns like someone, everyone, or both. Or they can be demonstrative pronouns like this, that, those, and these. Write these examples on the board. Have them use the examples to identify the types of pronouns found on the poster.

Personal Pronoun Plug-InLet students have some practice picking just the right personal pronoun. Write the sentences below on the board or on chart paper. Have a student read each sentence and challenge classmates to name the missing pronoun for the underlined word(s).

Sam had a new dog that ______ named Rover.Kris and Pat went to the store and______ got lost.Mom likes cookies and _____ also likes candy.The baby was chewing on _______ toy.The boy picked out the toys by pointing at ______.

After they have filled in the missing pronouns, have them write their own sentences with missing pronouns. When finished, choose students to write their sentences on the board for classmates to complete.

Possessive Pronoun PickHave students label index cards or pieces of paper with the following possessive pronouns: mine, yours, his, hers, ours, and theirs and place them face up on their desks. Read the following sentences and challenge students to hold up the correct possessive pronouns to complete the sentences.

This computer belongs to David. The computer is ______.I drew a picture. The drawing is ______.I gave you this sweater. It is _______.We made this cake. This cake is _____.The class wrote the letters. The letters are ________.The purse belonged to my mom. The purse was ________.

Challenge them to write their own sentences for each pronoun. After they are finished, have them read their examples while the class holds up the correct answers.

Pronoun PoemGive your students a quick little poem to help them remember the interrogative and demonstrative pronouns. If desired, transcribe the poem onto a piece of poster board and display near the Pronoun Poster.

Interrogative pronouns, Are simple as can be.

Each one asks a question,And that is just the key.

When you ask for people,It’s who and whom and whose.

When you ask for things,It’s which and what you choose.

Demonstrative pronounsAre simple as can be.

Each one points to other nouns,And that is just the key.

These special kinds of pronouns,Can be used with ease.

To point out someone or something,Use this, that, those, and these.

Really Good Stuff® Activity GuideWords are CATegorical® – Pronouns



Words Are Categorical™ series includes the title: I and You and Don’t Forget Who: What is a Pronoun? by Brian P. Cleary; illustrations by Brian Gable; Text copyright © 2004 by Brian P. Cleary; Illustrations copyright © 2004 by Brian Gable. Produced by arrangement with Carolrhoda Books, Inc., a division of Lerner Publishing Group. All rights reserved. All copyrights, logos, and trademarks are the property of their respective owners.

Congratulations on your purchase of the Really Good Stuff® Words Are CATegorical® Nouns, Adjectives, Pronouns Poster Set.. This set features break-apart mini posters for nouns, adjectives, and pronouns.




Adjectives ActivitiesThis unique banner allows you to introduce the parts of speech in two different ways. You can display the banner intact for a “parts of speech” display or break apart the mini posters into individual presentations for each part of speech. Before you introduce each part of speech, make a copy of this Really Good Stuff®Activity Guide, then share the poster with students.

Introducing the Adjectives PosterPoint out or share the Adjectives mini Poster with students. Explain that an adjective is a word that helps describe a thing, an idea, or a living being. They modify nouns and help tell you more about those nouns. Write the following example on the board: Mom bought a fuzzy sweater. Explain to students that the adjective fuzzy tells more about the sweater and gives the reader a better picture. Have students take turns reading the adjectives found in the background on the poster and using them in sentences. Be sure to have them identify the noun that is being modified in their sentences.

Adjective Picture DictionaryLet your students have some fun creating a classroom Adjective Picture Dictionary. Give students blank sheets of paper and have them fold the papers into eight boxes. After unfolding the papers, have them draw along the folds with crayons or markers. Have each student choose a noun to modify with Eight different adjectives. For example, a student may choose the noun hamburger. Next, the student would write the noun at the top of the sheet and write an adjective at the bottom of each box to modify the word hamburger. Some examples might be juicy, triple-decker, skinny, humongous, tiny, etc. Then the student would use crayons or markers to illustrate each box. Have students think for a few minutes about nouns that could be described Eight different ways and discuss some possibilities. After students are finished, combine the papers into a classroom Adjective Picture Dictionary and place it at a reading or language arts center for

the students to enjoy. If desired, supply additional blank sheets of paper and encourage students to add to the Picture Dictionary.

Be More DescriptiveChallenge students to add adjectives to a sentence to help readers form pictures in their minds. Write the following sentence on the board: I ate an ice cream cone during the movie. Tell students that you can add adjectives to this sentence to make it more interesting. Demonstrate by rewriting the sentence to say: I ate a creamy, drippy, chocolate ice cream cone during the long, scary movie. Have students identify the adjectives you added to the sentence while you underline them on the board. Write the following sentences on the board and have students rewrite them with added adjectives: The cowboy rode the horse around the lake. The teenager parked the car in the garage. The cake was served at the party. When finished, choose several students to read their new sentences, and then display the students’ work around the Adjectives Poster.

Classroom AdjectivesLet students decorate the classroom with adjectives. Cut several pieces of white construction paper into 4” by 8” pieces and place them on a table along with colored markers, tape, and poster putty. Ask students to look around the room and name things that could be described with adjectives. For example a student might suggest flat table, dusty drapes, or cold water. As students name adjectives to describe classroom nouns, have them label the construction paper with the adjectives and attach the labels to the items.

Restaurant Menu AdjectivesHave your students create restaurant menus packed full of adjectives. Give each student a piece of white construction paper and have them fold them horizontally or vertically to form menus. Challenge students to create a cover for an imaginary restaurant and a menu that contains lots of adjectives. Be sure to remind them not only to list each menu item, but to include a description of the food. Allow students to illustrate their completed menus with crayons or markers, and then display them around the Adjectives Poster for all to enjoy.

Really Good Stuff® Activity GuideWords are CATegorical® – Adjectives



Words Are Categorical™ series includes the title: Hairy, Scary, Ordinary: What is an Adjective? by Brian P. Cleary; illustrations by Jenya Prosmitsky. Copyright © 2000 by Carolrhoda Books, Inc. Produced by arrangement with Carolrhoda Books, Inc., a division of Lerner Publishing Group. All rights reserved. All copyrights, logos, and trademarks are the property of their respective owners.

Congratulations on your purchase of the Really Good Stuff® Words Are CATegorical® Verbs, Adverbs, Prepositions Poster Set. This set features break-apart mini posters for verbs, adverbs, and prepositions.

Inside this Really Good Stuff® set you’ll find:•Words Are CATegorical® Verbs, Adverbs, Prepositions



Verbs ActivitiesThis unique banner allows you to introduce the parts of speech in two different ways. You can display the banner intact for a “parts of speech” display or break apart the mini posters into individual presentations for each part of speech. Before you introduce each part of speech, make a copy of this Really Good Stuff®Activity Guide, then share the poster with students.

Introducing the Verbs PosterPoint out or share the Verbs mini Poster with students. Explain that a verb is a word that shows action or state of being. Have them brainstorm what is meant by showing action. Have them name some action verbs as you record them on the board. Have students brainstorm what is meant by state of being. You can help them out by naming the state of being verbs: is, am, was, were, are, be, being, and been. Have them take turns reading the verbs found in the background of the poster and identifying whether they are action or state of being verbs.

Helping VerbsExplain to students that sometimes there are helping verbs that come before action verbs, and state of being words. These words help make the meaning of the verbs more clear. Write the following list of helping verbs on the board. Have them copy the list and place it in their folders for future reference.

Write the following sentences on the board to demonstrate the use of helping verbs: I am running to the store. and We could jump on the trampoline. Have them brainstorm sentences demonstrating the use of each helping verb on the list.

Action Verb JournalHave students create an Action Verb Journal to keep them thinking about action verbs. Have each of them take two sheets of notebook paper and fold the sheets together to form a tall, skinny, booklet and then staple the left edge. Allow students to illustrate an Action Verb Journal cover on the first page, then label each consecutive page with a day of the school week and the last page with the word Sentences. Have them record verbs in their journals for the actions they do each day such as ride, eat, write, brush, etc. At the end of the week, have them write sentences on the last page to demonstrate using some of the verbs. If desired, have them illustrate their sentences.

Writing With Strong VerbsShow your students the importance of using strong verbs in their writing. Explain that a strong verb in a sentence helps the reader to have a clear understanding of what the writer is saying. Write the following sentence on the board: I was riding on my horse. Below it, write: I was galloping on my horse. Ask students which sentence gives them a better idea of what was going on. Explain that the verb riding works fine in the sentence but the verb galloping is a stronger verb and gives the reader a much better picture. Challenge them to think of strong verbs to replace the following: walk, sing, eat, run, talk, think, make, and laugh. Label pieces of construction paper with each of the above words. Record students’ suggestions for strong verbs on each. Display the strong verbs around the Verbs Poster for student reference when writing.

Really Good Stuff® Activity GuideWords are CATegorical® – Verbs

Helping Teachers Make A Difference® © 2005 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com #181874


Words Are Categorical™ series includes the title: To Root, To Toot, To Parachute: What is a Verb? by Brian P. Cleary; illustrations by Jenya Prosmitsky. Copyright © 2001 by Carolrhoda Books, Inc. Produced by arrangement with Carolrhoda Books, Inc., a division of Lerner Publishing Group. Artwork featured from Hairy, Scary, Ordinary: What is an Adjective? Copyright © 2000 by CarolrhodaBooks, Inc. All rights reserved. All copyrights, logos, and trademarks are the property of their respective owners.

am are is was were be being beendo does did have has had may mustmight can could will would shall should





Adverbs ActivitiesThis unique banner allows you to introduce the parts of speech in two different ways. You can display the banner intact for a “parts of speech” display or break apart the mini posters into individual presentations for each part of speech. Before you introduce each part of speech, make a copy of this Really Good Stuff®Activity Guide, then share the poster with students.

Introducing the Adverbs PosterPoint out or share the Adverbs mini Poster with students. Explain that an adverb is a word that describes when, where, how, and to what extent. They frequently end in “ly” and modify verbs, adjectives, and other adverbs. Write the headings when, where, how, and to what extent on the board or on chart paper, leaving room underneath each to record adverbs. Have them read the words in the background on the poster and identify in which column they belong. Challenge students to think of additional adverbs that would fit under each heading.

Adverb SpottingHave students create Adverb Spotting Booklets to record adverbs from their daily reading materials. Give each student two sheets of blank paper and have them fold the sheets together to make a tall, skinny book. Staple the lefthand edges of the students’ booklets. Have them title their booklets Adverb Spotting and decorate the covers. Inside the booklets, have them label each page with one of the following headers: when, where, how, and to what extent. Explain to students that as they read during the day, they are to look for and record adverbs on the appropriate pages in their booklets. Be sure to have them underline the adverb and include the verb, the adjective, or the adverb that is being modified.

After several days, have students share the adverbs they have found, using the booklets to help them with adverb writing assignments.

How’d You Do It? Give your students some practice with ly adverbs with this fast moving game. Have them sit in a circle or in rows. Explain that you are going to read sentences with blanks for ly adverbs. They are going to think of adverbs that could fit in the blanks. Give them the following example to demonstrate how to play: I was driving ________. Have students brainstorm ly adverbs that could fit in the blank such as recklessly, carefully, quickly, haphazardly, expertly, etc. Explain that to start the game, you are going to read a sentence and the first person fills in the blank with an adverb, then the next person gives another adverb that makes sense, and so on until someone is unable to think of an adverb and says pass. Read another sentence and start with the person who had to pass, continuing around the circle or down the row until another student must pass. After playing the game several times, challenge them to write down new sentences containing blanks and use them in future games. Some sentences for the game might be:

My sister paints _________.The dog barks __________.The bird sings __________.The boy _______made his bed.She read the book __________.He ate his pizza ________.

Adverb of the DayChallenge your students to be in charge of an Adverb of the Day. Draw a box on your blackboard or dry erase board in an area where it will not be disturbed and label it with the title Adverb of the Day. Assign each student a school day during the month when he or she will be responsible for writing an adverb in the box. Explain to them that each morning, they are to use the adverb written in the box in three different sentences and underline the verbs, adverbs, or adjectives the adverbs modify. At the end of the day, have the student responsible for writing the adverb read some of the selections out loud. If desired, display their sentences around the Adverb Poster.

Really Good Stuff® Activity GuideWords are CATegorical® – Adverbs



Words Are Categorical™ series includes the title: Dearly, Nearly, Insincerely: What is an Adverb? by Brian P. Cleary; illustrations by Brian Gable; Text copyright © 2003 by Brian P. Cleary; Illustrations copyright © 2003 by Brian Gable. Produced by arrangement with Carolrhoda Books, Inc., a division of Lerner Publishing Group. All rights reserved. All copyrights, logos, and trademarks are the property of their respective owners.





Prepositions ActivitiesThis unique Banner allows you to introduce the parts of speech in two different ways. You can display the banner intact for a “parts of speech” display or break apart the mini posters into individual presentations for each part of speech. Before you introduce each part of speech, make a copy of this Really Good Stuff®Activity Guide, then share the poster with students.

Introducing the Prepositions PosterPoint out or share the Prepositions mini Poster with students. Explain that a preposition is a word that connects a noun or a pronoun to other words in a sentence. They show us where, tell us time or place, and give us direction. Write the following sentence on the board: The dog hid under the bed. Explain to students that the word under is a preposition and it is at the beginning of a group of words called a prepositional phrase. The words under the bed tells where the dog hid. Write the sentence We went home after the movie. Ask students, When did we go home? Choose a student to underline the prepositional phrase that explains when. Have students read prepositional phrases found in the background of the poster and use them in sentences.

Common PrepositionsProvide your students with a list of common prepositions to keep in their writing or language arts notebooks. Make a copy of the Common Prepositions List for each student. Have them use the list to help in identifying prepositions and prepositional phrases. If desired, make a second copy for each student to take home for parts of speech homework assignments.

Where, Time, Place, DirectionHelp students categorize the prepositions into lists for telling where, what time, what place, or what direction.

Have them take a piece of notebook paper and fold it into four vertical columns. Unfold the paper and write the word where at the top of the first column, what time in the second column, what place in the third column, and what direction in the fourth column. Have them use their Common Prepositions List and write each preposition in a prepositional phrase under the correct heading. For example, a student might write the phrase in an hour under the what time heading. After they have completed their lists, choose students to share their prepositional phrases with the class.

Where Are The Prepositions? Play a game of Where Are The Prepositions? to get students thinking about prepositional phrases. Choose an item that can be placed in different areas in your classroom such as a stuffed animal for young students or an action figure for older students. Explain to them that you are going to place the figure somewhere in the room and they are to think of a prepositional phrase to describe the location. For example, if you placed the figure under a table, students would suggest the prepositional phrase under the table. Begin by placing the figure and choosing a student to name a prepositional phrase and the preposition that begins the phrase. Let that student place the figure in a new location and call on a classmate to give an appropriate prepositional phrase. Continue the game until all of them have had a chance to place the figure.

Really Good Stuff® Activity GuideWords are CATegorical® – Prepositions



Words Are Categorical™ series includes the title: Under, Over, by the Clover: What is a Preposition? by Brian P. Cleary; illustrations by Brian Gable; Text copyright © 2002 by Brian P. Cleary; Illustrations copyright © 2002 by Brian Gable. Produced by arrangement with Carolrhoda Books, Inc., a division of Lerner Publishing Group. All rights reserved. All copyrights, logos, and trademarks are the property of their respective owners.

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Common Prepositions List

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Words Are CATegorical: Antonyms, Synonyms, Homonyms · PDF fileCongratulations on your purchase of this Really Good Stuff® Words Are CATegorical®: Antonyms, Synonyms, Homonyms and