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All teaching guides can be found online.

Vocabulary Flip ChartCongratulations on your purchase of the Really Good Stuff®

Vocabulary 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 of“do 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 reproducible—their own smaller version of the graphic organizer—as 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 they’re 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 can’t give a clear definition of aword, then you must not know the word at all.” We understandthat’s 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 you’re 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,

it’s 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, it’s 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 students’own lives, or a drawing.

• “Non-examples” refers to words, concepts, or things thateither don’t 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 students’reading. 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 word’s 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.Don’t 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 they’re 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 wordrelationships and nuances in word meanings.L.4.5 Demonstrate understanding of figurativelanguage, word relationships, and nuances inword meanings.

c. Demonstrate understanding of words byrelating them to their opposites(antonyms) and to words with similar butnot identical meanings (synonyms).


Vocabulary Flip ChartRecord both synonyms and antonyms on the eyes and teeth of the Three-EyedMonster. Synonym and antonym study leads to deeper awareness of word meaning.Sometimes, identifying synonyms and antonyms involves recognizing differentconnotations of a word. As shown in the example, the three antonyms the studentthought of, shabby, horrible, and boring, have three very different meanings, butthey are all acceptable antonyms for splendid. It’s important to discuss all thewords and their meanings, especiallywhen students are using referencematerials. Sometimes it will be obviouswhen students have found synonyms ina thesaurus without understandingtheir meaning. Ask students to thinkabout whether they can refine some oftheir choices with better synonyms orantonyms for the word.

The linear array is a structure that wecan borrow from mathematics in orderto explore vocabulary. An importantskill for advancing students’ writingability is understanding degrees ofmeaning. Sometimes the nuances aresubtle, such as in the differencebetween content and happy. Placingwords on a continuum that representsan increase and/or decrease inintensity of meaning creates animportant dialogue for vocabularydevelopment. See examples of how a teacher and her students positioned groups ofvocabulary words on ARRAYnge It! This organizer provides two representations fora range of word meanings: plus/minus signs and forward/back arrows.

Another use for the array is placing words in order according to what comes first,in the middle, and last–in time, size, or physical placement. For example, you mightchallenge students to put the words minute, day, hour, week, and second in order.They would probably start with the shortest unit of time, second, and end with thelongest, week, creating the array second, minute, hour, day, week. See the examplefor more linear arrays.

No More Snoozers also includes linear arrays, along with a sorting activity foroverused words, which we playfully refer to as “snoozers.” When snoozer words occurtoo often they can make our writing and speaking boring.

With the group, generate four snoozer words that should be replaced with morecolorful vocabulary whenever possible, such as scared, sweet, big, and mean, andrecord these words on the four beds. Together, brainstorm interesting synonyms orother expressive language that mightreplace the snoozers, and record themin the dream bubbles above the beds.As a final, optional step, organize eachlist of four words, along with thesnoozer word, in an array in the spacesat the bottom. The shapes (star,square, etc.) tell you which line to usefor which snoozer.

Brainstorm synonyms and antonyms.

Show a range of word meanings ontwo types of linear array.

Brainstorm colorful synonyms foroverused words.

Three-Eyed MonsterVocabulary Acquisition and UseL.4.5 Demonstrate understanding offigurative language, word relationships,and nuances in word meanings.

c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar but not identicalmeanings (synonyms).

ARRAYnge It!Vocabulary Acquisition and UseL.1-4.5 Demonstrate understanding ofword relationships and nuances in wordmeanings.

b. Distinguish shades of meaningamong closely related verbs andclosely related adjectives.

No More SnoozersVocabulary Acquisition and UseL.1-4.5 Demonstrate understanding ofword relationships and nuances in wordmeanings.

b. Distinguish shades of meaningamong closely related verbs andclosely related adjectives.


Vocabulary Flip ChartStudents need to be able to identify meaning categories for words that representbroad concepts. Take a Ride is a bubble web for up to four areas of vocabularyassociated with a single word. This is a great, versatile brainstorming activity forgenerating vocabulary from students’ previous knowledge and exploring how thosewords relate to one another. In the example below, the word fight has at least fourassociations: 1) physical fights, such as boxing, 2) arguing, 3) fighting militarily, and4) challenging a rival in a competition. The outer circles are used to recordvocabulary associated with each meaning of fight.

You could also use this organizer forstudying a multiple meaning word. Theword would go in the middle; synonymsfor its various meanings, in the innercircles; and words associated withthose, in the outer circles.

On the Multiple Meaning Mobile,students demonstrate theirunderstanding of a word that hasmore than one meaning. First, teachmultiple meaning words using contextclues that allow students to infer,and differentiate between, wordmeanings. Then use this organizer torecord at least two meanings for aword, along with sample sentencesthat show students’ understandingof the word. In the example, threedifferent meanings of “rock” areexplored.

A Lot of Noun-Sense is not only a study of nouns but also of descriptivevocabulary. This organizer provides many opportunities for connecting language toexperiential activities that engage students. The example provided describes fruittasting, an activity that a specialist does with her English language learners onthe last day of school each year. Imagine the fun students can have with thisactivity, using objects from home or from the outdoors. Of course, not all objectsshould be tasted or even touched(e.g., cactus), but students could tryto imagine those experiences. Whenfinished filling in the table, have thegroup use the generated responsesto help you write a sentence or twoat the bottom.

Record vocabulary for different areasof meaning.

Write up to three different meaningswith sample sentences.

Generate descriptive vocabulary andnoun study.

Take a RideVocabulary Acquisition and UseL.1.5.a Sort words into categories togain a sense of the concepts thecategories represent.L.2.5.a Identify real-life connectionsbetween words and their use.

Multiple Meaning MobileCraft and StructureRI.1-4.4, RL.1-4.4 Interpret words andphrases as they are used in a text,including determining technical,connotative, and figurative meanings,and analyze how specific word choicesshape meaning or tone.

Vocabulary Acquisition and UseL.3.4 Determine or clarify the meaningof unknown and multiple-meaning wordand phrases, choosing flexibly from arange of strategies.

a. Use sentence-level context as aclue to the meaning of a word orphrase.

A Lot of Noun-SenseVocabulary Acquisition and UseL.1.5.a Sort words into categories togain a sense of the concepts thecategories represent. L.2.5.a, L.3.5.b Identify real-lifeconnections between words and theiruse (e.g., describe foods that are spicyor juicy).


Vocabulary Flip Chart

On the Character Portrait, generate some more descriptive vocabulary, this timedescribing humans (or personified animal characters). Record details about acharacter from a text, whether literature (a work of fiction) or informational(biography). These details contribute to the richness of a piece of writing, andexploring words that describe humantraits is a great way to broadenstudents’ vocabulary, readingcomprehension, and writing skills. Havestudents follow up with some self-exploration by filling out CharacterPortrait about themselves.

Choose a different category for eachsection of the organizer. The Key at thebottom is handy for reminding studentswhich types of descriptions should berecorded in each section. (See example.)Kids enjoy sketching the character in themiddle circle. When students prepare tocomplete a Character Portrait on their own, complete the key on the flip chart andhave them copy it onto their Character Portrait Reproducibles.

A tried-and-true vocabulary activity is filling in tree branches with words that“grow” from a single base word or root when prefixes, suffixes, and inflections areadded. Base Word Branch-Out includes a space at the bottom for writing asentence that demonstrates an understanding of one of the affixed words. Thereis also a place to write a working definition of the word. Have each student or pairfill in The Base Word Branch-OutReproducible with a different base word.Display the “trees” around the room, andread the words and sentences together.

Another organizer that begs for physical movement is Act Like an Animal. This oneexplores the creative use of animal verbs, sound words, and adjectives. Havestudents act out each phrase either as you fill in a word or after the page iscomplete. The checkboxes at the top allow you to designate which type of wordshould be filled in the blanks. Study different types of verbs associated withanimals, or get more specific and ask only for verbs that describe movement, forexample. Other suggestions are listed atthe top. You can ask for sound verbs(“hiss like a snake”), other forms ofonomatopoeia (“grrr like a bear”), oradjectives (“busy like a squirrel”). It’s funfor volunteers to act out these phrasesvocally. At the end of the activity, askstudents to help you write a completesentence using one of the new phrases.

Fill in verbs or adjectives, and then actout the phrases.

Describe a person: characteristics,physical traits, tastes, and more.

Act Like an AnimalVocabulary Acquisition and UseL.1.5.d Distinguish shades ofmeaning among verbs differing inmanner and adjectives differing inintensity by defining or choosingthem or by acting out the meanings.L.2.5.b Distinguish shades ofmeaning among closely related verbsand closely related adjectives.

Character PortraitVocabulary Acquisition and UseL.2.5 With guidance and supportfrom adults, demonstrateunderstanding of word relationshipsand nuances in word meanings.

b. Define words by category andby one or more key attributes.d. Distinguish shades of meaningamong closely related adjectives(e.g., thin, slender, skinny,scrawny).

Record words that “grow” from a singlebase word.

Base Word Branch-OutVocabulary Acquisition and UseL.2.4.b Determine the meaning of thenew word formed when a known prefixis added to a known word.L.3.4.b Determine the meaning ofthe new word formed when a knownaffix is added to a known word.


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Vocabulary Flip ChartWord Breakdown is a place to study the parts of affixed words.After recording the word, have students determine which part isthe base word, the prefix and/or the suffix. Record these parts inthe designated columns. Discuss the meanings of the differentparts and how they contribute to the meaning of the entire word.Together, come up with a brief definition and record that in the“Meaning” column. Review the list and talk about any similaritiesor patterns that they find.

Another way to make word parts accessible to students is totreat words as addition and subtraction problems. You can fill inWord Math with base words and affixes that you add together, orwith affixed words that you break into parts. Study the wordsand parts together as you proceed. Talk about what they meanseparately and when combined. As shown in the example, anotheruse of Word Math is building and breaking down compound words.

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Record a word, break into parts, andanalyze.

Approach compound words or affixedwords as math problems.

Word BreakdownVocabulary Acquisition and UseL.2.4.b Determine the meaning of thenew word formed when a known prefixis added to a known word.L.3.4.b Determine the meaning ofthe new word formed when a knownaffix is added to a known word.

Word MathVocabulary Acquisition and UseL.2.4.d Use knowledge of themeaning of individual words topredict the meaning of compoundwords.

Do You Know This Word? Reproducible Name


4-Square Model Reproducible

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Blank 4-Square Model Reproducible Name


A Word From My Reading Reproducible


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Synonym Stink Bug Reproducible Name


Three-Eyed Monster Reproducible


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ARRAYnge It! Reproducible Name


No More Snoozers Reproducible


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Take a Ride Reproducible Name


Multiple Meaning Mobile Reproducible


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A Lot of Noun-Sense Reproducible Name


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Character Portrait Reproducible Name


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Word Math Reproducible


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