Vocabulary Flip Chart
Congratulations on your purchase of the Really Good Stuff®
Vocabulary Flip Chart, an interactive tool for developing
students’ vocabulary skills.
Meeting Common Core State Standards
The Really Good Stuff® Vocabulary Flip Chart aligns with the
following English Language Arts Standards. Specific standards
are listed throughout this guide. All of the organizers address
the following anchor standards:
Vocabulary Acquisition and Use
L.1-4.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
L.1-4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
L.1-4.6 Acquire and use accurately a range of general academic
and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Introducing the Vocabulary Flip Chart
The flip chart is meant to be a foundation for a fun interactive
experience, not a visual aid for lectures. Keep it creative! Fill in
the organizers with content generated from discussion. The
instructions in this guide, often stated in the brief language of
“do this, do that,” are meant to suggest what you do with the
students. For example, “record details” means record details
that you have generated with the students’ input or that a
student dictates as you write.
A reproducible version of every graphic organizer is included in
this guide. Students can follow along using the reproducible—
their own smaller version of the graphic organizer—as you
model filling in the chart, or they can complete it later as
classwork or homework.
Explore vocabulary words taken not only from leveled lists but
also from students’ reading and writing activities. Have them
identify words they’re not sure about or words they see or use
too often and want to replace with expressive synonyms.
This Really Good Stuff® product includes:
• Vocabulary Flip Chart
• This Really Good Stuff® Teaching Guide
The dry erase graphic organizers in the Vocabulary Flip Chart
provide a motivating visual format that helps you guide
students in vocabulary study. You can use the organizers as
shown in our examples or make variations and modifications of
your choosing. The flip chart helps you meet many important
vocabulary 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. Another
option is to purchase magnetic hooks that allow the chart
to hang from a magnetic whiteboard. Or you can display
the chart on an easel.
• In advance of your demonstration, photocopy the included
reproducible organizers that you want to distribute as
classwork or homework.
• If you decide to fill in vocabulary words or headings before
photocopying reproducibles for the students, remember to
first set aside clean copies of all reproducibles.
• You can laminate copies of the reproducibles and provide
them, along with reading materials and dry erase pens, as
simple vocabulary center activities.
• When using the organizers at a literacy center,
demonstrate how to store the materials and tidy the
center when the activity is complete.
• Visit our Web site at www.reallygoodstuff.com to download
Really Good Stuff® Teaching Guides.
All teaching guides can be found online.
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Vocabulary Flip Chart
The Graphic Organizers
Your students might be familiar with a word or know how to
say it without fully understanding its definition. Or they might
understand a word in context but be unable to use the word
themselves. As preparation for vocabulary study using the
other graphic organizers, Do You Know This Word? is a format
for assessing knowledge of words and determining how much
study is needed. An added benefit is that the accompanying
discussion validates students’ previous knowledge rather than
giving the message “If you can’t give a clear definition of a
word, then you must not know the word at all.” We understand
that’s not always the case.
Read a word aloud and record it in the first column. Have a
volunteer check the blue boxes in that row to show his or her
knowledge level of the word. Then have students work in pairs
Checkmarks show how well a student
to discuss the word, look it up in reference materials if
knows a word.
necessary, and come up with its pronunciation, meaning, and
an original sentence. In a group vocabulary activity, such as a
Frayer 4-Square Model activity, ask pairs to share what they
came up with. Revisit the same word and see if the students
are now able to check orange boxes. If you’re concerned about
students being embarrassed in front of the group, use the Do
You Know This Word? Reproducible for individualized responses.
As an alternative group format, poll students on each skill,
asking for a show of hands. Record the
Do You Know This Word?
number of students who “have seen” the
Vocabulary Acquisition and Use
word, and so on, in the blue boxes. After
L.1-4.4.a Use sentence-level context
vocabulary study, poll students again on
as a clue to the meaning of a word
the skills “can say,” “can define,” and “can
or phrase.
use in a sentence.” See if the numbers go
up. If not, further study is needed.
Or you can poll the group on their word
Use the Frayer 4-Square Model to analyze one term or concept
knowledge.
at a time. This organizer provides plenty of space to model
recording attributes of the word or concept in order to clarify The Blank Frayer 4-Square Model opens up the lesson to
its meaning. This is especially helpful for teaching academic
whatever type of word analysis you want to do with your
vocabulary, such as math or science terms.
students.
• “Definition”: When students are already familiar with a word,
it’s helpful to have them write a definition in their own words
Sample Word Attributes for the Blank
before consulting a dictionary.
Frayer 4-Square Model
• “Characteristics”: List qualities associated with the word. If
Vary the section headers by difficulty and focus:
the word is an animal, this might be behaviors or physical
• Part(s) of speech
characteristics. If the word has various meanings, discuss
• Other forms of the word
them; however, it’s often helpful to focus on just one meaning
• Definition in your own words
for the overall activity, such as the meaning of the word in
• Definition from the dictionary
the context of reading materials.
• Context/sentence from the text
• “Examples” can be example phrases or meanings. If studying
• Use of the word in a sentence
a concept, you can include examples of items that fit in the
• Illustration
concept category, especially examples from the students’
• Examples, non-examples
own lives, or a drawing.
• Characteristics
• “Non-examples” refers to words, concepts, or things that
• Synonyms, related words, antonyms
either don’t fit in the named category or mean the opposite.
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Vocabulary Flip Chart
When you make this in-depth study a
routine, students will be able to
understand not only the meaning of an
unknown word or concept, but more
importantly, to internalize the word or
concept so that it becomes part of their
everyday vocabulary.
4-Square Model and
Blank 4-Square Model
Vocabulary Acquisition and Use
L.2 Demonstrate understanding of
word relationships and nuances in
word meanings.
L.3.4.c Use a known root word as a
clue to the meaning of an unknown
word with the same root (e.g.,
company, companion).
Fill in designated categories to analyze
a word or a concept…
Or use the blank version and fill in your
own 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 dictionary
definition and note differences, which are sometimes very subtle. Make sure they have
identified the dictionary definition that matches the word’s usage in the text. They
record forms of the word, such as inflections, as well as parts of speech and other
attributes, 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 usage
in reading material or in everyday life. This close, in-depth study of a single word helps
reinforce vocabulary skills.
A Word From My Reading
Craft and Structure
RI.1-4.4, RL.1-4.4 Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Context is a starting point for deeper
understanding of a word.
Vocabulary Acquisition and Use
L.4.4.a Use context as a clue to the meaning of a word or phrase.
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 explore
nuances in meaning when they have the opportunity to think of a word that reminds
them of the word they’re studying. Conclude this activity by discussing how the
words are alike and different.
You might also want to make a
Synonym Stink Bug
linear array from some or all of
Vocabulary Acquisition and Use
the words in order to explore
L.2.5 Demonstrate understanding of word
degrees of meaning. See the
relationships and nuances in word meanings.
description of ARRAYnge It! for
L.4.5 Demonstrate understanding of figurative
more information about arrays.
language, word relationships, and nuances in
word meanings.
c. Demonstrate understanding of words by
relating them to their opposites
(antonyms) and to words with similar but
not identical meanings (synonyms).
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Vocabulary Flip Chart
Record both synonyms and antonyms on the eyes and teeth of the Three-Eyed
Monster. Synonym and antonym study leads to deeper awareness of word meaning.
Sometimes, identifying synonyms and antonyms involves recognizing different
connotations of a word. As shown in the example, the three antonyms the student
thought of, shabby, horrible, and boring, have three very different meanings, but
they are all acceptable antonyms for splendid. It’s important to discuss all the
words and their meanings, especially
Three-Eyed Monster
when students are using reference
Vocabulary Acquisition and Use
materials. Sometimes it will be obvious
L.4.5 Demonstrate understanding of
when students have found synonyms in
figurative language, word relationships,
a thesaurus without understanding
and nuances in word meanings.
their meaning. Ask students to think
c. Demonstrate understanding of
about whether they can refine some of
words by relating them to their
their choices with better synonyms or
opposites (antonyms) and to words
antonyms for the word.
with similar but not identical
meanings (synonyms).
The linear array is a structure that we
can borrow from mathematics in order
to explore vocabulary. An important
ARRAYnge It!
skill for advancing students’ writing
Vocabulary Acquisition and Use
ability is understanding degrees of
L.1-4.5 Demonstrate understanding of
meaning. Sometimes the nuances are
word relationships and nuances in word
subtle, such as in the difference
meanings.
between content and happy. Placing
b. Distinguish shades of meaning
words on a continuum that represents
among closely related verbs and
an increase and/or decrease in
closely related adjectives.
intensity of meaning creates an
important dialogue for vocabulary
development. See examples of how a teacher and her students positioned groups of
vocabulary words on ARRAYnge It! This organizer provides two representations for
a 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 might
challenge 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 the
longest, week, creating the array second, minute, hour, day, week. See the example
for more linear arrays.
Brainstorm synonyms and antonyms.
Show a range of word meanings on
two types of linear array.
No More Snoozers also includes linear arrays, along with a sorting activity for
overused words, which we playfully refer to as “snoozers.” When snoozer words occur
too often they can make our writing and speaking boring.
With the group, generate four snoozer words that should be replaced with more
colorful vocabulary whenever possible, such as scared, sweet, big, and mean, and
record these words on the four beds. Together, brainstorm interesting synonyms or
other expressive language that might
replace the snoozers, and record them
No More Snoozers
in the dream bubbles above the beds.
Vocabulary Acquisition and Use
As a final, optional step, organize each
L.1-4.5 Demonstrate understanding of
list of four words, along with the
word relationships and nuances in word
snoozer word, in an array in the spaces
meanings.
at the bottom. The shapes (star,
b. Distinguish shades of meaning
square, etc.) tell you which line to use
among closely related verbs and
for which snoozer.
closely related adjectives.
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Brainstorm colorful synonyms for
overused words.
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Vocabulary Flip Chart
Students need to be able to identify meaning categories for words that represent
broad concepts. Take a Ride is a bubble web for up to four areas of vocabulary
associated with a single word. This is a great, versatile brainstorming activity for
generating vocabulary from students’ previous knowledge and exploring how those
words relate to one another. In the example below, the word fight has at least four
associations: 1) physical fights, such as boxing, 2) arguing, 3) fighting militarily, and
4) challenging a rival in a competition. The outer circles are used to record
vocabulary associated with each meaning of fight.
You could also use this organizer for
studying a multiple meaning word. The
word would go in the middle; synonyms
for its various meanings, in the inner
circles; and words associated with
those, in the outer circles.
On the Multiple Meaning Mobile,
students demonstrate their
understanding of a word that has
more than one meaning. First, teach
multiple meaning words using context
clues that allow students to infer,
and differentiate between, word
meanings. Then use this organizer to
record at least two meanings for a
word, along with sample sentences
that show students’ understanding
of the word. In the example, three
different meanings of “rock” are
explored.
Take a Ride
Vocabulary Acquisition and Use
L.1.5.a Sort words into categories to
gain a sense of the concepts the
categories represent.
L.2.5.a Identify real-life connections
between words and their use.
Multiple Meaning Mobile
Craft and Structure
RI.1-4.4, RL.1-4.4 Interpret words and
phrases as they are used in a text,
including determining technical,
connotative, and figurative meanings,
and analyze how specific word choices
shape meaning or tone.
Vocabulary Acquisition and Use
L.3.4 Determine or clarify the meaning
of unknown and multiple-meaning word
and phrases, choosing flexibly from a
range of strategies.
a. Use sentence-level context as a
clue to the meaning of a word or
phrase.
A Lot of Noun-Sense is not only a study of nouns but also of descriptive
vocabulary. This organizer provides many opportunities for connecting language to
experiential activities that engage students. The example provided describes fruit
tasting, an activity that a specialist does with her English language learners on
the last day of school each year. Imagine the fun students can have with this
activity, using objects from home or from the outdoors. Of course, not all objects
should be tasted or even touched
A Lot of Noun-Sense
(e.g., cactus), but students could try
Vocabulary Acquisition and Use
to imagine those experiences. When
L.1.5.a Sort words into categories to
finished filling in the table, have the
gain a sense of the concepts the
group use the generated responses
categories represent.
to help you write a sentence or two
L.2.5.a, L.3.5.b Identify real-life
at the bottom.
connections between words and their
use (e.g., describe foods that are spicy
or juicy).
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Record vocabulary for different areas
of meaning.
Write up to three different meanings
with sample sentences.
Generate descriptive vocabulary and
noun study.
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Vocabulary Flip Chart
Another organizer that begs for physical movement is Act Like an Animal. This one
explores the creative use of animal verbs, sound words, and adjectives. Have
students act out each phrase either as you fill in a word or after the page is
complete. The checkboxes at the top allow you to designate which type of word
should be filled in the blanks. Study different types of verbs associated with
animals, or get more specific and ask only for verbs that describe movement, for
example. Other suggestions are listed at
the top. You can ask for sound verbs
Act Like an Animal
(“hiss like a snake”), other forms of
Vocabulary Acquisition and Use
onomatopoeia (“grrr like a bear”), or
L.1.5.d Distinguish shades of
adjectives (“busy like a squirrel”). It’s fun
meaning among verbs differing in
for volunteers to act out these phrases
manner and adjectives differing in
vocally. At the end of the activity, ask
intensity by defining or choosing
students to help you write a complete
them or by acting out the meanings.
sentence using one of the new phrases.
L.2.5.b Distinguish shades of
meaning among closely related verbs
and closely related adjectives.
On the Character Portrait, generate some more descriptive vocabulary, this time
describing humans (or personified animal characters). Record details about a
character from a text, whether literature (a work of fiction) or informational
(biography). These details contribute to the richness of a piece of writing, and
exploring words that describe human
traits is a great way to broaden
Character Portrait
students’ vocabulary, reading
Vocabulary Acquisition and Use
comprehension, and writing skills. Have
L.2.5 With guidance and support
students follow up with some selffrom adults, demonstrate
exploration by filling out Character
understanding of word relationships
Portrait about themselves.
and nuances in word meanings.
b. Define words by category and
Choose a different category for each
by one or more key attributes.
section of the organizer. The Key at the
d. Distinguish shades of meaning
bottom is handy for reminding students
among closely related adjectives
which types of descriptions should be
(e.g., thin, slender, skinny,
recorded in each section. (See example.)
scrawny).
Kids enjoy sketching the character in the
middle circle. When students prepare to
complete a Character Portrait on their own, complete the key on the flip chart and
have 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 are
added. Base Word Branch-Out includes a space at the bottom for writing a
sentence that demonstrates an understanding of one of the affixed words. There
is also a place to write a working definition of the word. Have each student or pair
fill in The Base Word Branch-Out
Reproducible with a different base word.
Base Word Branch-Out
Display the “trees” around the room, and
Vocabulary Acquisition and Use
read the words and sentences together.
L.2.4.b Determine the meaning of the
new word formed when a known prefix
is added to a known word.
L.3.4.b Determine the meaning of
the new word formed when a known
affix is added to a known word.
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Fill in verbs or adjectives, and then act
out the phrases.
Describe a person: characteristics,
physical traits, tastes, and more.
Record words that “grow” from a single
base word.
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Vocabulary Flip Chart
Word Breakdown is a place to study the parts of affixed words.
After recording the word, have students determine which part is
the base word, the prefix and/or the suffix. Record these parts in
the designated columns. Discuss the meanings of the different
parts 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 similarities
or patterns that they find.
Word Breakdown
Vocabulary Acquisition and Use
L.2.4.b Determine the meaning of the
new word formed when a known prefix
is added to a known word.
L.3.4.b Determine the meaning of
the new word formed when a known
affix is added to a known word.
Record a word, break into parts, and
analyze.
Another way to make word parts accessible to students is to
treat words as addition and subtraction problems. You can fill in
Word Math with base words and affixes that you add together, or
with affixed words that you break into parts. Study the words
and parts together as you proceed. Talk about what they mean
separately and when combined. As shown in the example, another
use of Word Math is building and breaking down compound words.
Word Math
Vocabulary Acquisition and Use
L.2.4.d Use knowledge of the
meaning of individual words to
predict the meaning of compound
words.
Approach compound words or affixed
words as math problems.
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Snoozers Activity Journal: Wake Up Your Vocabulary (#305603)
My Writing Words Journal (#303531)
Vocabulary Lift-Off Folder (#305605)
Reading Comprehension Flip Chart (#304362)
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Do You Know This Word? Reproducible
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4-Square Model Reproducible
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Blank 4-Square Model Reproducible
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A Word From My Reading Reproducible
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Synonym Stink Bug Reproducible
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Three-Eyed Monster Reproducible
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ARRAYnge It! Reproducible
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No More Snoozers Reproducible
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Take a Ride Reproducible
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Multiple Meaning Mobile Reproducible
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A Lot of Noun-Sense Reproducible
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Act Like an Animal Reproducible
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Character Portrait Reproducible
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Base Word Branch-Out Reproducible
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Word Breakdown Reproducible
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Word Math Reproducible
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