ARRAYnge It!™ Vocabulary Cards: Primary
Linear arrays are visual representations of degree (along
a continuum) that help students examine subtle
distinctions in word meanings. Arranging words along a
continuum is useful when comparing words or concepts
that vary by degrees. This technique can be used by all
grades and all types of students. For the kit we’ve
chosen words your students see in their reading to
replace overused words (such as said and nice) in their
writing and speaking. The far-left word is the least
extreme or first in order, the far-right word is the most
extreme or last in order, and the center word is general or
the middle point(s) in order.
Congratulations on your purchase of this Really Good
Stuff® ARRAYnge It!™ Vocabulary Cards: Primary, a
motivating activity that boosts vocabulary skills—a
predictor of reading success—and language
development. In this verbal, kinesthetic activity, seated
students arrange 5 standing students’ words in a linear
array according to their order or degree of meaning.
ARRAYnge It!™ Vocabulary Cards: Primary may be used
as a high-energy, whole-class activity (stand-up) and an
engaging independent or small-group activity
(sit-down).
Objective
Students will read 5 words and verbally demonstrate
understanding of word relationships and nuances in word
meanings and come to appreciate that closely related
words have shades of meaning and order. Students will
identify real-life connections between words through
collaborative conversation and record their linear arrays
on the included reproducibles.
ARRAYnge It!™ Vocabulary Cards: Primary provides your
students with the opportunity to get up, get moving, and
verbally share examples and experiences, making vocabulary
study everyone’s favorite part of the day. Wearing the
Literacy Labels engages students, anchors them in their
roles, and adds novelty to what might otherwise be a
traditional lesson. The reproducibles provide all students
with a purpose and a visual scaffold to solidify the concepts
and words, and they hold students accountable in
documenting their work.
Meeting Common Core State Standards
Students will demonstrate understanding of word
relationships and nuances in word meaning. This type of
vocabulary practice in working with grade-appropriate
words encountered through reading and listening helps
students meet grade-level expectations and prepare for
standardized testing.
Students Want to Know
Explain the purpose of using linear arrays in vocabulary
study (as mentioned above). Share the reasons (explained
below) that being familiar with many words enables us to
clearly communicate in speaking and in writing.
This Really Good Stuff® product includes:
• 150 Vocabulary Cards (30 numbered sets with 5
Cards each)
• 30 Tabbed Dividers with Answer Guide on each
• 5 Wear-A-Word Literacy Labels (sold in the Kit)
• 1 Storage Box
• This Really Good Stuff® Teaching Guide with
reproducibles
Exactness of Meaning
Using just the right word that precisely expresses your
meaning is more effective than using a general or boring
word. A statement such as, "There was a smell in the
room", doesn't tell how you reacted to it. Dictionaries are
useful to find synonyms; the meaning of smell ranges
from fragrance to stench, including scent, odor,
redolence, bouquet, fetid, and so on. Each word provides
a more exact descriptor than the word smell. So, was the
smell a fragrance or a stench? Choose your words
carefully! The more words you know, the better you will
express yourself.
Overview
ARRAYnge It!™ Vocabulary Cards: Primary is based on
the vast research which indicates vocabulary knowledge
is among the best predictors of reading achievement and
that effective vocabulary instruction needs to be active,
interactive, daily, and varied. Learning best occurs in
social interaction where there is dialogue and where the
learner engages in purposeful talk negotiating meaning.
Clarification of a Concept
Sometimes a single word does not present the exact
idea you have in mind. One way to clarify your meaning is
to use more than one word. Using synonyms that are
This kit provides an instructional design that allows
students to verbally and physically manipulate word
concepts and apply critical thinking skills daily for 10 to
15 minutes or more.
Helping Teachers Make A Difference®
All teaching guides can be found online:
© 2011 Really Good Stuff
®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304869
ARRAYnge It!™ Vocabulary Cards: Primary
approximate in meaning is a good technique to describe
your idea better. Each time you refer to the idea with a
different word, your reader’s or listener’s conception of it
gets more specific and clear. For example, “She was shy,
always bashful with friends, and fearful around new
people. Classmates would tell the substitute teachers
that she was timid and not to call on her.” These
synonyms convey more meaning than just the word shy.
We Need to Know Lots of Words and We Need to Talk!
Most people use only about 2,000 to 3,000 different
words. A college graduate might use 5,000 to 6,000,
and people with or without a college degree can recognize
and understand at least twice as many words as they
normally use. Vocabulary is a predictor of reading
success and the bridge to comprehension. Collaborative
conversations around word meaning are key to generating
ideas and constructing understanding. So, we need to
speak to one another about things we learn so that we
can build our vocabularies and better understand what
we’re learning.
Management
• Make copies of the reproducibles and this Really
Good Stuff® Teaching Guide for future use, or
download copies from our Web site at
www.reallygoodstuff.com.
• To save on copies, cut sheets for small-group or
individual work. Use one whole sheet per student for
working with multiple sets of words. We recommend,
as an alternative and good practice (as well as a
record for conferences and progress monitoring),
that your students keep a vocabulary notebook for
all their word study and ARRAYnge It!™ Vocabulary
Cards: Primary words. Once your students
understand the reproducibles, they can make their
own arrays in their notebooks.
• Place the numbered Vocabulary Cards behind their
matching numbered Tabbed Dividers. Cards within a
set may be in random order.
• Store the Literacy Labels near the Box, wrapping
lanyards around each to keep them from tangling.
• When finished using ARRAYnge It!™ Vocabulary
Cards: Primary, demonstrate how to replace Cards
behind the proper Tabbed Divider and put the
Literacy Labels in their place.
• Provide a foundation and guidelines for student
conversation within partnerships and in groups so
that students engage appropriately and within your
noise-level expectations.
Helping Teachers Make A Difference®
ARRAYnge It!™ Reproducibles
Encourage students to record their words on the
reproducibles provided in this guide or in their word study
notebook (not included). Students complete the Concept
line with the word or phrase (found on the Tabbed Answer
Guides) that describes the target linear array. On
ARRAYnge It!™ Reproducible #1, students simply fill in the 5
blanks with words in the order they believe the words should
appear based on order or degree of meaning. The most
extreme words go at each end and the most general word
goes in the middle. With ARRAYnge It!™ Reproducible #2,
students record brainstormed words or the 5 words from
their small-group activity in the Word Bank box.
Introducing ARRAYnge It!™ Vocabulary Cards: Primary
First define shades of meaning, or degrees of meaning,
and linear array, or continuum. Explain why it is
important to build our vocabularies (using the examples
and information above). Tell students that today they
are going to learn some new words in a fun, interactive
way where they will have the chance to get up, talk, and
share their opinions about word meanings and the order
in which the words fall in a linear array. Tell students they
will be given five words that are related and their job is to
rank the words by degree, intensity, or order. The far-left
word is the least extreme or first in order, the far-right
word is the most extreme or last in order, and the center
word is general or in the middle. Post a sample linear
array on the board such as:
baby child parent grandparent great grandparent
(to show order)
or
fade
doze
crash
snore
hibernate
(to show degree of meaning)
You may post the words on cards, scrambled, and have
the class suggest their proper order, gaining some
practice in working with a linear array.
Begin by modeling the activity with the help of five
students, discussing every step with your class. If your
class is talkative and students freely participate, you
can simply allow for free-flowing conversation where
students speak when they have an idea. If your class is
quiet and you have some students who rarely verbally
participate, you need to have a protocol for sharing
ideas, such as rotating who speaks—one group or row at
a time—making sure everyone gets a chance to share.
1. Choose one numbered set from your Box and the 5
Literacy Labels for play. Put the five Cards in any order
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304869
ARRAYnge It!™ Vocabulary Cards: Primary
in the 5 Literacy Labels, and keep the Tabbed Answer
Guide for reference.
2. Give each of the 5 students a Literacy Label to
wear, and instruct them to stand in random order
facing the class.
3. Give each seated student ARRAYnge It!™ Reproducible
#1 for your first day. (You may decide to use
ARRAYnge It!™ Reproducible #2 later, when students
brainstorm more words and record them in the box.)
4. At this point, decide whether you will tell the class
the concept or have the class determine the concept
after reading the 5 words.
5. Have seated students volunteer to read the words
aloud.
6. Tell seated students to turn and talk to their partner
about which word is the least extreme, the most
extreme, and which word is general or goes in the
middle. They may also determine the concept at this
point if you haven’t revealed it.
7. After a short time, call on students to share their
thoughts and ideas about the order of the words. If
students do not begin pointing and explaining where a
word belongs and why, you can facilitate by asking
questions:
Which word(s) told you immediately what the concept is?
Which word seems most/least intense or extreme to you?
Is there a word you have not seen before?
Are there words that are so similar that you are unsure
of their placement in the linear array or continuum?
8. Students share their ideas about the words and where
they belong and why. You may need to ask them Why?
if they don’t offer their reasons. It is important that
students provide the rationales for their opinions. It is
in this thinking and explaining where the connections,
examples, and experiences—the purposeful
conversation—occurs.
9. During the conversation and movement of words (and
students), seated students are recording the words
on their reproducibles.
10. After 5 to 15 minutes of conversation and directing
the 5 standing students to move around in the linear
array, your class may reach a consensus and you may
consult your Answer Guide and share it. If students
disagree with the answers, invite further discussion.
11. If time permits, play another round using a different
numbered set, and select five different students to
wear the words.
12. Collect completed reproducibles.
Helping Teachers Make A Difference®
Differentiate
Whole Class
Take-Two
When introducing a new, difficult, or unfamiliar concept with
your class, select just 2 students to wear the first and
last Word Cards according to the Answer Guide. Seated
students then brainstorm ideas for the missing words and
record their ideas on ARRAYnge It!™ Reproducible #2.
Discuss students’ suggestions and determine which words
fit into your concept’s linear array.
Turn-Around
You may have 3 other students stand in the correct order
between the two extremes, facing the board (turned away
from seated students), and direct them to turn around,
revealing their word, if their word is called out. Seated
students record their word ideas on ARRAYnge It!™
Reproducible #2.
Small Group
First, Last, Middle
For students who find that 5 words are too many to
arrange into a linear array, present only the first, last
and middle Word Cards to them. Refer to the proper
Tabbed Answer Guides for the sets you wish to use. For
students who need more support, present just the 2
extreme Word Cards (first and last words on the Answer
Guide) and discuss.
Variations:
Sit-Down ARRAYnge It!™ (Individual, Pairs, or Small
Groups)
Materials: One numbered set of Vocabulary Cards and
Tabbed Answer Guide, ARRAYnge It! ™ Reproducible #2 or
a word study notebook (not included), and a pencil for
each student. The Literacy Labels are not necessary in
this version as the Cards are played on a flat surface.
Students work individually, in pairs, or in small groups to
order a set of words on a table.
To ensure that each student in partnerships and small
groups participates in building the linear array, deal the
Cards as evenly as possible among the students. One
student may hold the Tabbed Answer Guide to reveal the
Concept at the onset, or students may determine the
Concept on their own, using the Cards for context clues
as they play.
1. The first student reads his Card aloud and places it on
the table.
2. Going clockwise, the next student reads her Card and,
depending on how it relates to the previously placed
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304869
ARRAYnge It!™ Vocabulary Cards: Primary
Card, places it before or after the first Card.
3. As Cards are presented, students provide examples or
experiences to defend their placement. For example, “I
think devour is the most extreme word because we can
chow, as in eat a lot quickly when we’re really hungry,
but a lion devours its prey, which is much more serious
eating than just chowing.” Discussion should be
focused and lively.
4. Students record the linear array during or after play to
document their work. Have students use the Word Bank
Box on ARRAYnge It!™ Reproducible #2 to jot down a
proposed order for the words and the blank lines for the
final solution.
5. When there is consensus or if consensus seems
impossible, refer to the Answer Guide for guidance.
Remember that the answers are suggestions, and
groups may have good reason to change the order
presented on the Answer Guide.
6. Students may play another set if time permits.
7. Replace the materials in their proper numerical order in
the Storage Box.
8. Collect the completed reproducibles.
Extension
Make Your Own Linear Array Word Sets
Have students keep a word study notebook of boring,
overused words or words that lend themselves to
ordering by size, chronology, position, or intensity.
Students can then create a list of alternatives for
boring words or a list for ordering words. Students
present the 5 synonyms to the class or small group
for discussion, and when a consensus is reached
(other students may offer more effective words),
create 6" x 4" word cards and a tabbed divider to add
to your ARRAYnge It!™ Vocabulary Cards: Primary.
Related Really Good Stuff® Products
ARRAYnge It!™Vocabulary Cards: Pre-K (item #305055)
ARRAYnge It!™ Vocabulary Kit: Pre-K (item #305030)
ARRAYnge It!™ Vocabulary Kit: Primary (item #304867)
Wear-A-Word Literacy Labels (item #304512)
SyllaScramble™ Gr 4-6 Cards (item #304770)
SyllaScramble™ Gr 4-6 Kit (item #304868)
SyllaScramble™ Grades 1-3 Cards (item #304732A)
SyllaScramble™ Grades 1-3 Kit (item #304866)
Answer Guide
The lists in this Guide are not the only solution to the linear arrays, but rather a suggestion for how the linear arrays
may look. Students should be encouraged to defend their rationale for where a word goes in the linear array based on
examples and experiences they share in discussion.
Set
Concept
Word Cards
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
said
reading/writing
mad
red
nice
movement
happy
flower cycle
throw
pretty
story order
sleep
good
dressing
confused
asked
shake
laugh
travel
nice
mean
schooling
eat
watercraft
delicious
cold
time
frequency
community
slow
whispered
letter
cranky
blush
decent
scoot
content
seed
toss
fair
first
fade
fine
suit
fuzzy
wondered
wobble
grin
sleepover
thoughtful
blunt
preschool
sample
raft
tasty
cool
second
never
neighborhood
inched
Helping Teachers Make A Difference®
mumbled
syllable
annoyed
pink
good-natured
crawl
pleased
sprout
pitch
polished
next
doze
commendable
shoes
puzzled
inquired
rattle
giggle
visit
good-hearted
stern
elementary
slurp
jet ski
appetizing
crisp
minute
seldom
town
slithered
told
word
upset
rose
thoughtful
toddle
cheerful
seedling
launch
lovely
then
crash
exceptional
coat
baffled
requested
tremble
snicker
jaunt
hospitable
harsh
middle
munch
skiff
divine
chilled
hour
often
county
slinked
growled
sentence
seething
brick
charming
stroll
delighted
bud
chuck
gorgeous
after
snore
memorable
hat
stumped
nagged
jolt
chuckle
journey
tender
nasty
high
gobble
submarine
luscious
frosty
day
regularly
state
plodded
shrieked
paragraph
raging
blood
lovable
sprint
overjoyed
flower
fire
radiant
finally
hibernate
legendary
gloves
lost
pleaded
quake
howl
voyage
doting
vicious
college
feast
barge
scrumptious
icy
week
eternally
country
staggered
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304869
ARRAYnge It!™ Reproducible #1
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304869
ARRAYnge It!™ Reproducible #2
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304869