Vocabulary Flip Chart

Transcription

1 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: L 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 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L 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 to download Really Good Stuff Teaching Guides. All teaching guides can be found online. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

2 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 to discuss the word, look it up in reference materials if 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. Checkmarks show how well a student knows a word. As an alternative group format, poll students on each skill, asking for a show of hands. Record the number of students who have seen the Do You Know This Word? word, and so on, in the blue boxes. After vocabulary study, poll students again on L a Use sentence-level context the skills can say, can define, and can as a clue to the meaning of a word use in a sentence. See if the numbers go or phrase. up. If not, further study is needed. Use the Frayer 4-Square Model to analyze one term or concept at a time. This organizer provides plenty of space to model recording attributes of the word or concept in order to clarify its meaning. This is especially helpful for teaching academic vocabulary, 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 words before consulting a dictionary. Characteristics : List qualities associated with the word. If the word is an animal, this might be behaviors or physical characteristics. If the word has various meanings, discuss them; however, it s often helpful to focus on just one meaning for the overall activity, such as the meaning of the word in the context of reading materials. Examples can be example phrases or meanings. If studying a concept, you can include examples of items that fit in the concept category, especially examples from the students own lives, or a drawing. Non-examples refers to words, concepts, or things that either don t fit in the named category or mean the opposite. Or you can poll the group on their word knowledge. The Blank Frayer 4-Square Model opens up the lesson to whatever type of word analysis you want to do with your students. Sample Word Attributes for the Blank Frayer 4-Square Model Vary 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 2 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

3 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 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 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. 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 Synonym Stink Bug L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. L.4.5 Demonstrate understanding of figurative 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). words are alike and different. You might also want to make a linear array from some or all of the words in order to explore degrees of meaning. See the description of ARRAYnge It! for more information about arrays. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

4 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 when students are using reference materials. Sometimes it will be obvious when students have found synonyms in a thesaurus without understanding their meaning. Ask students to think about whether they can refine some of their choices with better synonyms or antonyms for the word. The linear array is a structure that we can borrow from mathematics in order to explore vocabulary. An important skill for advancing students writing ability is understanding degrees of meaning. Sometimes the nuances are subtle, such as in the difference between content and happy. Placing words on a continuum that represents an increase and/or decrease in intensity of meaning creates an important dialogue for vocabulary Three-Eyed Monster L.4.5 Demonstrate understanding of figurative 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). ARRAYnge It! L Demonstrate understanding of word relationships and nuances in word meanings. b. Distinguish shades of meaning among closely related verbs and closely related adjectives. 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 in the dream bubbles above the beds. As a final, optional step, organize each list of four words, along with the snoozer word, in an array in the spaces at the bottom. The shapes (star, square, etc.) tell you which line to use for which snoozer. No More Snoozers L Demonstrate understanding of word relationships and nuances in word meanings. b. Distinguish shades of meaning among closely related verbs and closely related adjectives. Brainstorm colorful synonyms for overused words. 4 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

5 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 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 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. 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. Record vocabulary for different areas of meaning. Write up to three different meanings with sample sentences. 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 (e.g., cactus), but students could try to imagine those experiences. When finished filling in the table, have the group use the generated responses to help you write a sentence or two at the bottom. A Lot of Noun-Sense L.1.5.a Sort words into categories to gain a sense of the concepts the categories represent. L.2.5.a, L.3.5.b Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Generate descriptive vocabulary and noun study. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

6 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 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 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 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. 6 Helping Teachers Make A Difference 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 Really Good Stuff Made in China #305635

7 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 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 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. Related Really Good Stuff Products Snoozers Activity Journal: Wake Up Your Vocabulary (#305603) My Writing Words Journal (#303531) Vocabulary Lift-Off Folder (#305605) Reading Comprehension Flip Chart (#304362) All teaching guides can be found online. Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

8 Do You Know This Word? Reproducible 8 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

9 4-Square Model Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

10 Blank 4-Square Model Reproducible 10 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

11 A Word From My Reading Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

12 Synonym Stink Bug Reproducible 12 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

13 Three-Eyed Monster Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

14 ARRAYnge It! Reproducible 14 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

15 No More Snoozers Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

16 Take a Ride Reproducible 16 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

17 Multiple Meaning Mobile Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

18 A Lot of Noun-Sense Reproducible 18 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

19 Act Like an Animal Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

20 Character Portrait Reproducible 20 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

21 Base Word Branch-Out Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #

22 Word Breakdown Reproducible 22 Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #305635

23 Word Math Reproducible Helping Teachers Make A Difference 2013 Really Good Stuff Made in China #