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Dictionary Skills
Whitney Harold, Katie Cumberledge, Sara Tulley Spring 2013
This packet includes information about tiered instruction and three activities that are designed for each tier.
Dictionary Skills This packet focuses on the following WVCSO: RLA.O.3.2.10 alphabetize to the third letter and use simple dictionary skills (e.g., guide words, pronunciation).
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Classroom Demographics a. 22 students i. 13 females 60% 1. 3 female African American students ii. 9 males 40% 1. 2 males African American students Instructional Time a. Low tier i. 30 minutes b. Middle tier i. 30 minutes c. Upper tier i. 30 minutes Instructional Levels a. Low tier i. Alphabetization b. Middle tier i. Guide words c. Upper tier i. Independently accessing dictionary entries
Using a dictionary, have the children find any word, this does not have to be a specific word. Then have the children tell you what the guide words are on that page. Ask them to take the two guide words and the word they found and put them in alphabetical order. For example: (What you might say is in red) Find a word in your dictionary. o The child finds the word brain. What are the guide words on that page?
Child says: braid and bread. Please put brain, braid and bread in alphabetical order. o Child does. Tell me the words in alphabetical order o Child says: braid, brain, and bread.
o
You can continue this by explaining that all of the words on the braid/bread page will fall in between the two guide words. For the second 15 minutes: Each student in this group will be given a card with a dictionary word on it. Cards with different sets of guide words written on them will be taped or displayed around the room. When the teacher signals for them to start, students will match the word on their card to the proper set of guide words. Students will continue to perform this activity with as many words as time allows. This is an interactive way to teach the concepts of guide words and familiarize students with alphabetizing words.
Upper-Tier Activity 30 Minutes In this tier, students are working on independently finding dictionary entries (definitions, part of speech, use of word in sentences, etc.). Students will be assigned a word to look up and they will create a graphic organizer using the information. The words will be people centered and revolve around occupations. The students will use classroom dictionaries to complete the assignment. Students will be using their knowledge of alphabetical order and guide words to find entries in the dictionary and use the information. A completed example of the graphic organizer is included as well as materials to use in the classroom. The teacher may make copies of these sheets and either have the students cut out the diamonds and bowties themselves or do it before class. The teacher will also need strips of paper, glue sticks and crayons or colored pencils. The following is the procedure/rules for students in the activity. 1. Read all directions first. 2. Your teacher will pass out all of your materials. Do not touch your materials until she/he says to do so. 3. You will be given several bowties; one will have a word on it. 4. This is the word you will be researching using a classroom dictionary. 5. Using your knowledge of ABC order and guide words, find the word. 6. Read everything about the word in its entry. 7. On the diamond, draw a picture of your word. 8. On one bow tie, write the part of speech. On another the definition, on another write a synonym for the word (if your dictionary does not include synonyms, write the page number for the entry). 9. You may only use a paper dictionary; you may not use the internet. 10. When you are finished, raise your hand and wait for further instruction from your teacher.