Study Island
|Reading Lesson: Dictionaries |Grade Level: 2 |
|Lesson Summary: [Common Core Standard Lang. 4.e and 2.e] Students use glossaries and print and digital dictionaries to check the spellings and definitions of words|
|and phrases. Advanced learners compare entries from different dictionaries. Struggling students answer questions about dictionaries. |
|Lesson Objectives: |
| |
|The students will know… |
|how to find words in digital and print dictionaries. |
|how to use dictionary entries to check spelling and meanings of words and phrases. |
| |
|The students will be able to… |
|use print and digital dictionaries to find words. |
|use dictionary entries to find spellings and definitions. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Tell students that they will be learning how to use dictionaries. Read the title “I Raised a Great Hullabaloo.” Ask students to raise hands if they know how to |
|spell hullabaloo, and then ask if they know its meaning. Call on students to tell how they could find out the spelling and meaning. List their answers. Lead a |
|class discussion about dictionaries. Have students suggest dictionary uses, and write the correct answers on the board. Note students who do not contribute to the |
|discussion. |
|Whole-Class Instruction |
|Materials Needed: |
|computer and projector, “hullabaloo” dictionary page*, “I Raised a Great Hullabaloo*,” “The Panther*,” On Your Own worksheet*, dictionaries for each student if |
|available, paper and pencils |
|Procedure: |
|Presentation |
|Explain that people use dictionaries to find the correct spellings and the meanings of words and phrases. A glossary is an alphabetical list of new or difficult |
|words and their meanings. Glossaries are often found at the back of textbooks. |
| |
|Tell students that when they come across a word that they do not know, like hullabaloo, they can use a dictionary to find the meaning. |
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|Display the dictionary page master on the wall. Point out the guide words at the top of the page. Explain that dictionaries are in alphabetical order and guide |
|words are the first and last words on the page. All of the words on the page come between the guide words in alphabetical order. |
| |
|Call on a volunteer to find hullabaloo and read the definition. |
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|Read “I Raised a Great Hullabaloo*” to the students. Ask them to raise hands if they know how to spell waiter and write one of their misspelled suggestions on the |
|board such as waitor. |
| |
|As you display an online dictionary such as on the wall, tell students that digital dictionaries can be used to find the correct spelling and |
|meaning of a word. Explain the process of looking up a word while you enter the misspelling waitor. Point out that there are no dictionary results for waitor, but |
|the site provides a list of words that include waiter and waitress. Demonstrate the process of clicking onto an item. Have volunteers read the correct spelling |
|and definition for waiter. |
| |
|Guided Practice |
|Read “The Panther*.” Ask volunteers to locate the words peppered, crouch, and behold in the print dictionary. Have them identify the guide words on the page and |
|read the definition. |
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|Assist a volunteer in searching for anther in the digital dictionary. Have him or her read the definition and share other results of the search. Explain that poets|
|sometimes use made-up spellings to make poems fun to read. Discuss what word Ogden Nash is replacing with anther. |
| |
|Independent Practice |
|Give each student a dictionary and an On Your Own worksheet*. Explain the directions, and have students work in pairs or small groups if there are not enough |
|dictionaries. |
| |
|Closing Activity |
|Ask students to think of the new words they learned as you write them on the board. Have them explain what each word means and how they could use a dictionary to |
|understand the meaning. |
| |
|Have students think of any words they learned to spell, and list those on the board. Discuss how they used the dictionary to find and confirm the spellings. |
|Advanced Learner |
|Materials Needed: |
|two or more different dictionaries, “Adventures of Isabel*” |
|Procedure: |
|Give each student a different dictionary, and project or handout “Adventures of Isabel*.” |
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|Ask a volunteer to read the poem. Then have students look up the underlined words. Challenge students to see who can find the words first. Ask students to identify|
|the guide words and read each definition of the underlined words from different dictionaries. |
| |
|Encourage students to compare and contrast the different dictionary entries for the same word. |
|Struggling Learner |
|Materials Needed: |
|a copy of the Show What You Know! worksheet* for each student, a copy of the “telephone” dictionary page* or a copy of any dictionary’s page with telephone on it |
|Procedure: |
|Have students take turns reading lines of the poem. |
| |
|Guide students in answering questions on the Show What You Know! worksheet*. |
*see supplemental resources
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