Parsons

__ 2nd Grade Dictionary Lesson __

__ Pre-Assessment __ The students have been given a survey of five questions to help determine their background knowledge of the dictionary. The librarian has assessed the data and has decided to create a lesson on how the dictionary is used.

__ Standard(s) and/or Goal(s) __ // State Standards // CLE 3001.1.2- Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases. 3001.1.6 -Use print and electronic reference sources as aids in understanding all aspects of a word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). // AASL Standards // AASL-2004.1.1- Efficient and ethical information-seeking behavior - Candidates model strategies to locate, evaluate and use information for specific purposes. Candidates identify and address student interests and motivations. Candidates interact with the learning community to access, communicate and interpret intellectual content. Candidates adhere to and communicate legal and ethical policies.

// Goal // To help students learn to properly look up a word and its definition in a dictionary. __ Instructional Objectives __ The student will learn how to use a dictionary. The students will locate and define their spelling words using a dictionary. They will also demonstrate to the teacher how to look up a word in the dictionary. Students will be assessed using a work sheet. The librarian will also orally test each student individually. The student must get a 9/10 on the test to show mastery. The student must correct find a word in the dictionary for the librarian.

__ Materials, Media, and Other Resources __ 1. One pencil for each student 2. One worksheet of spelling words for each student. The classroom teacher should give the librarian the words that the students will have on their spelling test. 3. One dictionary for each student 4. One dictionary for the librarian 5. One whiteboard or interactive whiteboard

__ Set Induction __ The teacher will grab the students’ attention by asking them if they have ever heard or seen a word they do not know. Do the students know how to find out what that word mean?

__ Instructional Sequence __ 1. Have the students enter quietly and sit down in a seat at a table in the library. Each student should have a dictionary and pencil. 2. Using the whiteboard or interactive whiteboard create a KWL chart by dividing the board into three parts. 3. Remind the students that they took a short survey about the dictionary. Let them know that today they will be going over how to use a dictionary. 4. Have the students answer the question “What do you **k**now about using a dictionary?” Record the students’ answers in the first section on the board which is the K section. 5. Have the students answer the question “What do you **w**ant to know about using a dictionary?” Record the students’ answers in the second section on the board which is the W section. 6. Have the kids help pick out a word to look up in the dictionary. 7. Have the kids help you spell the word as you write it on the board. 8. Explain to the students that the dictionary is set up in alphabetical order so when they want to look up a word they have to look at each letter in the word to make sure they are looking up the right word. For example if they are looking up the word apple they first have to look under a, then ap, then app, etc. 9. Explain to the students that when they look up a word in the dictionary they will find a definition of the word which tells them what the word means. 10. Model how to look up a word in the dictionary by looking up the word that the class has chosen. 11. Model what a definition is by showing the students the definition of the word the class has chosen. 12. Have the students practice looking up words in the dictionary by looking up the word the class has chosen. 13. Have the students’ help you come up with three new words to look up in the dictionary. 14. Let the students have five minutes to practice looking up these new words from the board. Walk around the class and monitor student work. 15. Have a student helper pass out the spelling word worksheet. Let the students know they should complete this worksheet on their own. They need to write down the definition of each word. It will count as a daily grade of 10 points. 16. As the students are working on the worksheet, have each student come up and look up one of the words for you. The students should be able to look up the word without your help.

__ Closure __

The students will come back to board and help the teacher fill out the third part of the KWL chart. The L part answers the question, “What have you **l**earned?” The students should explain what they have learned about using a dictionary as well as how they can use a dictionary in real life.

__ Adaptations and Extensions __

1. For students who have visual impairments, the spelling words can be written on or projected onto the board. 2. For students who have trouble with the number of spelling words, fewer words can be provided on the worksheet. 3. For students with writing impairments, the teacher may test the student orally.

__ Assessment __ // Indirect // During the students’ practice time the teacher will go around and assess the students’ progress // Direct // The students will complete a worksheet and be tested orally by the teacher.

__ Reflection __ I have not taught this lesson yet.