Teacher: Ms. Danica Lubbers
Date: November 13, 2013
Subject area/grade/: Reading/ 2nd grade
Title of Lesson Plan: Dictionary Skills
Materials: Dictionaries (enough to pair students or for each student), words to sort, Corn
Worksheet, blank line paper, markers, Brainpop video, scissors, glue, pencil, white board and
markers.
Objective/TEKS:
(b) Knowledge and skills.
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(D) alphabetize a series of words and use a dictionary or a glossary to find words.
Focus: The students will be able to know the different parts of a dictionary and how to use/find
the guide words, the part of speech, syllables, definition, and an example sentence.
Guided Practice: (Engagement) To get the students engaged into the lesson, I will make sure
that they know their alphabet. We will sing the alphabet altogether. I will then explain to the
students that it is very important to know your alphabet especially when using a dictionary. If
you need to find out how a word is spelled, knowing the first letter and what letters are next to it
are a very important first step. We will then go over what to do if you are trying to find two
words that have the same letters in them. Afterwards, I will go over some examples with the
students on the board. Together as a class we will put words in the correct order. (Explore) To
explore about why we need our dictionary skills, I will go over the different parts they will need
to know about a dictionary. Once the students are familiar, they will then watch a Brainpop video
called Dictionary skills. (Explanation) When the video is over, I will then create an anchor
chart with the class. In the anchor chart I will explain where guide words, word syllables, word
pronunciation, part of speech, definition, and example sentence can be found.
Independent Practice: (Elaboration) To elaborate more on our dictionary skills the students
will be completing a activity. The activity the students will be doing is putting a corn and its
stalk together. The student will first pick a word from the word bank on the board. They will next
find the guide words and then start to fill in the corn. When they have completed this, they will
cut it out and glue it together. After all the students have completed their corn, we will put them
together to make our corn patch.
Assessment: (Evaluation) To evaluate the students, they will be finding their spelling words in
the dictionary. They will be using a worksheet to guide them in finding the necessary
information they have learned in this lesson.
Closing: Once the students are done with their assessment, they will hand in their paper and put
away all their supplies to line up for specials.
Differentiating Instruction: To assist the visual learners I would make sure that their
dictionary’s had pictures in them and that they were able to see where they could find each part
they were looking for. To assist the audio learners, I would find a kid friendly dictionary online
to allow the students to hear the words.
Adaptation to Plans: To make some adaptations to this lesson plan, I would allow the students
to work in partners or in small groups to assist each other. Also, instead of giving them a choice
of what word to do, I would already have a word chosen for them.