Three-Tier Differentiated
Instruction
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
I.
II.
III.
alphabetize to the third letter and use simple dictionary skills (e.g., guide
words, pronunciation).
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
Tier One
Alphabetical Order
Tier one, the lower tier, of the Dictionary Skills lesson will be alphabetizing to the first
letter of a word. There are several cards containing 5 words (all beginning with a different letter)
that the students will choose at random in their groups. The worksheet provided each have 8
sections that look nearly identical to the word cards. In each of the sections, the students will
copy the number of the card into the circle on the top left corner (the number of the card is
similarly on the top left corner in a circle). The students will then alphabetize each of the 5
words in ABC order from top to bottom. If the student completes all 8 sections and the teacher
has checked their work to be sure they alphabetized correctly, they will be allowed to move on.
Using a similar set of cards and the same worksheet, the students will then alphabetize to the
second letter of a word. If they happen to complete all 8 sections with accuracy, they may move
on to alphabetizing to the third letter.
For the first 15 minutes:
braid · bread
braid
brain
bramble
bran
branch
breadth · bridge
brand
brass
brave
braze
bread
breadth
breaker
bream
breath
breech
page 1
breed
breeze
brew
briar
bridge
page 2
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.