Lesson Title
Building Vocabulary via Picture Books and Collaborative Book Talks
This lesson engages direct teaching and collaboration in small groups to build new understanding of
unfamiliar words while reading Just in Time Abraham Lincoln, by Patricia Pollacco.
Grade(s)
3-5
Recurring Lesson
Learning Objectives
Collaboration, Comprehension, Digital literacy, Listening, Oral communication,
Reading fluency, Vocabulary
Themes
Social studies / History
Keywords
Civil War, Antietam, Matthew Brady, Vocabulary Acquisition, Collaboration
Brief Description
This lesson encourages students to read and record unfamiliar words encountered during the reading.
Students will collaboratively define the words, and then add to classroom dictionary.
Overview
In this lesson students will read Just in Time, Abraham Lincoln in small groups. Students will each record
any unfamiliar word encountered during the reading on a note card. After completely reading the book
students will share the words they each recorded and work collaboratively to define the words and find
synonyms for the words. Students will use a dictionary to find the meaning of the word then put the
definition in their own words prior to entering it into the classroom dictionary. Students will also use a
thesaurus to find synonyms to add to the dictionary. Once the students agree on a clear definition then
they will add the new words and definitions to the classrooms Dictionary of Unfamiliar Words.
Featured Resources
http://dictionary.reference.com/
http://thesaurus.com/Roget-Alpha-Index.html
Use this online dictionary to define words and find synonyms for unfamiliar words.
Students will be given blank dictionary page for recording new words to be added into the classroom
Dictionary of Unfamiliar Words (see attached form).
From Theory to Practice
Orawiwatnakul, W. (2011). Impacts Of Vocabulary Acquisition Techniques Instruction On Students'
Learning. Journal of College Teaching & Learning, 8(1), 47-53. Retrieved from EBSCOhost.

Using task-based activities can improve students’ vocabulary learning and their confidence.

Teaching students to use context clues while reading improves their understanding of new
vocabulary.
Standards
1, 2, 3, 8, 11, 12
Resources
Materials and Technology: A copy of Just in Time, Abraham Lincoln by Patricia Pollacco for each
group, computers with internet access, a dictionary, and a thesaurus, overhead projector,
document camera, whiteboards and markers.
Printouts: Dictionary Of Unfamiliar Words (can be found on page 5)
Websites: dictionary.com (http://dictionary.reference.com/)
Thesaurus.com (http://thesaurus.com/Roget-Alpha-Index.html )
Estimated Lesson Time
60 minutes for 2-3 sessions
This is a reoccurring lesson that can be used with different text as often as seen fit by the teacher.
Student Objectives
Students will learn:
 meanings of unfamiliar words encountered while reading a text
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synonyms for unfamiliar words
how to find meaning of unfamiliar words
to restate definitions in their own words
to work collaboratively to complete a given task
write complete sentence using the word showing clear understanding of the meaning
use illustrations to define words
Preparation
1. Read the selected test, Just in Time, Abraham Lincoln and take note of words students may find
unfamiliar.
2. Have students grouped appropriately.
3. Get several copies of the text for each group, including the selected book to be read,
dictionaries, and several copies of the thesaurus
4. Make copies of the blank pages for the Dictionary of Unfamiliar Words, students will create a
rough draft prior to creating the final pages on the computer.
5. Reserve the computer lab for students to work on dictionary pages; they will need to have
internet available and a printer.
6. Have the blank Dictionary Page template bookmarked on student computers for their use in
creating new pages.
Instruction and Activities
Session 1
1. Introduce to the students the selected text. Instruct them that they will read this book in small
groups. Tell them that each of them should write down any word they are unfamiliar with while
reading the book. Tell the students the goal of the activity is to locate new words to add to the
classrooms Dictionary of Unfamiliar Words, which they have been adding to through the school
year.
2. Tell students to go to their assigned groups, each group will have a person who has the job of
recording the final list at the end of the first session.
3. The students then read the book together either Round Robin, Popcorn, or Choral Reading. This
can be decided by the group or teacher can direct them based on their abilities.
4. Each student is given an index card to jot down words they are unfamiliar with, this is done
individually, they may not all select the same words.
5. Once the text is read the students will look through the book again or reread the book if they
feel it necessary.
6. Once the reading is completed the students share the words they have recorded, making a list
of words they all included and a separate list of individually listed words. Students will then put
the list in ABC order and turn it into the teacher (one list per group).
Session 2
1. During this session the teacher will put all the different lists created by the groups up on the
overhead. Students will then compare the different lists, identifying the words listed in common
and words not included on each different list. The teacher will then help the students put
together a master list of all the words to be defined. The list will then be divided and a portion
of it given to each group.
2. Students will then go into their groups and begin the process of defining the words and finding
synonyms for them. Students will then get in pairs within their group, some will go to the
computers and use the websites and some will use the dictionary and thesaurus (this will be
rotated within the groups so all get to use the computer and book method of defining their
words)
3. Once all the words are defined then students work together and using their own words write
new definitions to be added to the classroom dictionary.
4. Once defined a sentence using the word is wrote to express clear meaning of the word.
5. One student will do the recording to be turned in. Students will use white boards to work on
composing the best definition and sentence then it will be recorded on the blank form to be
turned in to the teacher for editing.
6. This process may take one or two days depending on the number of words to be defined and
the ability level of the groups.
Session 3
1. Once all revisions are made to the rough drafts, the students then each go to the computer lab
and open the Bookmarked template and type up the new words to be added into the classroom
dictionary. Students are encouraged to find an image or use clipart to provide and illustration of
their words as well as a word definition and sentence. Each student has been assigned specific
words so they will not be entered more than once. Once the page is completed the students has
a peer check over it for errors then calls the teacher to check over it prior to printing.
2. Once the new words are completed they are added into the classroom dictionary and shared
with the class.
Student Assessment/Reflections
Students will be given a rubric that provides them with clear expectations for successful completion of
the assignment. (Attached on page 6)
Dictionary of Unfamiliar Words
WORD
DEFINITION
SENTENCE
SYNONYMS
OR
ANTONYMS
IMAGE
RUBRIC-DICTIONARY of UNFAMILIAR WORDS
TASK
1
Does not
participate.
2
Participates some.
3
Participates well
with others in the
group.
4
Participates well
and helps others
be successful
within the group.
Participates in
reading of the
text.
Participates in
finding of words to
be defined.
Works with group
to rewrite
definitions and
sentences.
Completes
assigned words in
computer lab.
Helps edit and
revise with peers
in the group for
final production.
Comments:____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Final grade_____________________________
Extension Activities
Using an interactive on readwritethink.org students can write a comet strip about the story using
the unfamiliar words in the text.
http://www.readwritethink.org
/files/resources/interactives
/comic/

Students could extend their learning by creating character trading cards about the main
characters in the text they read
http://www.readwritethink.org
/files/resources/interactives
/trading_cards/

Students could research people, places and events read about in the text such as
Matthew Brady the Civil War photographer, Antietam, Abraham Lincoln and give a presentation
to the class.