Learning Area: Literacy
Timing: 10 minute activity
Curriculum Connections
Year Level : 1/2 composite
Topic: Dictionary Skills
Class Size: 23
RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts
Students begin to use a dictionary and gain an understanding of guidewords and headwords.
Students see that a dictionary is a ‘tool’ for them to use just as a builder uses a hammer to complete
the job.
 Students write up in their literacy work books a table, with columns headed Word; Page number;
Guideword; Headword.
 Students are able to find given words from their spelling list in their dictionary and enter in the
above information.
 Students can respond to questions such as: “Where can I find a guideword?” “What guideword is
on page 42?”
 Ask students what a dictionary is?
Prep
(negotiation)
 Ask students what do they use a dictionary for? How is it used?
 Ask students how they would find a word
Engagement:
Procedure &
position
Explain the “Hide and seek” activity. (See below) Demonstrate on the white/smart board or print out
Sitting on floor
how to prepare their books.
space, facing front. Set students to task.
Intended
learning
outcomes
Assessment
Move to desks and
group into literacy
groups.
Reflection: What was the best part of this activity? Was there anything hard about this activity?
What other way can we do this next time to make the hard parts easier? What can we use a
dictionary for?
Closure: Can they think of ways that a dictionary can help at home?
Ask students to return their literacy books to trays and go onto next activity.
Resources
Reflection
Evaluation
 Dictionaries
 Literacy work books
 Pencil, eraser
my personal reflection on completion - ePortfolio
 Pitching this as a game worked well.
 Having students rule up books took too much time from the activity
 Need to follow up on those students that had no guide words listed
 Need to clarify students understand what guidewords are used for not just what they were on a
specific page.
Hide and seek activity:
Choose a student to pick one word from their spelling words and ‘hide it in the dictionary”. Put our detective
hats on and lets see if we can all find it! Ready set go! Students use their dictionary to find the words using the
guidewords to speed up searches. Once the word is found, write this into their spelling books.We all compare
results.
Extension/Whole group activity:
 Think of a funny sentence using that word and write this into their books. Ask students what they have
come up with.
 Ask students (detectives!) how they found their words.
Moore_Rosemarie_s237568_ETP410_Assignment 1
Adapted from Forthcoming John Wiley publication, 2010. © Sally Godinho
Lesson Planning Checklist (Personal checklist – not intended for lesson use)
Have I consulted relevant curriculum organisers?
Mentor teacher
Are my learning objectives and/or purposes clearly
defined?
Clearly defined, although, implementation a little
shaky.
Have I determined students’ prior knowledge and
experiences of the topic?
Yes in prior knowledge questions (Year 2 proficient,
Year 1 developing skills).
Are there some opportunities for some student
input/choice?
If time allows, then allow students to choose the
spelling words they want to find.
Have I considered how I will set the room up and use
the learning spaces?
Working in literacy groups at desks – groups of 8
Have I thought about the grouping arrangements I will
use?
Literacy groups defined by ability.
Is my lesson content inclusive of all students in the
class?
With the use of shortest spelling words, and small
group work, this activity will encourage those that are
having difficulties to gain confidence. Although, those
that are competent in dictionary skills may find this
too easy.
Engaging students in this activity pretending they are
‘detectives’. May challenge those that are lacking in
skills with dictionary use.
Can add another requirement to activity. To use
words in a sentence for early finishers.
Having separate words means that the activity can
be stopped easily at any time.
Will my lesson both engage and challenge the
students?
Do the learning experiences cater for students’ abilities
different and learning styles?
Is the sequencing and timing of activities logical and
achievable?
Are the learning strategies appropriate for this class?
Have I prepared some open-ended questions to focus
discussions?
Developmentally and scholastically they are at the
stage where this activity is within their expected
abilities.
Asked during reflection of learning.
Have I created spaces for student questions?
End of instruction phase and throughout activity.
Have I checked the availability of resources and tested
equipment?
Dictionaries available – only need 8 as small group
activity.
Have I considered how I will draw closure?
To extend learning to home environment.
Have I considered how will I assess the students’
learning?
Both verbal questions and literacy work book
answers will be used to assess learning.
Have I included opportunities for students to reflect on
their own learning?
Asking students to reflect on what parts were easy or
hard and how to improve next time.
Moore_Rosemarie_s237568_ETP410_Assignment 1
Adapted from Forthcoming John Wiley publication, 2010. © Sally Godinho