Rein: Lesson plan elementary placement
General Information About The Lesson
Your Name: Kimberly Rein
[Name of Class in which you are enrolled]: Class Number and Section of class
6500/6520 Elementary placement
Title of Lesson:
Title: Dictionary Drills
Subject: Dictionary/Encyclopedia
Book Title, Author, and Summary being Used for the lesson (if you are using a trade
book as a resource] Dictionaries
Target Grade Level/Subject Grade: 3/4
Lesson Description: A brief paragraph describing the lesson
Standards That Support Objectives/Goals
Grade: 3
TN SPI: Standard 1 & Standard 2
4-lll.C.2 - The student will use a dictionary.
4-lll.C.2a - The student will locate the correct spelling of a word.
4-lll.C.2b - The student will use guide words.
4- lll.C.2c - The student will find definition and select correct meaning of a word.
Common Core:
Informational Text Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
AASL
CC.3.L.2.g Conventions of Standard English: Consult reference materials, including
beginning dictionaries, as needed to check and correct spellings.
CC.3.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the
meaning of a word or phrase.
Big Six objectives
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
Learning Objectives of the Lesson
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Rein: Lesson plan elementary placement
Objectives:
1. The student will use the guide words to find the correct spelling of a word.
2. The student will read the definition(s) and select the correct definition for the word as it was used in
the sentence given.
Materials & Resources
1. Classroom set of dictionaries that are all alike.
2. Lists of vocabulary words for students to look up. (Make sure all of these words can be found in the
dictionary the students are using.)
3. A sentence to go with each word.
4. A piece of paper and a pencil to keep score of the points each team has scored.
Set
Introduction:
1) I will ask each student to use a thumbs up/down if they have heard of these words: guide words,
pronunciation, part of speech, synonyms.
2) Each student is given a dictionary and a few minutes to look at it and familiarize themselves with
it.
3) I divide the class into two groups by having the students count "one" and "two" all around the
room. Then I ask the "ones" to sit along one wall and the "twos" to sit along another one
opposite the first group.
Activities & Procedures
Content:
I announce that we are going to have a dictionary drill. We briefly talk about guide words and
how they are used to help you find what you want quickly. I caution the students to listen
carefully to the sentence to determine which meaning they will want to use. And I tell them to
think about where their word falls in the alphabet. If the word is near the beginning of the
alphabet, they would open the dictionary near the beginning. If their word starts with a letter near
the end of the alphabet, they would open their dictionaries near the back, and so on. Then I
explain the rules of the drill:
1. Dictionaries are to remain closed until the "search" command is given. No fingers are markers
of any sort may be kept in the pages.
2. The word is pronounced, a sentence is read, and the word is pronounced a second time.
3. At the command "Present" they are to get their dictionaries ready.
4. At the "Search" command, they may begin to search for the word given.
5. The first person to raise their hand gets to read the definition they have found. If the definition
they read is the correct definition, their team gets a point.
6. If they read a definition that is incorrect (wrong word, or wrong usage), the first person to
have raised their hand for the other team gets a chance to win the point.
7. The winning team is the team with the most points at the end of the class period.
Guided:
Librarian will be giving the words and sentences, watching the teams to see which team has a
hand raised to answer the question, and will be the official score keeper.
Students will be searching their dictionaries for words and definitions, raising their hands when
they have found them, and reading the definitions if they are the first person to find the definition
Assessment
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Rein: Lesson plan elementary placement
Students will become adept at finding the words quickly using the guide words. They will become
discerning in selecting the meaning of the word as it was used in the sentence given. The more practice
they are given, the quicker they can find the word and definition.
Accommodations for
Physically impaired students,
English language learners,
Gifted students,
Developmentally impaired students,
Diverse learners
Remediation
Reteach with one on one instruction. The students who mastered the skill will have an
individual assignment with dictionaries the next time they meet. The ones who didn’t
master the standard will work with me at a back table to review the use of guide words
and selecting the correct definition of a word using context clues.
Attachments
(worksheets, rubrics, tests, etc. that are used to assess progress of the students)
List of words and sentences: Lists. First word underlined is the search word
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