Dictionary Skills

Students’ Learning Outcomes

·         Recognize alphabetical arrangement of words in a glossary or a dictionary.
·         Locate an entry for a word in a glossary or a dictionary.

Information for Teachers

·         Learning how to use a dictionary can be stimulating dexterity for children. Dictionaries open the door to learning all sorts of words that can be critical to thoughtful sentences and unfamiliar phrases.
·         A dictionary is countless help for everyone, especially students who are knowledge a language and who are absorbed in language learning. It is also helpful in inspiring our vocabulary. So, remember to bring a dictionary with us every time when we come to class
·         A glossary is a list of alphabetically arranged, often difficult or specialized words with their definitions or meanings often placed at the back of a book.
·         When giving practice words for locating words, keep in mind the level of students. Try to use their textbook (English, math or science) to find the words for demonstration.
·         An entry word is a word entered in a list or book; especially: a word in boldface that is being explained in a dictionary.
·         A dictionary is divided in to three parts. A beginning, middle and end.
1.       Beginning of dictionary  is letters A –H
2.       Middle of the dictionary is letters G-L
3.       End of dictionary is letters M-  Z
·         Make the students do practice of alphabetizing with more words from the textbook. The activities given in the lesson can be taken as examples.
·         While teaching the lesson, consult the textbook at all steps where required.
Material / Resources
Chalk/marker, board, textbook, charts, old cartoons/packs/shoe box card, etc.

Worm up activity

·         Prepare the letter cards before the class starts. Use old cartoons/packs/shoe box to make cards. The letters written on the cards should be readable from the distance.
Ø  Make the following 5 cards:
Ø  Paste the cards on the walls in the classroom at distance and height.
Ø  Then ask the students to assemble under the letter card which has their name’s first letter. Give only one minute for this. Ask the students under each card to quickly tell their first name so everyone in the class checks that they are standing under the right card.
Ø  Now ask how they will find a student quickly whose name starts with the letter “M”. (Answer: Under the letter card which has “M” in it)
·         Tell the students that dictionary is also arranged according to sequence of all letters of ABC. This is called alphabetical order. It helps to find words in the dictionary fast.
·         Tell the class that the alphabetical order is very important while using the dictionary and glossary.
·         Explain the concept of a glossary and why it is there in the books.
·         Tell them that there are many books which have no glossary, but many of them do have.
·         Give examples and show a few books without a glossary and a few with it.

Activity 1

·         Tell the students that alphabetical order of first, second and third letter is really important while using dictionary. Ask them about their previous knowledge of alphabetical order.
·         There are many words which have the same first and second letter, so you have to check for the third letter to find out the particular word.
·         Alphabetize the words with the same first letter.
·         Ask the class to tell you any five words starting with the same letter. (For example: bat, bin, basket, bulb, blue)
·         Write the words on the boards.
·         Now call a student to underline the second letter in all the five words.
·         Now call another student to arrange the words by “abc/alphabetical order” of the second letter. Let be the class help and check the student who is arranging the words in alphabetical order.
·         Guide the students if they are unable to do it.

Activity 2

·         Ask the class to tell you five words with first two letters same. (For example: book, boil, bone, bore, bottle)
·         Do this activity in the same way as done in activity 1. But this time ask them to underline the third letter.

Activity 3

·         Bring dictionary to the class.
·         Ask the class to observe alphabetical arrangement in the dictionary.
·         The new words and their meanings from the next lesson of the textbook can be searched.
·         The group/pair of students can find and write the words with their meanings on the board.
·         Then write the following question on the board and help the class doing it with understanding.
·         Q. Write the dictionary entry word you would look up to find each word below:
1.       Pinned _______, 2. Skipped ______, 3. Stopped _______, 4. Planned ______, 5. ______,
Sum up / Conclusion
·         Ask/discuss the following question:
1.       What is the importance of a dictionary?
2.       How learning alphabetical arrangement can be helpful?
3.       What is an entry word?
4.       Ask questions from the exercises given in the textbook.
·         Write the following words on the board.
·         Ask the students to tell which word of each pair will come first in the dictionary.
·         Exercises given in the textbook for this topic can also be used as assessment.
Follow up
·         Keep a dictionary in your English class and make a student responsible to find and write the meanings of the new words every day. The students can take turns according to their names in attendance register.

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