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Dictionary Skills—What’s the Meaning of This!
Subject Area:
Language Arts
Grade Level(s):
6-8
Duration of Activity:
Three to five, 50-minute class periods
Description of Activity:
The students will review the parts of dictionary definitions and compare the information found in one dictionary with the information found in a thesaurus. In cooperative groups of two to three, students will create, save, and print mini-dictionaries using dictionary-related terms provided by the teacher and word-processing software. Clip art objects, graphics downloaded from the World Wide Web, or student-created illustrations created using traditional media and scanned into digital format will be used to illustrate the mini-dictionaries. Students will include all appropriate definitions, part(s) of speech, syllabication and pronunciation, etymology, synonyms, and antonyms for each word in their mini-dictionaries.
Objectives:
- Students will recognize the functions of dictionaries and the types of information available in those dictionaries traditionally used in schools.
- Students will learn the differences between dictionaries and thesauruses and discuss those differences as a class.
- Students will recognize synonyms and antonyms in dictionary definitions.
- Students will access and use online dictionary resources.
- Students will create and print mini-dictionaries using word-processing software, clip art objects, graphics downloaded from the World Wide Web, and/or illustrations they create themselves.
Materials/Equipment:
- Computers with Internet access, two to three students per computer
- Print copies of student dictionaries
- Print copies of thesauruses
- Bookmarked online dictionaries loaded on each student computer
- Computer diskettes, one per group
- Scanner (optional)
- Handout 1: Creating a Mini-Dictionary
Prerequisites (skills or background needed):
- Basic skills of accessing and navigating the World Wide Web
- Basic keyboarding skills
- Basic knowledge of how to use word-processing software
- Basic understanding of the parts of speech
Procedure
Teacher Component:
The teacher will
- introduce the class to the different components of a traditional student dictionary entry including definition(s), part(s) of speech, syllabication, pronunciation guide, etymology, definition(s), synonyms, and antonyms using both print and online resources. Use a print dictionary and a FlexCam with large-screen monitor or projection device to demonstrate how to recognize these component parts when reading a dictionary entry.
- explain how to divide words into syllables, how to find the word origin, and how to determine the pronunciation of a word.
- compare the entries in a thesaurus with those in a dictionary.
- compare traditional dictionaries to some of the specialized dictionaries available online.
- explain when each of these reference resources should be used.
- bookmark several online dictionaries on student computers prior to class. [See Using Favorites/Bookmarks in the K-12 Classroom.]
- provide the students with a list of dictionary-related terms. The list might include the following words:
- antonym
- synonym
- syllable
- thesaurus
- dictionary
- etymology
- definition
- pronunciation
- idiom
- phonetics
- divide the students into groups of two to three and ask each group to create mini-dictionaries composed of the terms on the list above or an appropriate list selected by the classroom teacher.
- ask the students to follow the guidelines on Handout 1: Creating a Mini-Dictionary when they create their dictionaries using word-processing software such as Microsoft Word.
- allow time for the students to create their dictionaries as well as to present them to their classmates.
- assist the students as they print copies for each member of their respective groups.
Student Activities:
The student will
- review the different components of a traditional student dictionary entry as the teacher defines them and displays examples in class.
- review syllabication, etymology, and pronunciation of words with the teacher.
- participate in a class discussion comparing the entries in dictionaries and thesauruses and understand when each of these reference resources should be used.
- review some of the specialized online dictionaries with the teacher.
- create mini-dictionaries in cooperative groups of two to three students using word-processing software, clip art, graphics downloaded from the World Wide Web, and/or student-created graphics that have been created using traditional media and scanned into digital format. Use Handout 1: Creating a Mini-Dictionary as a guide for what to include in the final product.
- save the digital mini-dictionary file to diskette.
- print copies of the final product for each group member and one to submit to the teacher for assessment.
- share the mini-dictionary with the class.
Accommodations:
- Students who prefer to do so could be allowed to use desktop-publishing software or presentation software instead of word-processing software to create their mini-dictionaries.
- Students who have weak keyboarding skills could be allowed to work additional times to complete their dictionaries.
Extension Activities:
- Students could create poems composed of synonyms and antonyms.
- This activity could be carried out using different words, which might possibly be words related to other subjects as a cross-curricular activity.
- Students could create word-search or crossword puzzles of synonyms and antonyms using Discovery School ‘s Puzzlemaker / http://www.puzzlemaker.com.
- Students can find examples of specialized online dictionaries and share them with the class. The teacher should stress that examples must be suitable for classroom discussion and approved in advance by the teacher before sharing with the class.
Integration:
Assessments:
- Teacher observation of group cooperation and self-direction
- Assessment of final product based on requirements listed on Handout 1: Creating a Mini-Dictionary
URLs:
Curriculum Frameworks
Mississippi:
Sixth Grade, Seventh Grade, & Eighth Grade
- Complete projects and tasks in an organized and coherent manner. (R, W, S,
L, V)
- Develop self-monitoring skills to work independently and cooperatively. (R,
W, S, L, V)
- Participate cooperatively while engaging in small group activities to analyze
and interpret information, to make decisions, to solve problems, and to produce a given product.
(R, W, S, L, V)
- Acquire and use appropriate vocabulary and spelling concepts. (R, W, S, L.
V)
National Educational Technology Standards (NETS):
- Use content-specific tools, software, and simulations to support learning and
research. (3, 5)
- Select and use appropriate tools and technology resources to accomplish a
variety of tasks and solve problems. (5, 6)
TerraNova:
05 Identify Reading Strategies (Level 11-21/22)
Demonstrate awareness of techniques that enhance comprehension, such as using existing knowledge, summarizing content, comparing information across texts, using graphics and text structure, and formulating questions that deepen understanding.
Write responses that interpret and extend the use of information from documents and forms, and that demonstrate knowledge and use of strategies.
35 Word Meaning (Level 11-21/22)
Demonstrate an understanding of word meanings and relationships.
Link and Feedback to Author(s):
Lela Johnson, South Delta Middle School, Anguilla MS
Lela 70tem@yahoo.com
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