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Second Grade
Reading & writing
Human Dictionary
October 4, 2017
|
by Lily Jones

Lesson plan

Human Dictionary

(3 ratings )
by Lily Jones
Download lesson plan
Do you need extra help for EL students? Try the Vocabulary Focus pre-lesson.
EL Adjustments
Grade
Second Grade
Subject
Reading & writingWord StructurePrefixesCommon PrefixesWord MeaningMeaning of Compound WordsDetermining Meaning Using Context CluesDetermine Meaning Using Roots, Prefixes and SuffixesHomophones and HomographsSensory WordsSynonyms and AntonymsBuilding VocabularyAbbreviations
View aligned standards
L.2.4, RF.2.4.c
English Language Arts and Reading Grade 2 2.2.B.vi 2.3.C 2.3.C Grade 3 3.2.A.v 3.3.C Grade 1 1.2.E 1.3.C
English Grade One R.1.6.b R.1.7.d Grade Two R.2.6.b Grade Three R.3.4.b R.3.4.c R.3.4.d R.3.4.g

No standards associated with this content.

English Language Arts Grade 2 2.1.B.6 2.1.C.1 Grade 1 2.1.A.3 2.1.B.1 2.1.C.1 Grade 3 3.2.B.1
English Key Stage 2 Year 3 2.1.A.1 2.1.A.6 Key Stage 2 Year 4 2.1.A.1
Literacy and English First R.2.A R.2.5 Second R.2.A Third R.2.A
Literacy and English First LIT-1.2.2.a Second LIT-2.2.2.a Third LIT-3.2.2.a
English Key Stage 1 Year 2 1.4

No standards associated with this content.

English Year 2 ACELA1472.a Year 3 ACELT1600.a Year 1 ACELY1659.b ACELY1659.d
English Level 2 RV.VCELA217.1 Level 3 RV.VCELT254.1 Level 1 RV.VCELY187.2 RV.VCELY187.4

Which set of standards are you looking for?

Do you need extra help for EL students? Try the Vocabulary Focus pre-lesson.

Learning Objectives

Students will be able to figure out the meaning of unknown words using various strategies and clues.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments

Introduction

(5 minutes)
  • Ask, “What do you do when you’re reading and come across a word that you don’t know?” Write a few answers on the board.

Explicit Instruction/Teacher modeling

(10 minutes)
  • Read aloud a page of a book to the class. Choose one word that you will work on figuring out the meaning of.
  • Briefly review the following strategies for figuring out the meaning of unknown words:
    • Where did the word come from? Think about prefixes, suffixes, and root words.
    • What would make sense? Use context cues.
    • Check in with your senses: Is the mystery word a sensory word?
    • Homophones & Homographs: Does the word sound like another word you’ve heard before?
    • Synonyms and antonyms: Do you know another word with a similar or opposite meaning?
    • Compound word: Is the word made up of smaller words?
    • Is it an abbreviation?
  • Use the strategies that are most relevant to the unknown word you selected to figure out the meaning of the word.

Guided Practice

(15 minutes)
  • Have students work with a partner to find a book. Have partners locate a word that they are not sure of the meaning of and use one of the strategies you identified.
  • Ask pairs to share their sentence, word, strategy, and the word’s meaning.

Independent working time

(20 minutes)
  • Have students select a book at their reading level. As they read, have students complete the Read the Word Clues worksheet as they identify and figure out the meaning of unknown words.
  • Have students complete the Prefix, Suffix, Make Sense of It worksheet when they finish reading.

Differentiation

Support: Highlight the words that students should work to figure out the meaning of.

Enrichment: Have students check their definitions in a dictionary and make their own glossary featuring the words that they encountered.

Assessment

(5 minutes)
  • Write a few simple sentences on the board. In each sentence, include one word that students probably won't know. Examples include:
    • My sister just bought a very unique dollhouse.
    • What's the purpose of wearing a helment?
    • Can you please disable the fire alarm?
  • Give the students a few minutes to figure out the unknown words, using one of the strategies they learned today.
  • Call on a few students to explain how they figured out what the unknown word meant and what strategy they thought was the most helpful.

Review and closing

(5 minutes)
  • Have students share some of the words and definitions that they worked with during independent work time.
Download to read more

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