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3-4-R-5

Page history last edited by Danielle Calvin 5 years, 3 months ago

 

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively communicate and understand texts.

READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.
3.4.R.5 Students will use a dictionary or glossary (print and/or electronic) to determine or clarify the meanings, syllabication, and pronunciation of words.

Student Actions 

Teacher Actions 

  • Students will use a print or electronic dictionary or glossary to find meanings of words.

  • Students will use a print or electronic dictionary or glossary to find the syllables of words.

  • Students will use a print or electronic dictionary or glossary to find the pronunciation of words.

  • Students practice using resources by completing activities like Dictionary Scavenger Hunts or Mystery Words with Clues.

 

  • Teachers explain that the use of a dictionary or glossary necessitates the use of alphabetical order and guide words.

  • Teachers explain that dictionaries and glossaries (print and electronic) include information about word meaning, syllabication, and pronunciation.

  • Teachers model using a dictionary or glossary to determine the meaning, syllabication, and pronunciation of words.

  • Teachers provide opportunities for students to practice using a dictionary or glossary to determine the meaning, syllabication, and pronunciation of words.

  • Teachers monitor and provide opportunities for students to receive feedback when using a print or digital dictionary or glossary to determine the meaning, syllabication, and pronunciation of words. 

Supporting Resources 

Teacher Insights 

 
  • The intent of this standard is to use a dictionary:

    • To clarify the meaning of words

    • To use the phonetic spelling and syllabication next to the word in the dictionary to clarify pronunciation.

  • Understandings/skills that are necessary to use a dictionary include:

    • Understanding that words are in alphabetical order.

    • Understanding that guide words are at the top of the page of a dictionary.  

    • Understanding that the guide word on the left represents the first dictionary word on the page, and the guide word on the right represents the last dictionary word on the page.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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