5th Grade: Dictionary

School Description and Resources

Phelps Luck Elementary School: PreK-5 enrollment – 583. Diverse school and community. Strong focus on restorative circles and
social/emotional wellbeing. Title 1 school. 62.6% students F/Reduced Lunch. 17.7% Limited English Proficiency.

Technology: Projector, Dictionary

Objectives

Students will be able to locate information utilizing a dictionary.

 AASL Standards for 21st Century Learner – Standard 2.0: Locate and Evaluate Resources and Sources
 AASL Standards for 21st Century Learner – Standard 6.0, Topic 6B: Demonstrate Lifelong Learning Practices

Students will be able to organize words based on categories.

 AASL Standards for 21st Century Learner – Standard 3.0: Find, Generate, Record, and Organize Data/Information
 AASL Standards for 21st Century Learner – Standard 4.0: Interpret Recorded Data/Information

Learning Goal

This lesson will occur during the sixth week of school for the two 5th grade classes: Rembert (10/9) and Lardner (10/12).
 Rembert: 21 Students
 Lardner: 21 Students
o 2 Students with behavior plans
o 7 Students with IEPs

This learning goal that students will practice how to effectively seek information. In alignment with the MackinVIA scavenger hunt,
students are working to demonstrate an understanding of a resource. They will look up the words and determine the proper category
based on this new information. Seeking information through a dictionary requires an understanding of alphabetization, necessary for
the organization of libraries. I am having them categorize words rather than writing definitions so that they will be using authentic,
lifelong learner strategies.
Assessment Plan

Pre-assessment:
 Determine students’ comfort with using a dictionary.

Assessment strategies throughout the lesson:

 Reviewing words with students as we go
 Ensuring students are looking at the first few letters of each word

Group Question: wrapping up – Reviewing words or asking students to state some words they did not know

Instructional Procedures

Students enter classroom to assigned seats

Share objectives:
 Today, we will practice using our dictionaries to categorize words.
 To complete this assignment, you will work with your tables.

[Book Checkout]
We will begin with book checkouts
 Reminder: check out books, then return to seats
 For students not checking out, you will look through the list of words and see if there are any you can immediately
categorize.

[Dictionary Practice]
Preassessment: How would we look up these words?
 Do we need to write the definitions?
 What would we do to look up these words?

Formative Assessment: Students will begin looking up words and writing them in the correct columns
Students will work together in pairs, using the children’s dictionary and the pocket dictionary.
 Reviewing words with students as we go
  Ensuring students are looking at the first few letters of each word

Review some answers with students

 [If time allows, go over all answers with students]
Group Question: wrapping up – Reviewing words or asking students to state some words they did not know

10:10 – Prepare for end of class and line up

Pass out bookmarks for students who selected a fiction book

Universal Design for Learning and Differentiation

Multiple Means of Representation

 Guideline 2 – Language & Symbols: This lesson provides students an opportunity to practice alphabetization and
information-seeking skills through a resource they could use their entire lives.
o Checkpoint 2.4 – Promote understanding across language
 Guideline 3 – Perception: Students will use the dictionary and necessary organization strategies.
o Checkpoint 3.2 – Highlight patterns, critical features, big ideas, and relationships.

Multiple Means of Action and Expression

 Guideline 5 – Expression & Communication: Students will collaborate on collecting and sharing information through their
resources.
 Guideline 6 – Executive Functions: At their tables, they will be able to determine if they break up the word lists or look up
information together.
o Checkpoint 6.2 – Support planning and strategy development.

Multiple Means of Engagement

 Guideline 7 – Recruiting Interest: Students will be practicing relevant and authentic skills in a safe, collaborative
environment.
o Checkpoint 7.2 – Optimize relevance, value, and authenticity
o Checkpoint 7.3 – Minimize threats and distractions
 Guideline 9 – Self-Regulation: Working in groups will facilitate collaboration regarding these strategies.
NAMES: _________________________________________

What Is It?

Use a dictionary to categorize each word.

Animal Clothing Shelter Transportation

Anaconda Estate Koala Prairie Schooner

Armadillo Dory Lighthouse Sari
Balcony Dromedary Llama Silo
Breeches Gondola Monorail Sombrero
Canopy Hogan Neckerchief Subway
Chaps Jerkin Outrigger Turban
Colonnade Kayak Pagoda Tarantula
Dirigible Kilt Palomino Veranda
Dormer Kimono Peccary Zebu