Vocabulary Unit 1: Using a dictionary Overview English curriculum objectives • Use the first two or three letters of a word to check its spelling in a dictionary
Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 3 Vocabulary Unit 1 pages 4–5 • Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 3 Vocabulary Unit 1
• Photocopiable Vocabulary Unit 1, Resource 1: Alphabetical order 1, page 72 • Photocopiable Vocabulary Unit 1, Resource 2: Using a dictionary, page 73
Additional resources • Dictionaries
Introduction Teaching overview This unit introduces children to the concept of using a dictionary to find the meaning of words and to check their spellings. Use the content of this unit to revise, practise and consolidate dictionary skills. Children may be familiar with the basic concept of why and how to use a dictionary. For children who are already confident in basic dictionary skills, this unit extends and challenges their ability to use a dictionary quickly and efficiently.
Introduce the concept Ask the children if any of them can tell you what a dictionary is used for. Elicit suggestions and establish that a dictionary is a useful reference book that can help with finding out the meanings to words and to check the spellings of words.
Ask the children if any of them know how to use a dictionary. If some do, select a volunteer to explain to the class or demonstrate how to use a dictionary. Explain (or confirm) that a dictionary is organised in alphabetical order to make it quicker and easier for users to find the word they are looking for. Ask the children to help you as you scribe the alphabet along the top of the board for easy reference. Sing or chant an alphabet song to refresh children’s memory of alphabetical order. Demonstrate how to find a word in the dictionary, for example, ‘sunny’ and talk through the process as you turn towards the end of the dictionary because the letter ‘s’ is towards the end of the alphabet. Then find words beginning ‘su’, then ‘sun’ until you focus in on the word ‘sunny’. Read and discuss the definition.
Pupil practice
Pupil Book pages 4–5
Get started
Try these
The children put groups of words into alphabetical order. Support the children by asking them to write out the letters of the alphabet clearly and in the correct order. This will give them something to refer to when ordering the words in the exercise. You may also wish to support children further by working through the example collaboratively. Answers 1. bread, cheese, eggs, milk [example] 2. elephant, giraffe, lion, tiger [1 mark] 3. apples, bananas, grapes, oranges [1 mark] 4. dance, jump, run, spin [1 mark] 5. book, magazine, newspaper, tablet [1 mark] 6. cow, donkey, horse, sheep [1 mark] 7. cricket, hockey, netball, rugby [1 mark] 8. eraser, notebook, pencil, ruler [1 mark]
The children put groups of words beginning with the same letter into alphabetical order. Support the children by asking them to write out the letters of the alphabet clearly and in the correct order. This will give them something to refer to when ordering the words in the exercise. You may also wish to support children further by working through the example collaboratively. Answers 1. careful, clown, comedy, cracked [example] 2. ball, bone, bounce, break [1 mark] 3. garden, gate, gnome, great [1 mark] 4. jam, jewel, judge, jump [1 mark] 5. perhaps, photograph, pretty, proper [1 mark] 6. happy, heart, heavy, home [1 mark] 7. soap, soda, sofa, tap [1 mark]
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Vocabulary Unit 1: Using a dictionary
Now try these The children read sentences and look up the underlined words in a dictionary. Then they follow the instruction in each sentence. You may wish to support children by discussing the task before setting them to work independently or in pairs.
Answers 1. The child should draw a cat. 2. The child should draw a happy face. 3. The child should draw a rectangle. 4. The child should draw any animal. 5. The child should write the word ‘bad’ (or similar). 6. The child should write three words that start with the same letter.
[1 mark] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark]
Support, embed & challenge Support Use Vocabulary Unit 1 Resource 1: Alphabetical order 1 (page 72) to support these children in navigating a dictionary by practising and increasing their confidence in their knowledge of alphabetical order. Ask the children to sort the words into the two columns. Words beginning with letters ‘A’ to ‘L’ go in the first column. Words beginning with letters ‘M’ to ‘Z’ go in the second column. Explain that, when they look up words in the dictionary, they can turn straight to the second half of the dictionary if they know that the word belongs with a letter from the second half of the alphabet. (Answers Words beginning ‘A’ to ‘L’: America, anger, bike, birthday, blue, cat, climb, computer, dance, dinner, fact, family, film, forest, fox, friend, fun, gardener, gone, lesson, library, London; Words beginning ‘M’ to ‘Z’: nest, pencil, picnic, pizza, rabbit, really, road, scared, shopping, swimming, tennis, Tuesday, weekend, zoo)
Embed UseVocabulary Unit 1 Resource 2: Using a dictionary (page 73) to enable the children to practise their dictionary skills by looking up new words. The activity turns this practice into a fun competition by challenging children to race against a partner.
They cut the sheet in half along the dotted line and take half the sheet each. Then they race to see who can look up the words and write the definitions in the quickest time. Ask children to share one of the definitions with the whole class and discuss the new vocabulary, putting it into context where possible. (Answers will vary depending on the dictionary used. A. 1. obstinate: stubborn; 2. marsupial: mammals whose young are carried in a pouch; 3. dawdling: proceeding at a slow pace; 4. potential: possible but not actual, yet; 5. chasm: a very deep crack; 6. episode: an incident, event or scene; B. 1. orangery: a building in which oranges are grown; 2. millennium: 1000 years; 3. doldrums: a state of boredom, inactivity or stagnation; 4. polenta: cornmeal porridge; 5. cygnet: a young swan; 6. epidemic: a rapid development, spread, or growth of something)
Challenge Challenge these children to find five new words in a dictionary and write them down with short definitions of their meanings. At this level, they can just copy from the dictionary rather than write their own definitions. If you want to make it more challenging, ask them when they might use the words and if they are examples of formal or informal language.
Homework / Additional activities Dictionary instructions Ask the children to write the steps they take to find a word in a dictionary, as if writing a set of instructions for a younger child to follow.
Collins Connect: Vocabulary Unit 1 Ask the children to complete Vocabulary Unit 1 (see Teach → Year 3 → Vocabulary, Grammar and Punctuation → Vocabulary Unit 1).
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Vocabulary Unit 2: Guide words Overview English curriculum objectives • Use the first two or three letters of a word to check its spelling in a dictionary
Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 3 Vocabulary Unit 2 pages 6–7 • Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 3 Vocabulary Unit 2
• Photocopiable Vocabulary Unit 2, Resource 1: Alphabetical order 2, page 74 • Photocopiable Vocabulary Unit 2, Resource 2: Using guide words, page 75
Additional resources • Dictionaries
Introduction Teaching overview This unit introduces children to the concept of using guide words at the top of dictionary pages to find words they are looking for. Use the content of this unit to revise, practise and consolidate dictionary skills. Children may be familiar with the basic concept of why and how to use a dictionary. For children who are already confident in basic dictionary skills this unit extends and challenges their ability to use a dictionary quickly and efficiently.
Introduce the concept Hold up a dictionary and show children the guide words at the top of the page. Explain that, in a dictionary, there are usually two guide words at the top of each page. Ask the children if they know why dictionaries have guide words, or if they have any
Pupil practice Get started The children match each word to the guide words that would be at the top of its dictionary page. Answers [example] 1. cash e) cart – castaway 2. mermaid c) mention – mess [1 mark] 3. anchor g) amusement – anger [1 mark] 4. elephant b) eject – elf [1 mark] 5. protect h) propel – protect [1 mark] 6. powder a) pour – prance [1 mark] 7. diagonal d) developing – different [1 mark] 8. clamp f) chip – clean [1 mark]
Try these The children write out three words that could be on a dictionary page showing the provided guide words. They should give the words in alphabetical order.
sensible suggestions to explain why. Elicit answers. Clarify that the guide words tell you the first word and the last word on that page. They help you to find words more quickly and easily, because all of the words on each page are the guide words themselves or come between the two guide words alphabetically. Use the following examples to demonstrate further and ask for volunteers to check your examples in a dictionary. • The word ‘accident’ comes between the guide words ‘absorb’ and ‘accordion’. • The word ‘no’ comes between the guide words ‘night’ and ‘nutrition’. • The word ‘related’ comes between the guide words ‘rare’ and ‘repair’.
Pupil Book pages 6–7 Answers 1. get, ghastly, grab [example] 2. Accept any three words that are alphabetically between ‘ham’ and ‘huge’, listed in alphabetical order, for example, ‘hard’, ‘hesitate’ and ‘home’. [3 marks] 3. Accept any three words that are alphabetically between the words ‘map’ and ‘mug’, for example, [3 marks] ‘match’, ‘mate’ and ‘matter’. 4. Accept any three words that are alphabetically between ‘paper’ and ‘practice’, listed in alphabetical order, for example, ‘pilot’, ‘pimple’ and ‘pin’. [3 marks] 5. Accept any three words that are alphabetically between ‘sit’ and ‘strain’, listed in alphabetical order, for example, ‘store’, ‘storm’ and ‘story’. [3 marks]
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Vocabulary Unit 2: Guide words
6. Accept any three words that are alphabetically between ‘take’ and ‘toad’, listed in alphabetical order, for example, ‘tall’, ‘tan’ and ‘tear’. [3 marks] 7. Accept any three words that are alphabetically between ‘electric’ and ‘eye’, listed in alphabetical order, for example, ‘enamel’, ‘engineer’ and ‘entry’. [3 marks] 8. Accept any three words that are alphabetically between ‘alternative’ and ‘author’, listed in alphabetical order, for example, ‘attach’, ‘attend’ and ‘attention’. [3 marks]
Now try these The children look up the words ‘train’, ‘rabbit’, ‘sew’, ‘politics’, ‘baffle’ and ‘hotel’ in a dictionary and write down the guide words. You may wish to support children by discussing the task before setting them to work independently or in pairs. Answers Answers will depend on the dictionaries available. [6 marks: 1 mark per question]
Support, embed & challenge Support
Embed
Use Vocabulary Unit 2 Resource 1: Alphabetical order 2 (page 74) to support these children in navigating a dictionary by practising and increasing their confidence in their knowledge of alphabetical order. Ask the children to sort the words into the four columns. Words beginning with letters ‘A’ to ‘E’ go in the first column. Words beginning with letters ‘F’ to ‘L’ go in the second column, and so on. Explain that, when they look up words in the dictionary, they can turn straight to the approximate section of the dictionary if they know that the word belongs with a letter from a particular quartile of the alphabet. (Answers Words beginning ‘A’ to ‘E’: ability, accident, again, animal, aquarium, bananas, behaviour, bridge, captain, careless, coat, comedy, decide, disbelief; Words beginning ‘F’ to ‘L’: feline, ham, happy, kind, leaves; Words beginning ‘M’ to ‘S’: mention, milk, old, park, phone, photograph, playful, repair, repeat, school, strain, suspect; Words beginning ‘T’ to ‘Z’: tie, train, twirl, wood)
Use Vocabulary Unit 2 Resource 2: Using guide words (page 75) to enable the children to practise both putting words into alphabetical order and identifying the guide words that would be at the top of the dictionary page. Tell the children that words in each list on the worksheet belong on the same dictionary page. Ask them if they can work out which words from each list are the guide words. These are the words that are first and last when the words in the lists are placed in alphabetical order. Then they underline the two guide words. At the bottom, there is a space for them to explain how they knew which words were the guide words. (Answers 1. balance, brick; 2. damage, drought; 3. monster, mouse; 4. throat, trumpet; 5. yacht, yelp; 6. pen, pinafore; 7. zealous, zoo; 8. sand, sun)
Challenge Challenge these children to write the names of the children in their class in alphabetical order. Check the order is correct and that each child can say what number they are on the list using ordinals, for example, ‘I’m twenty-first on the list.’
Homework / Additional activities Homework guide words Ask children to find the guide words in a dictionary for the page that contains the word ‘homework’.
Collins Connect: Vocabulary Unit 2 Ask the children to complete Vocabulary Unit 2 (see Teach → Year 3 → Vocabulary, Grammar and Punctuation → Vocabulary Unit 2).
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Vocabulary Unit 3: Root words Overview English curriculum objectives • Use further prefixes and suffixes and understand how to add them
Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 3 Vocabulary Unit 3 pages 8–9
• Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 3 Vocabulary Unit 3 • Photocopiable Vocabulary Unit 3, Resource 1: Root words word search, page 76 • Photocopiable Vocabulary Unit 3, Resource 2: Finding the root word, page 77
Introduction Teaching overview This unit introduces children to the concept of root words: words that cannot be broken into any smaller components and to which prefixes and suffixes can be added to create new, related words. Use the content of this unit to teach grammar explicitly. Children should be taught grammatical terminology and concepts and be able to apply them correctly to examples of real language; such as their own writing or books they have read. When modelling the teaching point, use your voice to show emphasis, intonation, tone, volume and natural speech patterns. This will help children to learn the differences between spoken and written vocabulary, grammar and punctuation.
Introduce the concept
endings of words. Elicit suggestions and clarify that you are referring to ‘prefixes’ and ‘suffixes’. Tell the children that in this unit you will be focusing on the original word that we add the prefixes and suffixes to, called the ‘root word’. Explain that root words cannot be broken down into any smaller words and that a root word is a word that has a meaning on its own, without a prefix or a suffix. Prefixes and suffixes can be added to a root word to change its meaning in some way. Use the following examples to model root words by writing them on the board and discussing them. • un– (prefix) + kind (root word) = unkind • kind (root word) + –ness (suffix) = kindness • un– (prefix) + kind (root word) + –ness (suffix) = unkindness
Ask the children if they can remember what we call the word segments that we add to the beginnings or
Pupil practice Get started The children look at lists of words, and then identify and write the one that is a root word. Answers 1. think [example] 2. catch [1 mark] 3. read [1 mark] 4. old [1 mark] 5. honey [1 mark] 6. place [1 mark] 7. man [1 mark] 8. fast [1 mark]
Try these The children copy lists of words, and then underline the root in each word and write a sentence saying what the root word is.
Pupil Book pages 8–9 Answers 1. friendship, friendly, unfriendly: The root word is friend. [example] 2. kindness, unkind, kindest: The root word is ‘kind’. [1 mark] 3. likelihood, likely, dislike: The root word is ‘like’. [1 mark] 4. playful, underplayed, playground: The root word is ‘play’. [1 mark] 5. rethink, thinking, thinker: The root word is ‘think’. [1 mark] 6. mistake, takeaway, taken: The root word is ‘take’. [1 mark] 7. working, workshop, housework: The root word is ‘work’. [1 mark] 8. builder, building, rebuild: The root word is ‘build’. [1 mark]
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Vocabulary Unit 3: Root words
Now try these The children look at words, and then identify and write down the root in each word. You may wish to support children by discussing the task before setting them to work independently or in pairs.
Answers 1. wrap 2. care 3. hear 4. frost 5. paint 6. interest
[1 mark] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark]
Support, embed & challenge Support Use Vocabulary Unit 3 Resource 1: Root words word search (page 76) to support these children to become more confident in identifying root words and more familiar with a selection of root words. Ask the children to identify the root word from each list of words. Then they find the root words in the word search. (Answers 1. behave, 2. cook, 3. cover, 4. run, 5. dance, 6. wrap, 7. care, 8. take) r c n p q b e t
u y c o v e r a
n f j k r h c k
d o w x c a r e
i s r e d v z a
u d a n c e b f
g b p e g l w m
a t h v c o o k
find within the longer word. Ensure the children understand that they are not simply looking for the shortest words they can find within the longer words. Encourage them to think very carefully about what the words on the worksheet mean and then look for a root word with a related meaning. Tell the children that they may be able to find other short words within the longer words but that the root word will always be related in meaning to the longer word, for example, the root of ‘misbehaviour’ is ‘behave’, not ‘be’; the root of ‘unfriendly’ is ‘friend’, not ‘end’. Children could discuss the words with partners and could compete to see who completes the task quickest. You could also extend the task by asking them to write sentences using the longer words. (Answers 1. excuse, 2. glad, 3. expect, 4. connect, 5. cover, 6. answer, 7. behave, 8. explain, 9. friend, 10. continue)
Embed
Challenge
Use Vocabulary Unit 3 Resource 2: Finding the root word (page 77) to provide practice for the children in identifying root words. Ask the children to look at the words and then write the root word that they
Challenge these children to write words that use prefixes and suffixes and then identify the root words, for example: ‘disbelief’ → ‘dis’ + ‘belief’; ‘friendship’ → ‘friend’ + ‘ship’.
Homework / Additional activities Longest root word list Ask the children to write the longest list of words that all contain the same root word that they can. Make the task into a class competition to see who can find the most words that all have the same root word.
Collins Connect: Vocabulary Unit 3 Ask the children to complete Vocabulary Unit 3 (see Teach → Year 3 → Vocabulary, Grammar and punctuation → Vocabulary Unit 3).
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