When I was a
kid, I always asked my mom how to spell a word I didn't know. If I ever asked
my dad, he'd say, "Look it up [in the dictionary]!" And my mom always
just told me how to spell it. It seemed silly to me (as an elementary and
middle school student) to search through a dictionary to find a word that I
didn't know how to spell. I think my exact response was, "But if I don't
know how to spell it, how can I look it up?!?!" Even at a young age, I was
fighting with the illogical spelling of English words. That said, now I'm not a
bad speller, despite my whining and utter refusal to learn spelling
"rules." (i after e except after c? double the letter when adding -ing with some words but not
others?? I wasn't buying it...)
I recognize now,
as a teacher, how wise my father was with his encouraging my sister and I to
use a dictionary for our questions. I am so comfortable using a dictionary, I
used to take it for granted, but as an ESL teacher, I realize how difficult
they are to use, especially for students with different alphabets (or no
alphabet!) in their native languages. That is why I believe it's important to
incorporate as much dictionary work as possible into class work.
Today I'd like
to share an easy way to get students used to looking and reading dictionary
entries. It is also a good way to teach/enforce word parts (suffix, root,
prefix). Before I use this with students, I will do a few dictionary lessons
and practice activities, so that they know what they're looking at. For more
advanced students who already have a working knowledge of dictionaries, you may
be able to skip this step. However, I never assume a student can decipher an
entry...
First, I take
dictionary entries and cut them into slips for each word. This includes the
word, pronunciation, part of speech, whether or not it is an academic word, and
the definitions (I like to include all definitions, unless they're really
long). I use ESL dictionary entries, as they are made specifically for our
students.
When choosing
which words to use, I like to focus on prefixes, suffixes, and roots. I try to
get a variety, which means I may have 2-4 entries with the parts that we've
been exposed to from any readings or listenings we're encountered. For example:
pre- (see above), -tion (see below), -cre-, ex-, phon-, or whatever you'd like
to use, really. How how many word parts you want the students exposed to or how
many students you have will determine how many entries to make. My higher level
students usually have 15-20 students, so I have made a lot. This allows me to vary
the entries I'm using.
After you have
your entries, you can be really creative in how you use them in the classroom.
The first thing I did with a group was to give each student a slip and have
them find somebody who had the same prefix or suffix or root as he/she did.
Then they would have to identify how they matched, i.e. they have the same
suffix (for prediction and creation, -tion) or same root (for incredible and credit, -cred-). After they have told me how they match, they
move onto the next activity or whatever I want them to do. After getting
students exposed to this method, I then use it as a way to partner them up.
This takes out the decision making from the students or myself--it's random.
AND they're getting accustomed to reading dictionary entries!
Now I am the one saying, "Look it up in the dictionary!"
I will post more
later about different dictionary activities, but this one is fun and creative.
Does anybody else utilize this method? Something similar? I'd love to hear new
ideas!
