Treasure House - Vocabulary, Grammar and Punctuation Skills Teacher’s Guide 4

Vocabulary Unit 1: Dictionary definitions Overview English curriculum objectives • Using dictionaries to check the meaning of words that they have read

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 4, Vocabulary Unit 1, pages 4–5 • Collins Connect Treasure House Year 4 Vocabulary, Grammar and Punctuation: Vocabulary Unit 1

• Photocopiable Unit 1, Resource 1: Match it, page 73 • Photocopiable Unit 1, Resource 2: Look it up, page 74

Additional resources • A variety of class dictionaries

Introduction Teaching overview Hopefully, most children will be familiar with the basic concept of why and how to use a dictionary. The activities here will provide practise and experience of finding words and reading the definitions, and this should help the children to begin 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 us to find out the meaning and check the spelling of words. Remind the children 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 a volunteer to demonstrate to the class how to use the dictionary (using the initial, then subsequent letters to find the word). Ask the children to help you as you scribe the alphabet along the top of the board for easy reference, as they work through the unit. Explain that a dictionary can also be used to obtain other information about words, such as how to pronounce them and what word class they are.

Together, read the example in the Pupil Book.

Ask the children to find a range of straightforward words in the class dictionary and read the information provided. If possible, ask different children to use different dictionaries and compare the definitions, discussing which one the class think is best.

Pupil practice

Pupil Book pages 4–5

Get started

Try these

Demonstrate the task by modelling how to look up the word ‘suspicious’. Read the dictionary definition before relating it to the definition in the exercise.

Support the children by asking them to write out the letters of the alphabet, clearly and in the correct order, on a separate strip of paper; tell them to use this as a reference tool during their work on this unit.

Answers 1. suspicious: unsure and doubtful [example] 2. optician: a person who makes glasses and contact lenses [1 mark] 3. precious: of great value [1 mark] 4. anxious: worried or nervous [1 mark] 5. barricade: a barrier, especially one blocking a street [1 mark] 6. ignite: to set fire to [1 mark]

Ask the children to look up each word in a dictionary and write down the definition they find. If the children are using different dictionaries, compare the definitions the children have found.

Answers 1. exclude: to leave someone or something out [example] 2. partial: incomplete [1 mark] 3. journalist: someone who writes for a newspaper or magazine [1 mark] 4. dependent: depending or relying on someone or something [1 mark] 5. fledgling: a young bird that is ready to start flying [1 mark] 6. abominable: very bad or wicked [1 mark]

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Vocabulary Unit 1: Dictionary definitions

7. originate: to start out 8. exclaim: to shout or cry out

[1 mark] [1 mark]

Now try these Ask the children to write their own definitions for the terms in the style of a dictionary entry. They can use a dictionary for help if they need to, but they should try to use their own words.

You may wish to support children by collaborating on a definition for ‘apple’, such as ‘the hard, sweet, red or green fruit of an apple tree’.

Answers Accept any reasonably accurate definitions that have been written in the children’s own words.

[1 mark per question]

Support, embed & challenge Support Recap on the structure of a dictionary, using a dictionary of the right reading age for these children.

Spend time helping these children find words using the first, then the second, then the third letter and reading the definition.

Use Resource 1: Match it, to provide these children with further practice in alphabetical order and understanding the structure of a dictionary. Help the children to sort the key words into alphabetical order.

Explain that the key words in a dictionary are the main words, in bold, that are listed in the dictionary.

Help them to read and match the definitions.

Encourage them to use the word ‘definition’.

Together, look up the words in a dictionary and compare the definition in the dictionary with the one provided on the sheet.

Embed Use Resource 2: Look it up, to enable children to practise their dictionary skills by looking up new words. The activity turns this practice into a fun competition by challenging children to work against a partner. Afterwards, ask children to share one of the definitions with the whole class and discuss the new vocabulary, putting it into context where possible.

(Answers Face: The front of the head where the eyes, mouth and nose are. Flame: The orange and yellow part of a fire. Flour: A fine powder made from ground grain used for cooking. Flower: The part of a

plant that makes seeds. It is often brightly coloured.

Frame: A solid edge, sometimes made of wood, that goes around a picture or a window. Friend: A person you know well and like, and spend time with. Frog: A small jumping animal that lives near water and has a smooth wet skin. Fur: Thick hair covering the skin of some animals.)

Answers will vary. Check the children’s definitions make sense.

(Suggested answers A. 1. charming: for example, pleasant or attractive; 2. bruises: for example, an injury that appears as a discoloured area of skin; 3. florescent: for example, vividly colourful; 4. suburb: for example, an outlying residential district of a city 5. taut: for example, stretched or pulled tight; 6. cartilage: for example, a type of strong tissue found in humans in the joints; B. 1. amphibian: for example, an animal that lives both on land and in water; 2. slain: for example, killed in a violent way; 3. tendon: for example, a strong piece of tissue connecting muscle to bone; 4. yearn: for example, to wish very strongly; 5. controversy: for example, a lot of disagreement about something; 6. exception: for example, someone or something that is not included in a rule, group or list)

Challenge Children challenge a partner to write the correct definitions to words they have chosen from a dictionary. They should try to choose words that are new or unusual.

Homework / Additional activities Dictionary instructions Ask the children to write a set of instructions for a younger child on how to find a word in a dictionary.

Collins Connect: Vocabulary Unit 1 Ask the children to complete Vocabulary Unit 1 (see Teach → Year 4 → Vocabulary, Grammar and Punctuation → Vocabulary Unit 1).

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Vocabulary Unit 2: Using a dictionary Overview English curriculum objectives • Using dictionaries to check the meaning of words that they have read • 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 4, Vocabulary Unit 2, pages 6–7

• Collins Connect Treasure House Year 4 Vocabulary, Grammar and Punctuation: Vocabulary Unit 2 • Photocopiable Unit 1, Resource 1: Two meanings, page 75 • Photocopiable Unit 1, Resource 2: Dictionary roll, page 76

Additional resources • A variety of class dictionaries; dice

Introduction Teaching overview This unit develops the children’s understanding of the use and purpose of dictionaries. The activities revise, practise and consolidate dictionary skills so that the children can locate information, such as word class and multiple definitions.

Introduce the concept Explain to the children that dictionaries give us the definition of words, along with some other

Pupil practice Get started Check that the words in the exercise are in the class dictionary; replace words as necessary. Model finding the word ‘juggernaut’ and then finding and reading the next word in the dictionary. If the next word is not ‘juggle’, read the one that does. Repeat with a different dictionary. If ‘juggle’ is the next word, compare the definitions. Ask the children to look up each word listed in a dictionary, then find and write down the word that comes after it, with its definition.

Answers Locate the correct answers in the class dictionary.

Award a mark for each correctly noted down word and definition.

Try these Check that the words in the activity are in your class dictionary; replace words as necessary. Model looking up ‘pride’ in your class dictionary and compare the definitions with the definitions in the Pupil Book. Ensure the children understand the two different meanings of ‘pride’. Ask the children to complete the task.

information about them. Some words have more than one definition. Together, read the example for ‘example’ in the Pupil Book and ask volunteers to tell you the different pieces of information included in the definition.

Provide the children with class dictionaries and ask them to work in pairs to look up: ‘plane’, ‘match’, ‘mean’ and ‘bow’, asking them to note down the word class and definition of each. Tell them to share their findings with another pair, before establishing the different meanings and word classes.

Pupil Book pages 6–7 Possible answers (all dictionaries will be different): 1. pride, noun: 1. a group of lions; 2. a feeling of satisfaction [example] 2. inseparable, adjective: 1. not able to be pulled apart; 2. always together [2 marks] 3. organic, adjective: 1. to do with living things; 2. plants or food grown without artificial pesticides or fertilisers [2 marks] 4. company, noun: 1. a business firm or organisation; 2. guests [2 marks] 5. interfere, verb: 1. to become involved in something that has nothing to do with you; 2. to get in the way of something happening [2 marks] 6. date, noun: 1. a particular day or point in time; 2. a sweet fruit from the date palm tree [2 marks] 7. pupil, noun: 1. someone who is taught; 2. the dark opening in the centre of the eye [2 marks] 8. improvise, verb: 1. to do something without rehearsal or preparation; 2. to make something quickly, using the materials to hand [2 marks]

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Vocabulary Unit 2: Using a dictionary

Now try these Check that the words in the activity are in your class dictionaries; replace words as necessary. Ask the children to look up each word in a dictionary and use

it in a sentence of their own. You may wish to support children by discussing the task before setting them to work independently or in pairs.

Accept any sentences that use the given [1 mark per question] words accurately.

Support, embed & challenge Support Ask these children to locate the word ‘sink’ in their dictionary. Read the definitions together and help them to see that there are two meanings. Help them to understand that one of these meanings is a noun (find the word ‘noun’ if possible) and the other a verb (again, hopefully indicated in your dictionary).

Together, write a dictionary entry for ‘curl’, showing the two meanings and word class. Compare your definitions with the ones in the children’s dictionary.

Ask these children to carry out Resource 1: Two meanings, to support children in understanding the layout of a dictionary and finding information within it.

(Answers 1. duck; 2. dust; 3. an item you can touch; to disagree with something; 4. a type of water bird; to bend down to avoid something; 5. close and object; 6. open-ended question)

Embed Organise the children into pairs and use Resource 2: Dictionary roll, to enable them to practise looking for words in the dictionary and demonstrate their understanding by using the words in a sentence. Ask

the children to take to turns roll a dice and use the number rolled to select the word that they look up.

Then they put that word into a sentence and write it in the spaces provided underneath.

Provide the children with the following words: ‘address’, ‘back’, ‘duck’, ‘close’, ‘dust’, ‘letter’, ‘mole’ and ‘object’ and challenge them to write their own dictionary entries (use the class dictionaries if needed) for as many as they can, providing two meanings (and sometimes two word classes) for each word. (Example answers 1. salute: The soldiers had to salute their superior whilst on parade.

2. disintegrated: The book was so old the pages had disintegrated. 3. traipse: We had to traipse across the huge museum. 4. legendary: The sports star was legendary in his field. 5. inscribe: I asked them to inscribe my full name on the trophy. 6. microscopic: The algae we studied was microscopic.)

Challenge Challenge the children to prepare a short presentation about a topic that interests them. It must include six new words, and the definition of those words should be provided.

Homework / Additional activities Multiple meanings Ask the children to find a word in the dictionary that has more than two different meanings.

Collins Connect: Vocabulary Unit 2 Ask the children to complete Vocabulary Unit 2 (see Teach → Year 4 → Vocabulary, Grammar and Punctuation → Vocabulary Unit 2)

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Vocabulary Unit 3: Word families (1) Overview English curriculum objectives • Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

Treasure House resources • Vocabulary, Grammar and Punctuation Skills Pupil Book 4, Vocabulary Unit 3, pages 8–9

• Collins Connect Treasure House Vocabulary, Grammar and Punctuation Year 4, Vocabulary Unit 3 • Photocopiable Unit 3, Resource 1: Word families sort, page 77 • Photocopiable Unit 3, Resource 2: Build word families, page 78

Additional resources • A variety of class dictionaries

Introduction Teaching overview

Introduce the concept

This unit develops the children’s understanding of word families as groups of words that are related in some way. Use the content of this unit to teach grammar explicitly: children should be taught grammatical terminology (‘word family’, ‘prefix’ and ‘suffix’) 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.

Ask the children if they can remember what a ‘word family’ is. Elicit suggestions and establish that, just like people, words can have families. Explain that word families are groups of words that are related in some way. Many word families are related by the same root word. Use the examples from the Pupil Book or display the first page of the Connect activity to explain the concept.

Ask the children to look up the following words in their class dictionary and work in teams to create the biggest word family for each: ‘rain’, ‘keep’, ‘ring’.

Pupil practice

Pupil Book pages 8–9

Get started

Try these

Ask the children to copy and complete each word family by adding three more words to the root word.

Remind them to use a dictionary for help if they need to.

Answers Accept any words that link to the root word, for example: [example] 1. painter, painting, painted 2. helpful, helper, helpless [3 marks] 3. jumper, jumping, jumpy [3 marks] 4. playground, playscript, playful [3 marks] 5. postcode, postman, lamppost [3 marks] 6. recount, countdown, accountable [3 marks] 7. thinker, unthinkable, thoughtfulness [3 marks] 8. playground, fairground, ground-breaking [3 marks]

Ask the children to copy and complete the sentences using the words from the ‘like’ family in the box.

Remind them to use a dictionary for help if they need to. The first answer has been completed as an example.

Answers 1. It is likely that I will have school dinner every day this week. [example] 2. Gabriella was so excited that she clapped her hands with childlike glee.

[1 mark] 3. I have developed a strong liking for dark chocolate – it’s delicious!

[1 mark] 4. There is a real likelihood that we have a times tables test tomorrow.

[1 mark] 5. The new boy in our class is very likeable. [1 mark] 6. People say my sister and I have a close [1 mark] likeness to one another.

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Vocabulary Unit 3: Word families (1)

Now try these Ask the children to write two sentences for each root word using at least two different words from its word family. Remind them to use a dictionary for help if they need to. You may wish to support children

by discussing the task before setting them to work independently or in pairs.

Accept any two sentences that use at least two different words from each word family.

[2 marks per question]

Support, embed & challenge Support Work with these children with Resource 1: Word families sort, which uses the words from the Pupil Book Now try these section. Ask the children to work in pairs to cut out and sort the words from the sheet into families, using the correct root word heading for each. Ask the children to highlight the root word – or version of it – in the longer words. Discuss each word in turn, explaining how the word is related to the root word. Work as a team to add words to each list, writing them on slips of paper and sticking them in the correct column.

(Answers drop: raindrop, dropping, dropped, droplet; dream: dreaming, daydream, dreamy, dreamer; solve: dissolve, solver, solution, solving; paint: painted, painter, paints, painting; like: likeable, likeness, likely, likelihood; work: workshop, worker, teamwork, working; time: overtime, timing, timed, timer; pay: payment, repaid, underpaid, paying)

Embed Use Resource 2: Build word families, to encourage children to use a root word to create word families.

Ask the children to look carefully at the root word then add prefixes and/or suffixes to create new words within the same word family. Tell them that they can

also add compound words to their list. Children could discuss in partners and compete to see who completes the task quickest. You could also extend the task by asking them to write sentences that use some of the new words.

Afterwards, gather together all the suggested words to create a long list for each word, adding your own words.

(Example answers 1. sort: sorted, sorting, allsorts; 2. stand: standing, standard, misunderstand; 3. normal: abnormal, normality, normalise; 4. might: mighty, almighty, mightiness; 5. education: educational, educationalist, educated; 6. legal: illegal, legalise, legality; 7. mature: immature, maturity, matured; 8. behave: misbehave, behaving, behaviour)

Challenge Challenge the children to find the biggest word family they can, using either one of the lists started in Embed above, or their own root word. Encourage them to use a dictionary to extend their list. Ask them to note down the word class for each word in their list. Challenge them to articulate how the different prefixes and suffixes change the root word.

Homework / Additional activities Word family poster Ask the children to create a poster showing the words in a chosen word family. Encourage them to illustrate their poster and organise the words into word type.

Collins Connect: Vocabulary Unit 3 Ask the children to complete Vocabulary Unit 3 (see Teach → Year 4 → Vocabulary, Grammar and Punctuation → Vocabulary Unit 3).

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