My Dictionary Tutor Notes
February 4th 2008 09:09
My Dictionary - Notes for tutor - page 1
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Printing Instructions
My Dictionary - Notes for tutor - page 1.
My Dictionary
Note to tutor:
1. Before children learn how to use a complex dictionary it is good for them to use a simple, personal dictionary.
2. Using a simple, personal dictionary allows each child to build up a bank of words he/she is using in his/her writing.
3. Children get used to looking up words in alphabetical order according to the letter a word begins with.
4. Using a simple dictionary gives the child easy access to the correct spelling of common words. After looking up a word a few times a child learns to recognise it and eventually learns how to spell it correctly without having to check.
5. Some children will want to look up every word she/he cannot spell before they write it. Other children will be happy to write using inventive spelling. These children can be encouraged to edit their writing by reading it through, putting a circle around words they are not sure how to spell and checking the correct spelling in the dictionary.
6. A simple, personal dictionary is useful as soon as a child can write a simple sentence, leaving gaps for the words and using inventive spelling that you (the tutor) can read, and make sense of the sentence. Introducing a dictionary before this development may inhibit a child’s confidence and the flow of the writing. As a guide, this development usually occurs during the first year of formal schooling.
8. Using the ‘Alphabet Sheet’ (provided in this Pack) will also give the child an idea of the order of the alphabet. (eg) She/he will be able to see that the letter ‘c’ will be at the beginning of the dictionary, the letter ‘m’ will be around the middle and the letter ‘w’ towards the back.
9. Each page of this dictionary has commonly used words printed on it. If the child requires a word not already included, write it on the correct page for the child to copy. The words you write on the page do not have to be in strict alphabetical order. Have the child watch as you write the word (remember to form the letters correctly) and talk about the word as you write it. eg If you are writing the word ‘beach’ you could say (using the sounds), “What does beach begin with? That’s right ‘b’ - then comes ‘ea’ as in leaf - and ‘ch’ as in chick – b-ea-ch – beach.”
10. After a while it is good for the child to write the new word in the
dictionary, as you help with the sounding (if it can be sounded out) or
spelling of the word (if it is a look-say word),
11. Before you write a word in the dictionary ask the child to find the
appropriate page in the dictionary. eg If the child asks you to write
‘found’, she/he should open the dictionary to the ‘f’ page. This is giving
the child invaluable practise at using a dictionary.
12.When the child has found the appropriate page in the dictionary
encourage her/him to look at the words on that page to see if she/he
can find it already there. This may be laborious at first, but it is an
invaluable exercise for the child and you will be surprised how
quickly she/he will improve at looking at and recognising words.
My Dictionary - Notes for tutor - page 2
Print above image and read with page 1.
Printing Instructions
My Dictionary - Notes for tutor - page 2.
13. If a child asks how to spell a two, three or four letter sounding
word do not write the word in the dictionary, just say, (eg) “That
is a three letter sounding word, h-i-m, him.” Observe as the child
sounds the word onto the paper.
14. If a child asks to spell a word which has been covered in one of the
Phonic Packs (eg) the word ‘huge’, suggest the correct spelling
could be found on the ‘u-e as in flute’ page in Phonic Pack Three.
Give help if needed. The idea is to make the child as independent
as possible by training him/her to find words in appropriate places
eg Phonic Packs, reading books, story books.
15. A simple puzzle has been included on each page:
 Children enjoy a challenge.
 Each puzzle emphasises the letter which features on that page.
 The children are being encouraged to use their thinking skills to solve the problems.
 The puzzles are helping the child think about letters and words.
 It is very important for maximum benefit for the child if he/she does the thinking and works the puzzle out by him/herself.
 Ask the child to read the instructions to you. Give help if needed.
 Make sure the child knows what is required and then allow all the time that is needed for the puzzle to be completed, even if it means returning to it at another time.
 Give praise and encouragement for effort.
 Give help willingly but do not give the child the correct answer. If help is required use leading questions or statements to point the child in the right direction.
 The answer is provided for your benefit. Make sure the child does not see it before or while solving the puzzle. Perhaps you could look at the answer and then blot it out. (Stick a sticker over it ?)
16. Print the following pages and staple together to make a personal
Dictionary for each child.
Idea : Each child could make her/his own Dictionary cover. (Perhaps a
T and E project.) An A4 sheet or an A3 sheet (folded in half) could be
used.
Enjoy
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