Lesson Created by: Elisabeth Wakcher and Amada Lang

MIT 2005

Week # 5

Creating a Spanish/ English Picture Dictionary

Article: Alleman, B., Brophy, J. & Knighton, B. (2003). Co-constructing classroom resources. Social Studies and the Young Learner. 16(2) pp. 5-8.

Grade Level: 2^nd-3^rd

EALRs: Reading- 2.3.2 Apply understanding of systems for organizing information and analyze appropriate sources.

Duration: Main Lesson- 50 min. Complete project final draft- 40 min on following day.

Key Concepts:

• The upper corner of dictionary pages guide you when looking up words
• Dictionaries are organized alphabetically
• Dictionaries are used to find out what words mean
• Some words from the Spanish language sound similar to English

Objective: After discussing the function of dictionaries and dictionary organization, students will create their own page for a classroom Spanish/ English dictionary, pronouncing each word together as a class.

Rationale: Early exposure to a foreign language is important and by creating a class dictionary of Spanish words, students will feel a sense of importance in creating a functional classroom resource.

Assumptions: 

• Students have had an intro to dictionary use lesson.
• Reference to the Spanish language has been a recent element in class reading. (This lesson can be done in October in conjunction with Dia de Los Muertos education.)

Materials:

• Draft Paper
• Thicker Final paper
• Markers, Colored pencils
• Pencils
• Spanish/English Vocabulary cards (organized Alphabetically) *See Notes section below
• Example of picture dictionary page drawn on board.
• Alphabet written up on board.
• Popsicle stick name jar

Procedures:

INTRO:

-          Why would you use a dictionary? (comprehension/knowledge)

-          How is a dictionary organized? (Knowledge)

Today we will be making a class Spanish/English dictionary. What else have we been doing in class that has to do with Spanish? (access prior knowledge/contextualize activity)

ACTIVITY EXPLINATION:

• You will be making a rough draft in pencil before you do your final
• Refer to template on board (letter of alphabet in upper right hand corner, word in English centered beneath it, picture in center, Spanish word on bottom)
• Discuss appropriate picture size (not too small)
• You will each have your own word/letter and make one page of our classroom dictionary. One it is all done, we will have made our very own classroom dictionary!

WORD SELECTION PROCESS: (explain and execute)

• Students stay seated until all cards have been distributed.
• Name drawer draws names and the person called may choose a letter from the alphabet. At this point the teacher reads the corresponding word and they may choose to accept or decline. If they decline they may choose one more letter. They must pick between their two options.
• Once a letter/word is chosen, the teacher introduces it to the class and the class repeats back the Spanish word in unison. The child is handed their word card.
• If the word is similar to an English word, teacher should ask the class if it sounds familiar and why. (analysis)
• The chosen letter is then crossed off the board.

DICTIONARY PAGE CREATION:

• Once all cards have been passed out in this manner, and collectively pronounced, students return to their desks to begin working on their rough drafts. Draft paper is pre-cut and placed where students can get their own sheet.
• Students drafts must be okayed by the teacher before going onto their final. Check for spelling accuracy, word/letter positioning, size appropriateness, and congruence of picture descriptor.
• Students create a final draft in color with marker outlining all words and letters.

Accommodations:

• Teacher is free to roam and help students work/trouble shoot.
• Visual example of page template left on board for reference.
• Words that must be written are displayed on individual cards given to students.

Post-Assessment:

Completed page in accordance with project expectations (ie: accuracy and placement of components)

Notes:

• Cards should be created with the English word on one side and the Spanish word on the other.
• Words should be selected based on relevance and opportunity for practical usage.
• The completed class dictionary should be placed on display in the classroom to use a reference. It can also be bound for usage later on.

Vocabulary words can be found at http://www.littleexplorers.com/spanish/