Vocabulary Unit 1: Dictionary

definitions
Overview
English curriculum objectives • Photocopiable Unit 1, Resource 1: Match it,
• Using dictionaries to check the meaning of words page 73
that they have read • Photocopiable Unit 1, Resource 2: Look it up,
page 74
Treasure House resources
• Vocabulary, Grammar and Punctuation Skills Pupil Additional resources
Book 4, Vocabulary Unit 1, pages 4–5 • A variety of class dictionaries
• Collins Connect Treasure House Year 4 Vocabulary,
Grammar and Punctuation: Vocabulary Unit 1

Introduction
Teaching overview Ask a volunteer to demonstrate to the class how to
Hopefully, most children will be familiar with the basic use the dictionary (using the initial, then subsequent
concept of why and how to use a dictionary. The letters to find the word). Ask the children to help
activities here will provide practise and experience you as you scribe the alphabet along the top of the
of finding words and reading the definitions, and this board for easy reference, as they work through the
should help the children to begin to use a dictionary unit. Explain that a dictionary can also be used to
quickly and efficiently. obtain other information about words, such as how
to pronounce them and what word class they are.
Introduce the concept Together, read the example in the Pupil Book.
Ask the children if any of them can tell you what Ask the children to find a range of straightforward
a dictionary is used for. Elicit suggestions and words in the class dictionary and read the information
establish that a dictionary is a useful reference book provided. If possible, ask different children to use
that can help us to find out the meaning and check different dictionaries and compare the definitions,
the spelling of words. Remind the children that a discussing which one the class think is best.
dictionary is organised in alphabetical order to make
it quicker and easier for users to find the word they
are looking for.

Pupil practice Pupil Book pages 4–5

Get started Try these
Demonstrate the task by modelling how to look up Ask the children to look up each word in a dictionary
the word ‘suspicious’. Read the dictionary definition and write down the definition they find. If the
before relating it to the definition in the exercise. children are using different dictionaries, compare the
Support the children by asking them to write out definitions the children have found.
the letters of the alphabet, clearly and in the correct Answers
order, on a separate strip of paper; tell them to use
1. exclude: to leave someone or something out
this as a reference tool during their work on this unit.
[example]
Answers
2. partial: incomplete [1 mark]
1. suspicious: unsure and doubtful [example]
3. journalist: someone who writes for a
2. optician: a person who makes glasses newspaper or magazine [1 mark]
and contact lenses [1 mark]
4. dependent: depending or relying on
3. precious: of great value [1 mark] someone or something [1 mark]
4. anxious: worried or nervous [1 mark] 5. fledgling: a young bird that is ready to
5. barricade: a barrier, especially one start flying [1 mark]
blocking a street [1 mark] 6. abominable: very bad or wicked [1 mark]
6. ignite: to set fire to [1 mark]

22

6769_TH_VGP_Y4_TG.indb 22 27/06/2017 14:36

 Vocabulary Unit 1: Dictionary definitions

7. originate: to start out [1 mark] You may wish to support children by collaborating on
8. exclaim: to shout or cry out [1 mark] a definition for ‘apple’, such as ‘the hard, sweet, red
or green fruit of an apple tree’.
Now try these Answers
Ask the children to write their own definitions for the Accept any reasonably accurate definitions that have
terms in the style of a dictionary entry. They can use a been written in the children’s own words.
dictionary for help if they need to, but they should try [1 mark per question]
to use their own words.

Support, embed & challenge

Support plant that makes seeds. It is often brightly coloured.
Recap on the structure of a dictionary, using a Frame: A solid edge, sometimes made of wood, that
dictionary of the right reading age for these children. goes around a picture or a window. Friend: A person
Spend time helping these children find words using you know well and like, and spend time with. Frog: A
the first, then the second, then the third letter and small jumping animal that lives near water and has a
reading the definition. smooth wet skin. Fur: Thick hair covering the skin of
some animals.)
Use Resource 1: Match it, to provide these children
with further practice in alphabetical order and Answers will vary. Check the children’s definitions
understanding the structure of a dictionary. Help the make sense.
children to sort the key words into alphabetical order. (Suggested answers A. 1. charming: for example,
Explain that the key words in a dictionary are the pleasant or attractive; 2. bruises: for example, an
main words, in bold, that are listed in the dictionary. injury that appears as a discoloured area of skin;
Help them to read and match the definitions. 3. florescent: for example, vividly colourful; 4. suburb:
Encourage them to use the word ‘definition’. for example, an outlying residential district of a
Together, look up the words in a dictionary and city 5. taut: for example, stretched or pulled tight;
compare the definition in the dictionary with the one 6. cartilage: for example, a type of strong tissue
provided on the sheet. found in humans in the joints; B. 1. amphibian: for
example, an animal that lives both on land and in
Embed water; 2. slain: for example, killed in a violent way;
Use Resource 2: Look it up, to enable children to 3. tendon: for example, a strong piece of tissue
practise their dictionary skills by looking up new connecting muscle to bone; 4. yearn: for example, to
words. The activity turns this practice into a fun wish very strongly; 5. controversy: for example, a lot
competition by challenging children to work against a of disagreement about something; 6. exception: for
partner. Afterwards, ask children to share one of the example, someone or something that is not included
definitions with the whole class and discuss the new in a rule, group or list)
vocabulary, putting it into context where possible.
Challenge
(Answers Face: The front of the head where the
eyes, mouth and nose are. Flame: The orange and Children challenge a partner to write the correct
yellow part of a fire. Flour: A fine powder made from definitions to words they have chosen from a
ground grain used for cooking. Flower: The part of 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).

23

6769_TH_VGP_Y4_TG.indb 23 27/06/2017 14:36

 Vocabulary Unit 2: Using a
dictionary
Overview
English curriculum objectives • Collins Connect Treasure House Year 4 Vocabulary,
• Using dictionaries to check the meaning of words Grammar and Punctuation: Vocabulary Unit 2
that they have read • Photocopiable Unit 1, Resource 1: Two meanings,
• Use the first two or three letters of a word to check page 75
its spelling in a dictionary • Photocopiable Unit 1, Resource 2: Dictionary roll,
page 76
Treasure House resources
• Vocabulary, Grammar and Punctuation Skills Pupil Additional resources
Book 4, Vocabulary Unit 2, pages 6–7 • A variety of class dictionaries; dice

Introduction
Teaching overview information about them. Some words have more
This unit develops the children’s understanding of the than one definition. Together, read the example for
use and purpose of dictionaries. The activities revise, ‘example’ in the Pupil Book and ask volunteers to
practise and consolidate dictionary skills so that the tell you the different pieces of information included in
children can locate information, such as word class the definition.
and multiple definitions. Provide the children with class dictionaries and ask
them to work in pairs to look up: ‘plane’, ‘match’,
Introduce the concept ‘mean’ and ‘bow’, asking them to note down the
Explain to the children that dictionaries give us word class and definition of each. Tell them to share
the definition of words, along with some other their findings with another pair, before establishing
the different meanings and word classes.

Pupil practice Pupil Book pages 6–7

Get started Possible answers (all dictionaries will be different):
Check that the words in the exercise are in the 1. pride, noun: 1. a group of lions; 2. a
class dictionary; replace words as necessary. Model feeling of satisfaction [example]
finding the word ‘juggernaut’ and then finding and 2. inseparable, adjective: 1. not able to be
reading the next word in the dictionary. If the next pulled apart; 2. always together [2 marks]
word is not ‘juggle’, read the one that does. Repeat 3. organic, adjective: 1. to do with living
with a different dictionary. If ‘juggle’ is the next word, things; 2. plants or food grown without
compare the definitions. Ask the children to look up artificial pesticides or fertilisers [2 marks]
each word listed in a dictionary, then find and write
4. company, noun: 1. a business firm or
down the word that comes after it, with its definition.
organisation; 2. guests [2 marks]
Answers
5. interfere, verb: 1. to become involved in something
Locate the correct answers in the class dictionary. that has nothing to do with you; 2. to get in the
Award a mark for each correctly noted down word way of something happening [2 marks]
and definition.
6. date, noun: 1. a particular day or point in time; 2. a
Try these sweet fruit from the date palm tree [2 marks]
Check that the words in the activity are in your 7. pupil, noun: 1. someone who is taught; 2. the dark
class dictionary; replace words as necessary. Model opening in the centre of the eye [2 marks]
looking up ‘pride’ in your class dictionary and 8. improvise, verb: 1. to do something without
compare the definitions with the definitions in the rehearsal or preparation; 2. to make something
Pupil Book. Ensure the children understand the two quickly, using the materials to hand [2 marks]
different meanings of ‘pride’. Ask the children to
complete the task.

24

6769_TH_VGP_Y4_TG.indb 24 27/06/2017 14:36

 Vocabulary Unit 2: Using a dictionary

Now try these it in a sentence of their own. You may wish to support
Check that the words in the activity are in your class children by discussing the task before setting them to
dictionaries; replace words as necessary. Ask the work independently or in pairs.
children to look up each word in a dictionary and use Accept any sentences that use the given
words accurately. [1 mark per question]

Support, embed & challenge

Support the children to take to turns roll a dice and use the
Ask these children to locate the word ‘sink’ in their number rolled to select the word that they look up.
dictionary. Read the definitions together and help Then they put that word into a sentence and write it
them to see that there are two meanings. Help them in the spaces provided underneath.
to understand that one of these meanings is a noun Provide the children with the following words:
(find the word ‘noun’ if possible) and the other a verb ‘address’, ‘back’, ‘duck’, ‘close’, ‘dust’, ‘letter’,
(again, hopefully indicated in your dictionary). ‘mole’ and ‘object’ and challenge them to write their
Together, write a dictionary entry for ‘curl’, showing own dictionary entries (use the class dictionaries
the two meanings and word class. Compare your if needed) for as many as they can, providing
definitions with the ones in the children’s dictionary. two meanings (and sometimes two word classes)
Ask these children to carry out Resource 1: Two for each word. (Example answers 1. salute: The
meanings, to support children in understanding the soldiers had to salute their superior whilst on parade.
layout of a dictionary and finding information within it. 2. disintegrated: The book was so old the pages had
(Answers 1. duck; 2. dust; 3. an item you can touch; disintegrated. 3. traipse: We had to traipse across
to disagree with something; 4. a type of water bird; to the huge museum. 4. legendary: The sports star was
bend down to avoid something; 5. close and object; legendary in his field. 5. inscribe: I asked them to
6. open-ended question) inscribe my full name on the trophy. 6. microscopic:
The algae we studied was microscopic.)
Embed
Challenge
Organise the children into pairs and use Resource 2:
Dictionary roll, to enable them to practise looking Challenge the children to prepare a short presentation
for words in the dictionary and demonstrate their about a topic that interests them. It must include six
understanding by using the words in a sentence. Ask 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)

25

6769_TH_VGP_Y4_TG.indb 25 27/06/2017 14:36

 Vocabulary Unit 3: Word
families (1)
Overview
English curriculum objectives • Collins Connect Treasure House Vocabulary,
• Word families based on common words, showing Grammar and Punctuation Year 4, Vocabulary
how words are related in form and meaning [for Unit 3
example, solve, solution, solver, dissolve, insoluble] • Photocopiable Unit 3, Resource 1: Word families
sort, page 77
Treasure House resources • Photocopiable Unit 3, Resource 2: Build word
• Vocabulary, Grammar and Punctuation Skills Pupil families, page 78
Book 4, Vocabulary Unit 3, pages 8–9
Additional resources
• A variety of class dictionaries

Introduction
Teaching overview Introduce the concept
This unit develops the children’s understanding of Ask the children if they can remember what a ‘word
word families as groups of words that are related family’ is. Elicit suggestions and establish that, just
in some way. Use the content of this unit to teach like people, words can have families. Explain that
grammar explicitly: children should be taught word families are groups of words that are related
grammatical terminology (‘word family’, ‘prefix’ and in some way. Many word families are related by the
‘suffix’) and concepts, and be able to apply them same root word. Use the examples from the Pupil
correctly to examples of real language; such as their Book or display the first page of the Connect activity
own writing or books they have read. to explain the concept.
When modelling the teaching point, use your voice to Ask the children to look up the following words in
show emphasis, intonation, tone, volume and natural their class dictionary and work in teams to create the
speech patterns. This will help children to learn the biggest word family for each: ‘rain’, ‘keep’, ‘ring’.
differences between spoken and written vocabulary,
grammar and punctuation.

Pupil practice Pupil Book pages 8–9

Get started Try these
Ask the children to copy and complete each word Ask the children to copy and complete the sentences
family by adding three more words to the root word. using the words from the ‘like’ family in the box.
Remind them to use a dictionary for help if they Remind them to use a dictionary for help if they
need to. need to. The first answer has been completed as
Answers an example.
Accept any words that link to the root word, Answers
for example: 1. It is likely that I will have school dinner
1. painter, painting, painted [example] every day this week. [example]
2. helpful, helper, helpless [3 marks] 2. Gabriella was so excited that she clapped
her hands with childlike glee. [1 mark]
3. jumper, jumping, jumpy [3 marks]
3. I have developed a strong liking for dark
4. playground, playscript, playful [3 marks]
chocolate – it’s delicious! [1 mark]
5. postcode, postman, lamppost [3 marks]
4. There is a real likelihood that we have a
6. recount, countdown, accountable [3 marks] times tables test tomorrow. [1 mark]
7. thinker, unthinkable, thoughtfulness [3 marks] 5. The new boy in our class is very likeable. [1 mark]
8. playground, fairground, ground-breaking [3 marks] 6. People say my sister and I have a close
likeness to one another. [1 mark]

26

6769_TH_VGP_Y4_TG.indb 26 27/06/2017 14:36

 Vocabulary Unit 3: Word families (1)

Now try these by discussing the task before setting them to work
Ask the children to write two sentences for each independently or in pairs.
root word using at least two different words from its Accept any two sentences that use at least two
word family. Remind them to use a dictionary for help different words from each word family.
if they need to. You may wish to support children [2 marks per question]

Support, embed & challenge

Support also add compound words to their list. Children
Work with these children with Resource 1: Word could discuss in partners and compete to see who
families sort, which uses the words from the Pupil completes the task quickest. You could also extend
Book Now try these section. Ask the children to work the task by asking them to write sentences that use
in pairs to cut out and sort the words from the sheet some of the new words.
into families, using the correct root word heading for Afterwards, gather together all the suggested words
each. Ask the children to highlight the root word – or to create a long list for each word, adding your
version of it – in the longer words. Discuss each word own words.
in turn, explaining how the word is related to the (Example answers 1. sort: sorted, sorting, allsorts;
root word. Work as a team to add words to each list, 2. stand: standing, standard, misunderstand;
writing them on slips of paper and sticking them in 3. normal: abnormal, normality, normalise; 4. might:
the correct column. mighty, almighty, mightiness; 5. education:
(Answers drop: raindrop, dropping, dropped, droplet; educational, educationalist, educated; 6. legal: illegal,
dream: dreaming, daydream, dreamy, dreamer; solve: legalise, legality; 7. mature: immature, maturity,
dissolve, solver, solution, solving; paint: painted, matured; 8. behave: misbehave, behaving, behaviour)
painter, paints, painting; like: likeable, likeness,
likely, likelihood; work: workshop, worker, teamwork, Challenge
working; time: overtime, timing, timed, timer; pay: Challenge the children to find the biggest word
payment, repaid, underpaid, paying) family they can, using either one of the lists started
in Embed above, or their own root word. Encourage
Embed them to use a dictionary to extend their list. Ask them
Use Resource 2: Build word families, to encourage to note down the word class for each word in their
children to use a root word to create word families. list. Challenge them to articulate how the different
Ask the children to look carefully at the root word prefixes and suffixes change the root word.
then add prefixes and/or suffixes to create new words
within the same word family. Tell them that they can

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).

27

6769_TH_VGP_Y4_TG.indb 27 27/06/2017 14:36