UK New Edition

UK New Edition


New Edition- Geometric Cover

This new edition of My Dictionary had a geometric cover and contains lists of basic and interest words frequently used by young children in their writing.
There are also 2 pages for children to write their school values and other words that are special to their school.
Another addition is the times table for a quick reference for children.

The 2014 spelling list words for year 2 upwards are very challenging. In years 3 and 4 there are 100 words that the children are expected to learn to spell within those 2 years. A major concern for most teachers, in my experience, is how we get the children to remember these tough words and, more importantly, to use them as part of their everyday language. The words that years 3-4 and 4-5 need to be able to spell are in different shades of blue.

The idea of having them incorporated into a dictionary-that they have continual access to for all subjects, not just English, is half the battle won. Children will not always remember words given in a weekly spelling test but they will remember words that they need to look up in their personal word bank/dictionary. It is only by repetition and usage (making the words relevant and useful to children) that children learn and remember!

Why do they come to school being able to recite nursery rhymes? Because they continually recite them, it’s the same with words and spellings!
This book can be used from the tail end of year 1 and the beginning of year 2. The idea would be to have this dictionary travel through the school with them, they can add words to them as they need.

After written work, I’d expect the children to correct spellings that they’ve got wrong and then add them to the dictionary that would be available to the children at every minute of the school day. It will become a bespoke piece of equipment, a tool that the child has manipulated into an extremely useful piece of equipment. Additionally, I would encourage the children to add words that they like the sound of and words that they themselves have found from another source, either from a thesaurus or from when they had studied an interesting topic , words that they would like to have easy access to in the future.

The Lines following the word lists are provided for the children to attempt to write their own words before having them checked by the teacher.
It is a reference book to enable children to become independent of the need to have teachers write the words they need.
To use My Dictionary effectively children need to be able to recognise letters of the alphabet and the way in which they are ordered.
Games could be played so that children are quickly able to locate, for example, letter P “near the middle of the book”, and letter A “at the beginning”. Letter Z is found “at the end” of the alphabetical section.

Children should also be familiar with the initial sounds of words, e.g. the sound sssss for sun.
Draw attention to the letter tab on the right hand side of each double opening page in the alphabetical section so that they realise that using the tab can be an aid to finding the page they need.

Teach the children that the second section of the book, which starts with the picture of the colour clown, contains lists of interest words for different topics
Help the children discover the information included on each topic page in the second section.
Draw attention to the Contents list (inside front cover) and teach them how to locate the contents of the book. They could share their findings with each other and their classmates.
Remember to allow the children to colour in the clown’s balloons on the colour page.
Where appropriate page numbers and their order could be used as a location aid.

Children would take their own copy of My Dictionary home to get help with filling in All About Me and the Colour page.