What's in a word

What's in a word

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about understanding some of the key features found on a page in a dictionary.
Here are some entries from a dictionary page.
 
A dictionary page for the word "rampant"
 
 
a)
Write down the two guide words that appear on this page.
 
____________________        __________________
 
b)
Write down two head-words that are on this page. ____________________        __________________
 
c)
Some head-words have more than one syllable. Write down one of these words.
 
____________________
 
d)
There are several different types of font used in the dictionary extract.
Draw a line to join the type of font with its use. There will be one "use" left over.
 

Type of font used
 
Use 
i) UPPER CASE A   used when explaining the meaning of a word
ii) italic B   identifies the head-word in the entry
iii) bold C   used to give examples of words with opposite meanings
iv) normal type D   used to give some information about which parts of speech the word belongs to
    E   used when giving an example of how the word is used
 
e)
 
In one sentence, explain how the dictionary shows which syllable of a word is stressed when it is spoken.
 
 
 
f) 
Write down one example of a word which can be used both as a noun and as a verb.
 
 
 
 
 
g) What do the following abbreviations from the dictionary extract mean?
 
 i)
ii)
 ADJ         _________________________________________________________
SING N   _________________________________________________________
Task administration: 
This task can be completed with pencil and paper.
Level:
5
Curriculum info: 
Description of task: 
This resource assesses students dictionary skills through a range of short answer questions. These are given in relation to a provided dictionary page, although another dictionary page could be used.
Curriculum Links: 
 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • recognise structural features
  • identify purposes of structural features
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

 

Y10 (10/1999)

a)

 

  • rampant
  • rat race
no data available
b)  

Any 2 of:

  • rampant
  • ramshackle
  • ran
  • rap
  • rash
  • rasher
  • rat race
  • rasp
easy
c)  

Any 1 of:

  • rampant
  • ramshackle
  • rasher
easy
d)

i)

ii)

iii)

iv)

D

E

B

A

easy

easy

easy

easy

e)   The syllable is underlined. moderate
f)  

Any 1 of:

  • rap
  • rasp
moderate
g)

i)

ii)

adjective

singular noun

easy

difficult