Language Arts · Grade 2

Active learning ideas

Glossaries and Bold Words

Active learning works for this topic because young readers need to interact with text features to see their purpose. Hands-on tasks like hunting bold words or building glossaries make abstract concepts concrete and memorable for Grade 2 students.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.RI.2.4
• CCSS.ELA-LITERACY.L.2.4

• 15–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 25 min · Pairs

Pairs: Bold Word Hunt

Partners read a short informational text together. They circle bold words, predict meanings from context, then locate and copy glossary definitions. Pairs share one match with the class.

Justify the author's choice to bold certain words in a text.

Facilitation Tip

During Bold Word Hunt, circulate and ask pairs to explain why they chose certain bolded words before checking glossaries.

What to look for

Provide students with a short informational paragraph containing 2-3 bolded words. Ask them to: 1. List the bolded words. 2. Write one sentence explaining why the author might have chosen to bold each word. 3. Choose one bolded word and write a definition in their own words.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Inside-Outside Circle
• 35 min · Small Groups

Small Groups: Mini-Glossary Builders

Groups select key words from a passage, including bold ones. They write definitions using glossaries or context, then format an alphabetical mini-glossary on chart paper. Present to class.

Explain how using a glossary improves comprehension of a topic.

Facilitation Tip

For Mini-Glossary Builders, provide examples of good definitions, such as using simple words and avoiding repetition from the text.

What to look for

Display a short text with a simple glossary. Ask students to point to a specific bolded word and then find its definition in the glossary. Ask: 'How did the glossary help you understand what [bolded word] means?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Inside-Outside Circle
• 20 min · Whole Class

Whole Class: Author Choices Circle

Display a text with bold words. Students take turns justifying the author's choices in a talking circle. Vote on most important word and discuss glossary role.

Construct a mini-glossary for a short informational passage.

Facilitation Tip

In Author Choices Circle, limit responses to one sentence each to keep the discussion focused and inclusive.

What to look for

Show students two versions of the same short informational passage: one with bolded words and a glossary, and one without. Ask: 'Which version was easier to read and understand? Why? What is the advantage of having bold words and a glossary?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Inside-Outside Circle
• 15 min · Individual

Individual: Personal Text Glossary

Each student chooses a non-fiction page. They list three bold or tricky words, find or infer definitions, and create a foldable glossary page.

Justify the author's choice to bold certain words in a text.

Facilitation Tip

For Personal Text Glossary, model how to write definitions in student-friendly language before they begin.

What to look for

Provide students with a short informational paragraph containing 2-3 bolded words. Ask them to: 1. List the bolded words. 2. Write one sentence explaining why the author might have chosen to bold each word. 3. Choose one bolded word and write a definition in their own words.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teachers should approach this topic by modeling curiosity about text features, asking students to notice patterns in bolding, and connecting those patterns to main ideas. Avoid assuming students understand glossaries serve a selective purpose. Research shows that guided practice with sorting words into 'glossary' or 'context' categories builds strong comprehension habits early.

By the end of these activities, students will justify why authors bold key words, explain how glossaries support comprehension, and create their own glossaries. Success looks like clear definitions, purposeful discussions, and accurate use of text features in their work.

---

Watch Out for These Misconceptions

• During Bold Word Hunt, students may think bold words are already easy to understand without help.

  Remind pairs to use context clues first, then check the glossary together. Ask: 'Was the glossary definition what you expected? How did it help?'

• During Mini-Glossary Builders, students may think glossaries define every word in the text.

  Have groups sort words into 'glossary' or 'context' piles, then explain why only some words need definitions. Use the provided sorting mat to guide this discussion.

• During Author Choices Circle, students may think authors bold words just to make text look fancy.

  Provide two versions of the same passage: one with bolded key terms and one without. Ask groups to identify which version helped them find the main idea faster and explain why.

---

Methods used in this brief

• Inside-Outside Circle