English Language · Primary 3

Active learning ideas

Creating a Glossary for Technical Terms

Active learning works because students need repeated exposure to technical terms to remember them. By creating a glossary through hands-on activities, they connect words to meaning, which improves comprehension in informational texts. Movement between individual work and collaboration keeps engagement high and reinforces understanding.

• MOE Syllabus Outcomes
• MOE: Vocabulary and Language Use - P3

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 30 min · Pairs

Text Hunt: Glossary Word Selection

Provide informational texts on topics like animals or machines. In pairs, students scan for 5-8 technical terms, discuss why each is key, and list them with initial guesses. Pairs then share selections with the class for a group vote on inclusions.

Design a glossary entry that clearly defines a technical term and provides an example.

Facilitation Tip

During Text Hunt, circulate and ask guiding questions like 'Does this word help explain the main idea?' to steer students toward central terms.

What to look for

Provide students with a short, unfamiliar informational text. Ask them to identify two technical terms they would include in a glossary and write one sentence explaining why each term is important for understanding the text.

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

Activity 02

• Inside-Outside Circle
• 45 min · Small Groups

Entry Design: Collaborative Glossary Pages

In small groups, assign 3-4 terms per group. Students draft definitions using simple language, add sentences or drawings as examples, and format entries alphabetically. Groups compile a class glossary poster.

Explain how a glossary supports a reader's understanding of complex non-fiction texts.

Facilitation Tip

When students draft glossary entries in Entry Design, provide sentence starters like 'This term means... because...' to support clear definitions.

What to look for

Display a sample glossary entry on the board. Ask students to verbally identify the 'term', the 'definition', and the 'example'. Then, ask them to explain in their own words how this entry helps someone understand the topic.

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

Activity 03

• Inside-Outside Circle
• 25 min · Pairs

Peer Review: Glossary Swap and Refine

Individuals create personal glossary entries for selected terms. Swap with a partner to check clarity, suggest improvements, and rewrite based on feedback. Present final versions to the whole class.

Justify the selection of specific words for inclusion in a glossary.

Facilitation Tip

In Peer Review, model how to give feedback using the rubric: 'I noticed the definition uses simple words. The example shows how the term works.'

What to look for

In pairs, students create a glossary entry for a chosen technical term from a shared text. They then swap entries with another pair. Each pair provides feedback on their swapped entry, answering: Is the definition clear? Is the example helpful? Is the term truly technical?

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

Activity 04

• Inside-Outside Circle
• 20 min · Whole Class

Whole Class: Glossary Quiz Game

Compile class glossary into a digital or printed set. Play as teams: one reads a term's definition/example, others guess the word. Rotate roles to reinforce learning.

Design a glossary entry that clearly defines a technical term and provides an example.

Facilitation Tip

For the Glossary Quiz Game, assign mixed teams so students rely on each other’s glossary entries to answer questions.

What to look for

Provide students with a short, unfamiliar informational text. Ask them to identify two technical terms they would include in a glossary and write one sentence explaining why each term is important for understanding the text.

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

A few notes on teaching this unit

Teachers should model the process of glossary creation first, thinking aloud as they choose terms and draft definitions. Avoid providing all answers upfront; instead, let students grapple with clarity by revising entries after peer feedback. Research shows that rewriting definitions strengthens memory, so plan for multiple drafts rather than a single attempt.

Students will select meaningful terms, write clear definitions in their own words, and include examples that help others understand. Successful learning is visible when students justify their choices, give helpful feedback, and use glossary entries to explain topics to peers.

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Watch Out for These Misconceptions

• During Text Hunt, watch for students listing every unfamiliar word.

  Prompt groups to debate which terms are essential by asking, 'Would the text make sense without this word?' Have them justify choices using clues from the text.

• During Entry Design, watch for students copying definitions directly.

  Circulate with a 'paraphrase checklist' and ask students to underline borrowed words, then rewrite without them. Share strong examples to reinforce clarity.

• During Entry Design, watch for glossaries that lack examples or visuals.

  Display a sample entry with a drawing or short sentence, then ask students to add one to their own work before swapping for peer review.

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Methods used in this brief

• Inside-Outside Circle