English Language Arts · 5th Grade

Active learning ideas

Using Reference Materials

Active learning turns reference work from a silent, solitary task into a lively collaboration where students practice skills in real time. Students need repeated, guided exposure to dictionaries, glossaries, and thesauruses so they can move beyond guesswork and build confidence in choosing the right tool for the job.

• Common Core State Standards
• CCSS.ELA-Literacy.L.5.4.c

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 25 min · Pairs

Partner Relay: Dictionary Dash

Pairs receive a list of 10 challenging words from a class text. One partner locates the definition and pronunciation in a print dictionary within 1 minute, then tags the other to record it. Switch for the next five words and compare results as a class.

Differentiate between the information found in a dictionary and a thesaurus.

Facilitation Tip

During the Partner Relay, stand near the finish line to listen for students verbalizing pronunciation keys and guide-word strategies aloud.

What to look for

Provide students with a short passage containing several unfamiliar words. Ask them to identify one word they would look up in a dictionary and one word they might find a synonym for in a thesaurus, explaining their choice for each.

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

Activity 02

• Stations Rotation
• 30 min · Small Groups

Thesaurus Rewrite Challenge: Small Groups

Small groups select sentences from student writing samples lacking variety. Using thesauruses, they rewrite each with synonyms, noting shades of meaning. Groups share one revision, and the class votes on the most effective changes.

Explain how to effectively use a glossary to understand domain-specific vocabulary.

Facilitation Tip

For the Thesaurus Rewrite Challenge, circulate with a stack of sticky notes to jot down common replacement errors and address them in a mini-debrief.

What to look for

Give students a word and ask them to write down its definition from a dictionary, two synonyms from a thesaurus, and one sentence using the word correctly. They should also note which reference material they used for each piece of information.

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

Activity 03

• Stations Rotation
• 40 min · Small Groups

Glossary Creation Stations: Small Groups

Set up stations with science, history, and literature texts. Groups use glossaries and dictionaries to define five domain-specific words per station, then compile a class glossary. Rotate stations and add entries.

Evaluate the most efficient way to find the definition of a word using digital tools.

Facilitation Tip

Set clear time limits for the Digital Tool Showdown so students practice scanning results efficiently rather than scrolling endlessly.

What to look for

Pose the question: 'When would a glossary be more helpful than a dictionary for understanding a word in a science textbook?' Facilitate a class discussion where students share examples and justify their reasoning.

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

Activity 04

• Stations Rotation
• 20 min · Individual

Digital Tool Showdown: Individual

Students time themselves finding definitions, pronunciations, and synonyms for eight words using school-approved digital tools versus print references. Record results in a chart and discuss efficiencies in pairs.

Differentiate between the information found in a dictionary and a thesaurus.

What to look for

Provide students with a short passage containing several unfamiliar words. Ask them to identify one word they would look up in a dictionary and one word they might find a synonym for in a thesaurus, explaining their choice for each.

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

A few notes on teaching this unit

Teachers should model the slow, deliberate process of using guide words and pronunciation keys before students work independently. Avoid rushing students through entries; instead, prompt them to compare entries side-by-side so they notice differences between definitions and synonyms. Research supports frequent, low-stakes practice with immediate feedback to build automaticity with reference materials.

By the end of these activities, students will use guide words to navigate print references quickly, select the best definition for a given context, and choose precise synonyms to strengthen their writing. Evidence of success includes accurate entries, thoughtful substitutions, and clear explanations of their choices.

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Watch Out for These Misconceptions

• During Partner Relay: Dictionary Dash, watch for students assuming dictionaries and thesauruses list the same information.

  Have partners pause after each entry to read the labels aloud, then exchange roles to justify whether they found a definition or a synonym first, reinforcing the purpose of each tool.

• During Glossary Creation Stations, watch for students limiting glossaries to textbook back matter.

  Provide mixed-source word banks (science articles, math problems, social studies passages) and ask groups to debate which terms belong in a glossary and why, using examples from their sources.

• During Digital Tool Showdown, watch for students accepting the first result without verification.

  Require students to record the URL, check at least two sources, and write a one-sentence note explaining why they chose that definition over another.

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Methods used in this brief

• Stations Rotation