United States of America
SUGGESTIONS FOR USING 'MY THESAURUS'
Cover: Show students the cover of MY THESAURUS
Ask what a book called MY THESAURUS might contain and how in might be used.
Have students read the four words printed on the balls. Why might these words have been chosen? (They all describe what the juggler is doing with the balls.) What do the words have in common? (Their meanings are nearly the same.)
Contents Ask students to look at the Contents page. Point out its two sections. What will we learn from page 1? (What is a thesaurus?)
Remind students that they shared some ideas about the contents and purpose of a thesaurus. Ask them to turn to page 1 to verify their ideas and to learn more.
P 1-2 Read and discuss pages 1 and 2 to discover the purpose of a thesaurus and how MY THESAURUS can help students become better writers.
Refer them back to the lower section of the Contents page. Explain that these are words they often use in their writing. MY THESAURUS suggests other words to use instead to help make their writing more interesting.
Be sure students recognize that the words are arranged in alphabetical order.
P 3 Begin by directing students to the Contents page.
Make sure students connect the highlighted word (annoyed) with the illustration and the sentence at the bottom of the page.
P 4 Begin by directing students to the lower section of the Contents page.
Because the format on page 4 is different from page 3 guide students to note the differences.
Make sure students connect the highlighted word (nibbled) with the illustration and sentence at the bottom of the page.
P 5-6 Begin by directing students to the Contents page.
Because the format on these pages is different from previous pages guide students to the differences
Make sure students connect the highlighted words with the illustrations and sentences at the bottom of the pages.
P 7-8 You may continue with similar instructional procedures as those used with previous pages.
P 9-10 Begin by directing students to the 6th word in the lower section of the Contents page.
P 11-36 These pages are formatted similarly to those discussed previously. Depending on the needs of your students, you may choose to explore them with your whole class, small groups of students, or with individual students.
P 37-46 This section provides information about nouns, verbs, adverbs, adjectives, conjunctions, and pronoun.
P 47 Students should recognize that punctuation helps a reader understand a writer’s message more clearly.
It is important that sentences end with periods, question or exclamation marks.
P 48, 50 Encourage students to pay attention to other punctuation marks as they read. They know that use of a variety of words makes text more interesting. Using a variety of punctuation adds interest too. Ask students to consider, Why might the author have chosen that specific punctuation? How might I use that punctuation in my own writing?
P 51-53 Tell students that these pages can be used to record other synonyms they find interesting and/or would like to use in their writing.
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