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In step three, children
independently try out some of the ideas generated during step two,
and in step four, they share the results of their exploratory work.
These do not always need to be two distinct steps. In some cases,
as with Kerry Tuttlebee's Guided Discovery of dictionaries,
the material being explored lends itself to an interweaving of the two steps.
Now you can open up and spread out a little bit so you have one in front of you . . .
You're going to look and then we'll talk.
This is the one that I found "scintillating" in.
So look at what you see.
(excited conversation)
Jose, what did you notice?
That if I didn't know a word . . .
In the dictionary I didn't know a word, but there was a picture and it showed me what it was.
Okay. Anybody else notice something different? Elidia?
I looked for "rat," and there was a picture of a rat.
Marema, what did you notice?
I tried looking for Harry Potter, but they didn't have it. Okay. (laugh)
And what about you Messiah?
At the end of the book there was sign language.
Now, I want to see if we can, together, try to find
the word "glisten." Let's look at it on our poem;
don't open your dictionaries yet. Where do you think we need to look
in our dictionaries to try and find the word "glisten"? Now we're not looking for the "glisteners" -
Just "glisten." Where do we have to look? Daniella?
'G' Yes.
G-L-I. G, L, I... Okay.
So let's see... Once you find "glisten" put your thumb up,
so leave it open when you find "glisten."