Shauna Sanders

FRIT 8530: Applications of Instructional Technology

Technology Integration Plan

Summer 2010

UbD Stage 1

Title of Unit Dictionary, Thesaurus, and Glossary Skills

Grade Level

3rd Grade

Curriculum Area

English Language Arts Time Frame

4-5 days

Stage 1 – Identify Desired ResultsGeorgia Performance Standards:

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student…

r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student…

k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources.

Standards for the 21 st Century Learner by AASL:

Standard 1 Inquire, think critically, and gain knowledge. 1.2.2. Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

Understandings

Students will understand that: Dictionaries, thesauruses and glossaries are valuable resources that need to be used sometimes. Resources (ex: dictionary, thesaurus and glossary) are available to assist their learning. Teachers will not always be available to help them determine word meanings. Becoming an independent learner takes time and practice. Being an independent learner is critical in functioning outside a school setting. When they read, they are not going to automatically know and understand every word they come

across.

Related Misconceptions: The only reason to use a dictionary, thesaurus or glossary is because it will be on the test and my

teacher said to use it.

A dictionary is only used to find out what a word means.

Essential Questions

Overarching Questions:

What are independent choices and why are they important?

Why is a dictionary, a thesaurus and a glossary each an important resource?

Why do I need to learn a variety of strategies in order to gain meaning from third grade level text?

Why do I need confidence and self-direction in order to learn?

Topical Questions:

How are a dictionary, thesaurus and/or glossary going to help me with word meanings and word choices?

Why do I need to use a dictionary to correct my spelling?

How is a dictionary going to help improve my speaking?

Knowledge and Skills

KnowledgeStudents will know:

Key terms: independent learner, guide words, entry word, dictionary, thesaurus, glossary, definitions

How to put words into alphabetical order

When to use a dictionary vs. a thesaurus

Where to locate a glossary in a book

Skills Students will be able to:

Demonstrate their ability to use guide words to find an entry word in dictionary

Explain to someone else how to find a word in a dictionary, thesaurus and/or glossary

Produce a how-to resource guide for other students’ use

Independently determine meaning of unknown word using available resources

Independently correct own spelling using a dictionary

Independently use a thesaurus to support word choices in writing

Stage 2 - Evidence

Performance Task(s)

Goal: Your goal is to help a student in third grade next year to effectively and independently use a dictionary or thesaurus (depending on which one you choose to create).Role: You are the author, illustrator and publisher of your resource book.Audience: Your audience is a third grade student.Situation: You have been asked to develop a dictionary or thesaurus with illustrations that helps another student learn about these resource skills and assist them with unknown words from the book they may be reading.Product Performance and Purpose: You will create a dictionary or thesaurus or based upon the books you are reading in your guided reading group and the words you are using in writing workshop. This resource book you create will be used by next year’s third graders in order to help them learn how to use these resources effectively and be able to learn how you were able to use the resource independently to support their word choices in writing and determine meanings of words while reading.Standards and Criteria for Success: Your dictionary or thesaurus should…

Include words that you have come across during reading that were unknown to you or difficult for you and required you to use one of these resources

Have example sentences that teach the student about the word Include illustrations to help the student better understand the words Also include a one-page explanation on how you created this assignment and

answer the following perspective questions: 1. How did this assignment help you become a more confident independent reader? 2. Why is the dictionary or thesaurus (depending on which one you chose) an important resource? 3. What are some tips you would provide to someone who is learning to use this resource independently?

Understandings: All of the understandings are covered in this performance

task.

Facets of Understanding : Application, Perspective, and Explanation

Standards : ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student…

r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student…

k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources.

(*There is a rubric and student checklist at the end of this lesson unit for use with the performance task.)

Other Evidence

Observation: The teacher will conduct quite a bit of observations during the video podcasts and during practice time. There will also need to be quite a bit of observation while the

students are working on their performance tasks.Pretest and Post-test: There will be a pretest given at the beginning of this unit and a post-

test to follow up.Follow-up Assessments: Due to the nature of these standards, students’ understanding will

need to be checked periodically throughout the year. Therefore, the teacher can use any of the attachments as follow ups and just change a few of the words in the questions.

Stage 3: Plan Learning Experiences

Day 1

1. In second grade, students are learning how to use the dictionary, thesaurus and

glossary to determine word meanings. In third grade they are required to apply the

skills of using these resources a little more independently. Therefore, a pretest for

checking their abilities to use these resources effectively will be given on day one.

(See attached pretest at the end of this lesson unit.)

2. The students will grade their own pretest as the entire class goes over the answers

together. That way, the students will know up front how much help they need in

reviewing/learning these skills.

3. Then, the teacher will go over the desired results from Stage 1 of this unit, especially

emphasizing the essential questions by writing them on chart paper.

4. Next, the teacher will pass out a handout that will accompany the first of four

podcasts for this unit. The students will be able to read along silently as the podcast

describes the performance task the students will need to complete by the end of the

unit.

5. The teacher will then conclude the first day with a question and answering session.

Day 2

1. Day 2 will begin with reviewing alphabetical order skills since all three of the

resources are organized in this manner. (See attached practice page.)

2. There will be a video podcast of a PowerPoint presentation for the students, which

will require them to complete certain tasks as they listen and watch the

presentations.

3. The teacher’s job during these video podcasts is to walk around the room assisting

students where help is needed.

4. The first video podcast is called, Dictionary ppt. Have students listen and watch

now.

5. Then, the students will review/practice using guidewords by playing a quick “Who

can find the word first?” dictionary game. (See directions at the end of this lesson

unit.)

6. The last part of the day will be spent beginning their work on their performance task.

Day 3

1. Day 3 will begin with a quick recap of already covered skills for using the dictionary.

2. Then, the students will listen and watch the video podcast called, Thesaurus ppt.

3. Then, have the students complete the thesaurus practice sheet that can be found at

the end of this lesson unit.

4. During students’ guided reading group and writing workshop, they can work on

adding to their performance task.

Day 4

1. Day 4 will be the final day of instruction for this unit on using the dictionary,

thesaurus and glossary. However, the students will continue to work on their

performance task throughout the semester since they will be using it during guided

reading groups and writing workshop and becoming experts on using the resources.

2. The students will listen/watch the final video podcast that covers the glossary. It’s

called Glossary ppt.

3. The final part of this unit, other than the performance task, is a follow up post-test to

check students’ understanding of using these resources after having learned about

them for 4 days. The post-test is also located at the end of this lesson unit and is

identical to the pretest. This post-test will be graded by the teacher, however,

instead of by the students.

4. Students will continue to work on and add words to their reference book of choice

that will be due at the end of the semester.

(Depending on your timeframe, these lessons can be extended to last a week.)

Notes to the Instructor

Addressing differentiation: For students who are below grade level in reading and/or

writing, there will need to be some additional assistance with completing their performance

task. Most of the students should be able to create their own reference book independently,

but these students may require additional practice with dictionary skills or thesaurus skills.

If additional practice is required, then visit this website and have them work on the

activities there. There are downloadable worksheets for additional practice.

RETHINK, REFLECT, REVISE: The nature of the performance task lends itself to having the

students constantly rethink, reflect and revise their work. The intended goal of the task is

for the students to realize that they are improving and learning how to independently use

these resources to find what they need instead of always relying on the teacher to help

them. The students will use the checklist to make sure they have included all parts of the

assignment before they turn it in. This checklist will provide another opportunity for the

students to revise before turning in their completed assignment.

Sources Used for this UbD Unit

ALA | AASL Standards for the 21st-Century Learner. (n.d.). ALA | Home - American Library Association. Retrieved July 6, 2010, from http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm

Bowman. (n.d.). Ms. Bowman. Schoolstation. Retrieved July 10, 2010, from http://www.schoolstation.com/classpages/teacher/documents.php?user=seviermic

Corwin. (2009, April 7). Mscorwin's photostream. Welcome to Flickr - Photo Sharing. Retrieved July 14, 2010, from http://www.flickr.com

GPS by Grade Level, K-8. (n.d.). GaDOE. Retrieved July 6, 2010, from https://www.georgiastandards.org/standards/Pages/BrowseStandards/GPS_by_Grade_Level_K-8.aspx

Primary Sources.co.uk. (n.d.). primarysources.co.uk. Retrieved July 10, 2010, from http://www.primarysources.co.uk/english/englishA6.htm

(Additional Resources can be found on the following pages.)

Name: Date:

Pretest for Dictionary Skills and Thesaurus Skills

1. Put these words in alphabetical order.

Cart altar shame dance loop dense

2. Which of the following words would be found on the page with these guidewords?Border – braided

a. bisqueb. bellyc. bornd. buns

3. What is the part of speech for the word: door?

4. What is a synonym?

5. Which of the following words is a synonym for down?

a. upb. abovec. besided. below

6. What is an antonym?

7. List an antonym for the word: happy.

8. What is a thesaurus?

9. Do I use a thesaurus or dictionary to find a word used in an example sentence?

Thesaurus Dictionary

10. Do you think you could teach another student how to use a thesaurus?

Do you think you could teach another student how to use a dictionary?

Name:

Date:

Alphabetical Order Practice

Put each of the following sets of words in alphabetical order. Remember to look at the first letter and then you may have to use the second letter also.

Group 1

CougarCandy

AltogetherBusy

Dandy

Group 2ReallyKnife

OrigamiRaffleFight

Group 3ShouldShape

ShampooTheseThose

Who Can Find the Word First?Round 1

See if you and your partner can be the first to find these words in your dictionary and write down the guidewords you found on the page.

Mutiny: (noun) Winch: (noun)

Contempt: (noun) Urbanize: (verb)

Retort: (noun) Crescendo: (noun)

(Who Can Find the Word First? Continued)

Finished? Well done! You now need to use the above words to form sentences; you could have more than one of the words in a sentence! Check that you have used the word in the right context!

Who Can Find the Word First?Round 2

See if you and your partner can be the first to find these words in your dictionary and write down the guidewords you found on the page.

Hermit: (noun) Suburb: (noun)

Weir: (noun) Crevice: (noun)

Beacon: (noun) Membrane: (noun)

(Who Can Find the Word First? Continued)

Finished and marked? Well done! You now need to use the above words to form sentences; you could have more than one of the words in a sentence! Check that you have used the word in the right context!

Name:

Date:

Practice with the Thesaurus

Use your thesaurus to replace the underlined words in this writing sample with new, more vibrant words. Remember, a thesaurus can help you with your word choices

when writing and speaking.

My life is nothing great, but I am always happy. I like my family

and I like my dog too. He is a good dog. My mom is fun and my dad is

fun. Sometimes, we like to go places. We like to eat pizza and we like to

watch movies too. One time we took my dog with us to the movies and

he made my mom mad. The people at the movies were mad too. My

dog is good, but he was bad there. My mom was so mad, that my dog got

in big trouble.

Happy:

Like:

Good:

Fun:

Like:

Mad:

Big:

Name: Date:

Post-test for Dictionary Skills and Thesaurus Skills

1. Put these words in alphabetical order.

Cart altar shame dance loop dense

2. Which of the following words would be found on the page with these guidewords?Border – braided

e. bisquef. bellyg. bornh. buns

3. What is the part of speech for the word: door?

4. What is a synonym?

5. Which of the following words is a synonym for down?

e. upf. aboveg. besideh. below

6. What is an antonym?

7. List an antonym for the word: happy.

8. What is a thesaurus?

9. Do I use a thesaurus or dictionary to find a word used in an example sentence?

Thesaurus Dictionary

10. Do you think you could teach another student how to use a thesaurus?

Do you think you could teach another student how to use a dictionary?

1 2 3Illustrations No illustrations

includedOnly a few

illustrations included with

no color

Multiple and colorful

illustrations

/3

Sample Sentences

No sample sentences included

Some sample sentences

were included, but not all relevant

All entry words have a

sample sentence and

all are relevant

/3

Length Less than three pages

At least three pages

At least five pages

/3

Layout Resource Book does not

resemble a thesaurus or

dictionary and no alphabetical

order used

Alphabetical order used, but

no resemblance to

the layout of dictionary or

thesaurus

Finished book resembles

dictionary or thesaurus and

is a great replica of one

/3

Explanation Page

No explanation page included

Explanation page included but is missing one or more of

the parts

All questions are thoroughly answered and

page is well written

/3

Score and Comments

/15

Rubric for Performance Task

Name:

Checklist for Chosen Reference Book

* Make sure you check off each item below as you look over your completed book before turning it in.*

Dictionary

o alphabetical order

o part of speech

o definition

o pronunciation guide

o sample sentence

o plural form of word

o illustration for each word

Thesaurus

o alphabetical order

o part of speech

o synonyms

o sample sentence

o illustration for each word

o one antonym for each word