ValCarter

**Pre-Assessment ** An information literacy needs assessment was conducted prior to this lesson to evaluate the research needs of first grade students at Chadwell Elementary School. The survey was taken by first grade teachers. It was determined that the first graders were in need of instruction in the basic use of encyclopedias. This lesson would be most appropriate during the second semester of first grade after the students have developed stronger reading skills. **Standard(s) and/or Goal(s) ** Tennessee State Curriculum Standards/First Grade 1.1.10 Introduce informational skills to facilitate learning. b. Recognize a variety of print items as sources of information (e.g. books, magazines, maps, charts, and graphs). c. Recognize sources of information (e.g., books, maps, graphs, charts). e. Visit libraries to use and view appropriate material. **Instructional Objective(s) ** By the end of the lesson the students will be familiar with an encyclopedia and will be able to define encyclopedia. I expect the students to be able to define encyclopedia correctly at least 80% of the time. This skill will need to be revisited throughout the year. **Materials, Media, and other Resources ** One volume of the encyclopedia per pair of students Chart paper Marker **Set Induction ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Give each pair of students an encyclopedia. Then ask, “Does anyone know what these books are? What would we use them for?” **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Instructional Sequence ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Closure ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Collect the encyclopedias and have the students gather on the rug. Have a volunteer define encyclopedia. Lead the students in brainstorming a list of subjects that they could use the encyclopedia to learn about. Record the list on chart paper. Tell them that in the future they will get a chance to do that research. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Adaptation and Extensions ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">A good way to extend this lesson would be to compare a print encyclopedia to an online encyclopedia. Display the online version on the screen. Have the students pick a subject. Find information in both places. Discuss the differences in searching each source, in the appearance, and in the information. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Assessment ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Since this is an introductory type of lesson, I would conduct an informal verbal assessment. Future lessons will build on this lesson and future assessments will reveal mastery of this introductory skill. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Reflection ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Using the encyclopedia is a very important skill. First graders are just beginning to read but need to be introduced to the encyclopedia as an important resource. They can become familiar with it without being able to read every word. Each exposure to its use will only reinforce the importance of it. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Resource ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Plummer, J. O. (2005). //Great activities for learning how to use reference books.// New York, NY: Scholastic.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">An Introduction to Encyclopedias for First Graders **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Tell the students to explore their encyclopedias.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">As the students explore, begin a class discussion to extend their thinking and familiarize them with encyclopedias. These are some possible questions:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">How is the encyclopedia organized? (alphabetical order, guide words)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">How do you find information in the encyclopedia? (use guide words)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">What kind of information is in the encyclopedia? (information about people, places, things)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">What other resource does the encyclopedia remind you of? (dictionary)
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">After you have discussed the organization and the contents of an encyclopedia, lead the class in creating a definition for encyclopedia. Write the definition on chart paper.