Cole


 * Using Dictionaries Efficiently and Effectively**
 * By Amberly Cole**
 * By Amberly Cole**


 * Part I**


 * Pre-Assessment**


 * This library lesson plan for middle school is using a dictionary effectively and efficiently. This lesson plan is a result of a needs assessment plan conducted by Amberly Cole at E.K. Baker Elementary School library. This lesson plan will improve students’ reference skills.**


 * State Standards/ Goals**


 * GLE 0501.1.2** Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
 * 0501.1.16** Use a variety of previously learned strategies (e.g. understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words.


 * Instructional Objectives**


 * Standard 1:** Inquire, think critically, and gain knowledge
 * Skills Indicator:** 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
 * Benchmarks:**

**Understand the library’s organizational scheme and what main topics are included in each section.**

**Select and use appropriate sources, including specialized reference sources and databases, to answer questions.**

**Use multiple resources, including print, electronic, and human, to locate information**

**Use the organizational structure of a book to locate information to answer questions.**

**Use text features and illustrations to decide which resources are best to use and why.**
 * A**udience: The students will know the difference between children’s, student, and collegiate dictionaries. The student will know how to locate information in a student dictionary efficiently.**B**ehavior: Students will collaborate in groups to search for information in dictionaries and correctly answer questions.**C**onditions: Students must complete one worksheet per group by end of class.**D**egree: I expect 90% of students to master this skill by the end of class. There will be a total of 32 blanks.
 * 0-4 incorrect =A**
 * 5-8 incorrect =B**
 * 9-12 incorrect =C**
 * 13 or more incorrect, will reteach lesson.**


 * Materials**


 * 2 Children’s Dictionaries**
 * 2 Student Dictionaries**
 * 2 Collegiate Dictionaries**
 * 1 Computer**
 * 1 Smart Board**
 * 1 Elmo Document Camera**
 * 20 Pencils**
 * 20 Worksheets**
 * 4 Chore Cards per group (Five groups of four students) 20 total**


 * Introduction**


 * The librarian will set out two of the following dictionaries: children’s, student, and collegiate onto three tables. Students will be divided into groups of four and given one minute to examine the dictionaries that lie before them. Students will rotate after one minute so that each group studies all dictionaries. We will meet as a whole group in front of the white board to fill out a Venn Diagram of likenesses and differences of each (illustrations, sizes, definitions, spelling, syllables, pronunciation, word origins, parts of speech, language/vocabulary)**


 * Set Induction**


 * The librarian will use an Elmo to project a student dictionary onto whiteboard next to the Smart Board. The Smart Board will have a worksheet similar to the one that will be passed out in the lesson. We will use the dictionary to fill out the worksheet on the Smart Board. Individual students will be asked to come to the board and write the answer as the class works as a whole to find the answer.**


 * Instructional Sequence**


 * The librarian will pass out student dictionaries (one per student) and hand-out chore cards. Each student’s chore card will have two chores listed (definition & spelling, part of speech & guide words, syllables/pronunciation & word origin, and plurals & antonyms/homonyms. Students will return to cleared tables. A handout will be passed out with four words and appropriate questions that match the chore cards. Each student will fill in his or her chore. Students’ work will be graded, recorded, and shared with homeroom teacher.**


 * Closure**


 * Students will gather in front of smartboard to review uses of a dictionary. How is it used? Why do you need to know the differences in dictionaries? What are guide words? Why do we need to know how to open a dictionary? How many types of dictionaries are in the library?**


 * Adaptations**


 * One student will have a peer tutor because of reading ability. One student will have the choice to work independently due to a medical diagnosis (autism).**


 * Assessment**


 * Students’ group work will be graded. During the next class, students will be brought up individually and given a short oral quiz. The librarian will ask each student to perform certain functions with a dictionary and grade their skills using a rubric. This will give an individual assessment, as well as the previous group work.**


 * Part II**


 * Pre-Assessment**


 * This library lesson plan for middle school is using a dictionary effectively and efficiently. This lesson plan is a result of a needs assessment plan conducted by Amberly Cole at E.K. Baker Elementary School library. This lesson plan will improve students’ reference skills.**


 * State Standards/ Goals**


 * GLE 0501.3.2** Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
 * 0501.3.20** Use resources (e.g. dictionary, thesaurus, computer) to aid in writing process.


 * Instructional Objectives**


 * Standard 2:** Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
 * Skills Indicator:** 2.2.1: Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource by seeking additional resources when clear conclusions cannot be drawn.
 * 2.3.3: Use valid information and reasoned conclusions to make ethical decisions.**
 * Benchmarks:**

**Review ideas held at beginning of inquiry and reflections captured during note taking.**

**Match information found with questions and predictions.**

**Make inferences about the topic at the conclusion of a research project.**

**Draw a conclusion about the main idea.**

**Identify connections to the curriculum and real world.**
 * A**udience: The students will know how to use transaltion and online dictionaries. The student will know how to locate information on an online dictionary efficiently.**B**ehavior: Students will collaborate in groups of 2 to search for information in dictionaries and correctly answer questions.**C**onditions: Students must complete two worksheets each by end of class.**D**egree: I expect 90% of students to master this skill by the end of class. There will be a total of 12 blanks.
 * 0-2 incorrect =A**
 * 3-4 incorrect =B**
 * 5-6 incorrect =C**
 * 6 or more incorrect, will reteach lesson.**


 * Materials**


 * 2 English to Spanish Translation Dictionaries**
 * 2 English to German Translation Dictionaries**
 * 2 English to French Translation Dictionaries**
 * 1 Computer**
 * 1 Smart Board**
 * 20 Pencils**
 * 20 Worksheets on Online Dictionaries**
 * 20 Assessments on Uses of Dictionaries**


 * Introduction**


 * The librarian will set out two of the following dictionaries: English to Spanish translation, English to German translation, and English to French translation onto three tables. Students will be divided into groups of four and given one minute to examine the dictionaries that lie before them. Students will rotate after one minute so that each group studies all dictionaries. We will meet as a whole group in front of the white board to discuss the following questions:**
 * Why would you use these dictionaries?**
 * Do you see yourself using these dictionaries in your research projects?**
 * Think about the size in relation to the dictionaries you saw yesterday. Why are they smaller?**
 * Do you think other countries have dictionaries that are similar, for example Spanish to English translation dictionaries? What is the purpose?**
 * Of the following dictionaries that you have surveyed over the last two days (children’s student, collegiate, translation) which dictionary would you recommend for a first grade student? For an American college student that will travel to Spain? For a middle school student that needs to know the meaning of the word //bazaar?//**


 * Set Induction**


 * Students will work in pairs at computers. Their instructions will be to find the word //eccentric// in an online dictionary.**


 * Instructional Sequence**


 * The librarian will use a computer to project a simple search onto the Smart Board. The librarian will inform students about simple searches and the wide variety of information that appears. The teacher will discuss the importance of using a credible website. The librarian will explain that she would choose www.merriam-webster.com as opposed to www.dictionary.com due to the publisher information and lack of advertising on the web page.**
 * The librarian will proceed to www.merriam-webster.com and look up the word eccentric. Students and librarian will discuss the difference in the process of using an online and a text dictionary.**
 * Students will return to the computers in pairs and a worksheet. The worksheet will have three words with the following terms for them to find: definitions, pronunciation, origin, and part of speech.**
 * Students will return to tables and review work with librarian.**


 * Closure**


 * A whole class jeopardy-type quiz will be given on the Smart Board about the uses of dictionaries and parts of a dictionary.**


 * Adaptations**


 * One student will have a peer tutor because of reading ability. One student will have the choice to work independently due to a medical diagnosis (autism).**


 * Assessment**
 * Students’ worksheets will be graded. During the next class, students will be given a short multiple choice quiz about uses of different dictionaries and parts of a student dictionary. The assessments will be graded and shared with homeroom teacher.**