JenniferBell

=Jennifer Bell's Plan of Action = =for Increasing Awareness of Reference Materials =

 After analyzing data, I realized our students did not know the purpose of basic reference sources such as a thesaurus, encyclopedia, dictionary, almanac, and atlas. One reason for this gap is because our library needs more reference sources. We have several children's dictionaries and a couple of sets of encyclopedias, but I was appalled when I started looking at our reference section. Our library does not even contain an atlas or a thesaurus. I have already begun looking for sources that we might add to our library. Our library aide has some money to spend from the book fair, and I have suggested that purchasing some basic reference materials might be an excellent way to spend that money.  I also plan to begin introducing reference sources to my students earlier in the school year and assigning research projects that go along with the theme units we are doing. For example, when we read the book //Stone Fox// at the beginning of the year I would like to work on a project with the children about potato farming because potato farming is crucial element of the book, and many children are not familiar with the mechanics of growing potatoes. By doing more research-based projects, the students should become more familiar with basic reference sources. I have also already begun discussing how the internet is only one tool that we can use to find out more information about a subject. We have looked at websites this week to see whether those particular websites can be a trusted source. The majority of students believe the internet is the best way to always find information. Many of my students had no idea that anyone could create a website and post things on the internet. I have found myself telling students to look in a dictionary or an encyclopedia in recent weeks instead of always suggesting that we just use the internet. I would like for students to understand that just because something is on the internet that does not mean that the information is correct. By doing these things, hopefully the students will become more successful at learning where to find out information when it is necessary.

=It's Not a Dinosaur! = =Using a Thesaurus in a 3rd Grade Classroom = = = __Standards__ AASL Standard:
 * 1.1.4** Find, evaluate, and select appropriate sources to answer questions.


 * Tennessee** **English/Language Arts Standards – Grade 3:**
 * SPI 0301.4.3** Select appropriate sources from which to gather information on a given topic.

__Essential Questions__ What is a thesaurus? What information is found in a thesaurus? Why would a person use a thesaurus?

__Lesson Goal__ The students will become familiar with using a thesaurus. They will begin to understand the purpose of a thesaurus and will be able to determine its importance.

__Objectives__ Students will recognize the information that a thesaurus contains. Students will be able to look up words in a thesaurus. Students will be able to collect information from a thesaurus.

__Prior Knowledge__ Students have no prior knowledge of a thesaurus because it is not introduced in second grade.

__Procedures (Instructional Sequence)__

Show the following clip from www.discoveryeducation.com =Looking Up Synonyms in a Thesaurus or Dictionary= A Segment of: [|The Animated Reference Library: The Animated Dictionary]
 * A. Hook: 4 Minutes**

After showing the clip, ask the students why a person might use a thesaurus and why it might be necessary.

Show the students a thesaurus. Explain the need for such a resource. Ask the students how a dictionary differs from a thesaurus.
 * B. Focus: 4 Minutes**

The teacher will tell the students that they will be learning about a new resource that will be available to them. Explain to them that they will be finding synonyms for words and will be practicing how to use a thesaurus. Also point out to students that antonyms can be found in a thesaurus and the difference between synonyms and antonyms.
 * C. Curriculum Coorelation**: **3 Minutes**

1. Begin by using the flipchart How to Use a Thesaurus from Promethean Planet. The web address is http://www.prometheanplanet.com/en/Resources/Item/26344/how-to-use-a-thesaurus#.Tz7fksrj4hs
 * D. Guided Practice**

2. Distribute copies of Roget's Thesaurus to the students. The following words should already be written on the board: tall, walk, love, rock, and shake. Have the students go with their small groups. Have the students look up each word in the thesaurus. The students should find at least two synonyms for each word.

Come back together as a group. Distribute VersaTiles to the students. Use pages 18-19 in the book Keys to Everyday Reading which is found in the 3rd Grade Reading/Language Arts VersaTiles set.
 * E. Independent Practice**

Give each student an index card. Discuss again what a thesaurus is and why it might be necessary. Have the students write three things on the index card that they have learned about a thesaurus during the lesson. This will be the student's ticket out the door when it is time to change classes.
 * F. Closure**

__Assessment__ Students will be assessed during the lesson with the use of VersaTiles. The ticket out the door will also be assessed.

__Accommodations__ The students will be working in small groups as well as individually. Peer tutors will be used to help special needs students.

__Materials__ 1. Copies of Roget's Thesaurus Student Edition 2. VersaTiles for each student 3. Pages 18-19 from the Keys to Everyday Reading VersaTile book 4. Index cards 5. Pencils 6. Paper