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    S sanders tech_integ_plan S sanders tech_integ_plan Document Transcript

    • Shauna Sanders FRIT 8530: Applications of Instructional Technology Technology Integration Plan Summer 2010
    • UbD Stage 1 Title of Unit Grade Dictionary, Thesaurus, and 3rd Grade Level Glossary Skills Curriculum English Language Arts Time 4-5 days Area Frame Stage 1 – Identify Desired Results Georgia 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 21st 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: Topical Questions: • What are independent choices and why are • How are a dictionary, thesaurus they important? and/or glossary going to help me with word meanings and word choices? • Why is a dictionary, a thesaurus and a glossary each an important resource? • Why do I need to use a dictionary to correct my spelling?
    • • Why do I need to learn a variety of strategies in order to gain meaning from • How is a dictionary going to help third grade level text? improve my speaking? • Why do I need confidence and self-direction in order to learn? Knowledge and Skills Knowledge Skills Students will know: Students will be able to: • Key terms: independent learner, guide • Demonstrate their ability to use guide words, entry word, dictionary, thesaurus, words to find an entry word in glossary, definitions dictionary • Explain to someone else how to find a • How to put words into alphabetical order word in a dictionary, thesaurus and/or glossary • When to use a dictionary vs. a • Produce a how-to resource guide for thesaurus other students’ use • Independently determine meaning of • Where to locate a glossary in a book 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. bisque b. belly c. born d. 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. up b. above c. beside d. 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 Cougar Candy
    • Altogether Busy Dandy Group 2 Really Knife Origami Raffle Fight Group 3 Should Shape Shampoo These Those
    • 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. bisque f. belly g. born h. 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. up f. above g. beside h. 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?
    • Rubric for Performance Task 1 2 3 Illustrations No illustrations Only a few Multiple and /3 included illustrations colorful included with illustrations no color Sample No sample Some sample All entry /3 Sentences sentences sentences words have a included were included, sample but not all sentence and relevant all are relevant Length Less than At least three At least five /3 three pages pages pages Layout Resource Alphabetical Finished book /3 Book does not order used, resembles resemble a but no dictionary or thesaurus or resemblance thesaurus and dictionary and to the layout is a great no alphabetical of dictionary replica of one order used or thesaurus Explanation No explanation Explanation All questions /3 Page page included page included are thoroughly but is missing answered and one or more of page is well the parts written Score and /15 Comments
    • 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 Thesaurus
    • o alphabetical order o alphabetical order o part of speech o part of speech o definition o synonyms o pronunciation guide o sample sentence o sample sentence o illustration for each word o plural form of word o one antonym for each word o illustration for each word