Keywords
Lesson Summary
Knowing a variety of vocabulary that pertains to a specific topic, and using those words while searching for information will not only increase the amount of information received but will also make the retrieval process more accurate and efficient.
Knowing a variety of vocabulary that pertains to a specific topic, and using those words while searching for information will not only increase the amount of information received but will also make the retrieval process more accurate and efficient.
Standards Addressed
Ohio Academic Content Standards
Language Arts: Grade 3: Acquisition of Vocabulary
3. Apply the meaning of the terms synonyms and antonyms
8. Decode and determine the meaning of words by using knowledge of root words and their various inflections.
Language Arts: Grade 3: Writing Process
13. Use resources and reference materials, including dictionaries, to select more effective vocabulary.
Ohio Academic Content Standards
Language Arts: Grade 3: Acquisition of Vocabulary
3. Apply the meaning of the terms synonyms and antonyms
8. Decode and determine the meaning of words by using knowledge of root words and their various inflections.
Language Arts: Grade 3: Writing Process
13. Use resources and reference materials, including dictionaries, to select more effective vocabulary.
General Goals
- Provide instruction on key word searching
- Provide instruction on finding the synonyms for words
- Provide instruction on grouping words into similar categories
Specific Objectives
- Given instruction, the learner will understand the value of having many terms to use for searching the internet and books
- Given instruction, the learner will be able to list multiple synonyms for words
- Given instruction, the learner will be able to place words in larger and small categories
Required Materials & Equipment
- Agnes, Michael. Webster's New World children's dictionary . 2nd ed. New York: Macmillan, 1999. Print. (book for teacher demonstration)
- Handout for each student "Key Words"
Instructional Procedure
- Teacher provides each student with a copy of the "Key Words" handout
- Teacher reads aloud the information in the handout as the students follow along.
- When teacher reaches Step #4 "Add Synonyms...." she asks the student to name a great source for finding synonyms. Students will give the reply "A Dictionary" when at such time, the teacher will show the students the Dictionary and demonstrate looking up the synonyms on the handout.
Assessment
Once Teacher completes reading through the handout he/she breaks the students up into four groups and gives each group a Group Assessment Sheet. Each sheet includes the name of a different animal (wolf, octopus, eagle, tarantula) of which the groups must develop (as indicated in the handout):
After 15 minutes of group collaboration, one student from each group writes the group's lists on the chalk board. The classroom, as a whole, helps verbally edit the lists.
Copies of lists are made for all group members for filing in 3-ring binder.
Once Teacher completes reading through the handout he/she breaks the students up into four groups and gives each group a Group Assessment Sheet. Each sheet includes the name of a different animal (wolf, octopus, eagle, tarantula) of which the groups must develop (as indicated in the handout):
- a list of synonyms
- larger categories, and
- smaller categories
After 15 minutes of group collaboration, one student from each group writes the group's lists on the chalk board. The classroom, as a whole, helps verbally edit the lists.
Copies of lists are made for all group members for filing in 3-ring binder.