Student Dictionary
Donene Rognlie
Language arts/3rd grade
Links to Files Associated
with This Lesson
Student sample
Supporting materials
Content Area Objectives
Addressed:
1.
Alphabetizing to the third letter.
2.
Use dictionary skills of locating word to determine definition,
guidewords, entry words, and multiple definitions.
3.
Interpret a dictionary page.
4.
Assess relevance of themes to self.
5.
Identify ways of improving self-concept and self-esteem
Technology Objectives
Addressed:
We have no formal technology
objectives but these were my personal objectives:
1.
Use a digital camera.
2.
Inserting pictures from floppy disk into a document.
3.
Resizing picture inside of document.
4.
Word processing skills/rules when typing definition.
5.
Saving to their file on the server.
What
was the process that your students went through to complete this lesson?
The students were introduced to
a new vocabulary word. When we
looked this word up in the dictionary it was pointed out that it had several
different definitions. From here
the students then created “definitions” of themselves. This consisted of 5 descriptive sentences about themselves
with the fifth definition given by another student in the class describing them.
These were done at their desks on their own. After the definitions were
done the students were ready to do the Dictionary Centers.
One of the centers had students taking pictures of each other using the
Mavica digital camera that saves images to disk.
Each student had their own disk where they saved their picture.
The next center was the computer center. It was here that the students followed step-by-step
instructions on how to insert their picture into their document. (This was modeled as a whole class the day before).
Once the picture was inserted then the students typed in their names,
pronunciation and definitions remembering word processing rules.
For the final project the students took these dictionary pages and made
them into a class book that is put in the library.
This will also be shared with parents at the end of the year on a CD that
is given to each student.
How
did you monitor student progress?
Teacher observation.
Was
there a template or example that students were expected to follow?
There wasn’t a template but I did a whole-class example the day prior to the centers. This is where I guided the students through the process of inserting a picture into a document. Once the students were at the computer they did have a mini notebook with step-by-step instructions written out by it.
How
much time did you dedicate to this project?
Total-4 hours
Daily (approximate)-1 hour
How
was the final product presented?
The students played a game
where they were each handed an anonymous “definition” of each other and had
to find them in the classroom. They
then introduced their mystery partner to the class.
From here the book was created and put in the classroom library.
Who
was the audience for the final product?
The classroom students were the
audience.
LEARNING ISSUES
What
prior knowledge was required on the part of the students in order for them to be
successful in this project?
Students needed a basic
understanding of how a dictionary worked to include that words are listed in
alphabetical order. They needed to
know how to write complete, descriptive sentences.
They had to be familiar with Microsoft Word and using a digital camera.
Students also needed to know the basic “rules” of word-processing
such as two spaces after a period and one space between words.
5 students to 1 computer
I used centers that were 25
minutes long. Students rotated
through 5 different centers. If
students needed additional time this would be done at other times of the day
when we weren’t doing other work.
What
was the location of the computers and other technology equipment used by
students?
The computers are located along
the back wall of the classroom. The
digital camera is checked out from the office so it can be used anywhere.
How
would you suggest beginning teachers obtain computer resources for their
students? (Knowing some of your strategies would be valuable for our pre-service
teachers).
Write grants and talk to
parents and community members. Have
a plan for what you want to do with the technology because it is easier to sell
your ideas and get responses than to just ask.
I also find it helpful to purchase some of the equipment myself such as a
digital camera or a scanner. It
doesn’t take a huge amount of money to get a useable one for your classroom.
Also, take advantage of classes and courses that offer the freebies.
And certainly step up and be the squeaky wheel.
It really does help if people know you want something.
Rate
the level of access for students to use computers/other technologies as they are
needed—high, medium, low
In my classroom it is very
high.
Rate
the level of supervision required for students during the project, specifically
for computer and other technology use—high, medium, low
The level of supervision
required was medium. I use a lot of
cooperative help from other students in each group. If there is someone who needs assistance they know to ask a
group member first. Many times
hearing directions or pointers from a student perspective is just what they need
to understand. I also rotated
through each of the centers as much as possible.
The digital camera required very little supervision as the kids caught on
to it very quickly.
digital camera, computers
Microsoft Word (any word
processing program would work)
The other centers’ materials.
What
kind of assessment did you use for this project?
This project was assessed by
observation and viewing the final product.
If a need arose I would assist students (i.e. spelling difficulties).
A grade was given as a completion grade.
The ability to insert images
from floppy on computer, resizing image, typing text and following a set of
directions. I also assessed their
basic knowledge of multiple definitions for words.
How
does the product that you submitted compare with other students’ products for
this same project?
The four examples I submitted
were of varying levels. Some did a
really good job of writing descriptive sentences while others did very basic,
yet still descriptive, sentences. Masson
Dalton is one of my resource room students.
He attends for work in math, reading and written language.
I liked being able to take a
traditionally boring topic of learning about dictionaries and turning it into
something that is personally meaningful to the students.
They now have fun when using dictionaries.
Being able to see their picture
on the computer. They loved
inserting it and playing with it’s size.
Student involvement was very
high. Even the most reluctant of
learners were eager to get on the computer to type their definitions.
This was a lesson that spanned all abilities levels.
Student interest was
medium-high. They enjoyed inserting
the picture but not necessarily the way I “dissected” all of their sentence
structure to make it better. Once
they had the final copy, however, they were glad that they had some meatier,
more exciting, definitions.
Would
you teach this lesson again?
Yes!
I think I would revisit it a bit and make a few changes but overall the
idea behind it worked out wonderfully. It
met all of my expectations and the students enjoyed it immensely.