Lesson Overview:

In this lesson, students gain an overview to World Book Online Student.  Because most school libraries no longer purchase print encyclopedias, because digital resources are more complicated to navigate, and especially because an encyclopedia is the starting point for more elementary-aged students’ research, it is worthwhile to devote one lesson to navigating, using, and enjoying World Book Online.  (Note: Your school may have a different set of digital tools, but this lesson can serve as an example of what I like to include.)

Lesson Plan:

Suggested Grades:

3-6

Objective:

To become familiar with World Book Online (or equivalent) as a ready reference and research tool.

Suggested Time:

50-55 minutes

Success Criteria:

Each student will learn how to access World Book Online, navigate the site, and will be able to find key features including:

Lesson Outline:

1. Introduction:

Show students a print encyclopedia.  Ask whether they know what it is (most do not!)  Ask the students to look for defining characteristics of the books.  They might need to take a closer look, so be prepared to pass the encyclopedias around and let the kids skim and scan.  Those might include:

• Many Volumes
• Numbers or letters for each volume
• Index at the end
• Arranged alphabetically
• Lots of books to make one set
• Lots of topics covered

Teach that the group of books is called an “encyclopedia.”  Have children clap the number of syllables and repeat the word a few times.  Write it on the flipchart/board so that they can see the word.

Teach the origin of the word “Encyclopedia.”  Usually, I ask if the kids whether they know any words with the root “cycle.”  They will come up with motorcycle, bicycle, etc.  What do all of those items have in common?  (Answer:  Spinning or turning wheels.)  An encyclopedia is best described as a collection of common knowledge that goes all the way around the world.

For example, plants in Japan need sunlight, water, and nutrients in the soil, the same as they do in Argentina or Kenya.  Growing a healthy plant is the SAME no matter where in the world you are.  Big Idea (Function):  An encyclopedia summarizes and delivers common knowledge.

If you want to do a thorough job of teaching the history of the word, use Merriam-Webster online and this link:  https://www.merriam-webster.com/dictionary/encyclopedia

Tell the kids that print encyclopedias are very expensive and very heavy and can become out of date rapidly, so today we use digital encyclopedias, but that these are intended to serve the same purpose, which is to deliver common knowledge.

2. Main:

Show the students how to access your school’s digital encyclopedia.  Make sure that every student has the URL, Username, and Password for convenient access.

You may choose to show one of the training videos available from WorldBook.  However, these move very quickly!  I find that they work best for teachers or parents, but for kids, I prefer to teach them how to use the online encyclopedia myself.

Show them how to navigate the home page and how to search using three options, and some of the main features.  If you work through the student exercise yourself, you will be familiar with what would be best to teach the students.  Generally, I follow this outline:

1. Homepage navigation
2. Search functions (3 ways: Search Box, “Find it By . . . “ and “Take me to . . .”)
3. Features, including
   • Biography Center
   • Compare Places
   • Timelines
   • My Research
   • Citations (where to find them)
   • Atlas
   • Find it by . . . Videos
   • Find it by . . . . Subject
   • Article Contents

Give students time to complete their assignment.  It may take two lessons for them to complete this work if they are sharing devices or if your periods are short.

3. Conclusion:

Remind students that all research starts broad and narrows/focuses as it progresses.  Thus, an encyclopedia is always an excellent place to begin research.  Advise them that they will begin all of their research in World Book Online and that it’s good to be familiar with the resource.

Ask them how the digital encyclopedia is the same as or different from a print encyclopedia.  They should be able to do this “Compare and Contrast” exercise for you after today’s lesson.

Resources:

1. Print encyclopedia, for comparison.
2. Flipchart, whiteboard, or interactive board for making notes
3. Student devices or computer lab booking for access to computers
4. Subscription to World Book Online (or equivalent)
5. Copies of Student Assignment, Digital Reference Suite

Notes:

My experience is that kids get very excited when they dive into the online encyclopedia.  The content is so rich and varied, and they all want to share what they have found with their friends.  Because they get excited, they get lost and don’t stay on task very well, so I would allow two lessons to cover this material.   Either that or let them work on it during indoor recesses or spare time.

Also, I like to put up the Featured Video every day.  This lets the kids engage with World Book as they are settling in for the day’s work.

Recommended books for this lesson:

None, except a print encyclopedia to serve as a point of contrast.

Key Terms:

Encyclopedia, Reference Works, Reference

Student Assignment, Digital Encyclopedia

Lesson Overview:

In this lesson, students learn what an almanac is and how to use one.  Almanacs are not always found in school libraries, but I believe them to be a worthy and often overlooked reference.  Children’s almanacs are designed for students and are typically a colorful, bold, exciting, fun-filled information source.  This is an easy lesson to prepare, so get ready and get your kids hooked on almanacs!

Lesson Plan:

Suggested Grades:

3-5

Objective:

To use an almanac correctly.  (AASL 1.1.4, “Find, evaluate, and select appropriate sources to answer questions.”)

Suggested Time:

45-50 minutes

Success Criteria:

Each student will complete an almanac “Treasure Hunt,” thus showing his or her mastery over almanac use.

Lesson Outline:

1. Introduction:

Ask students where they would look if they wanted to know what a word means, or which part of speech it is.  (Answer: Dictionary.)  Ask students where they would look if they needed to find a map of South America or Europe.  (Answer: Atlas.)  Ask students where they would look if they were just starting an inquiry and needed to get a good overview of a topic.  (Answer: Encyclopedia.)   Tell the students that each of these kinds of information sources is a reference tool.  By “reference,” we mean information sources that are consulted for quick information and are not meant to be read from beginning to end.

The reference work the students will learn about today is an almanac.

2. Main:

Teach a mini-lesson about almanacs.  Be sure to include these ideas about almanacs:

1. Published annually.
2. Historically, contained information about weather, tides, the calendar, and farming.
3. Often information is arranged in tables, charts, or graphs
4. Modern children’s almanacs contain subjects more interesting to kids!

Show the students a copy of a children’s almanac.  I like the Scholastic Almanacs, and I usually purchase a new set of 24 every other year.

Point out the Table of Contents, Chapter Headings, and some of the tables and diagrams.  Pass out the student assignments.  I find that students take to the almanacs very quickly!  They are easily sidetracked with sports, technology, and media entries, but that’s the fun of it!  In an almanac, they can get lost and follow their own interests.  Keep them on track enough so that they can finish the assignment in the given time, but be sure to allow plenty of time to explore.

This lesson will be difficult for EAL children or for those who do not read confidently.  If you have students who will find the assignment too hard, let them work with a partner or teaching assistant.  The objective is to learn to use an almanac, not necessarily to finish every question.

3. Conclusion:

Pull the class back together for a short wrap-up.  Go over answers to a few of the questions, then ask what they found interesting that was not covered by the assignment.  Finish with a challenge to check out an almanac, take it home, and show a sibling or a parent.

Resources: 

Class set of the Scholastic Children’s Almanac. The current version is Scholastic Almanac for Kids 2016.

Notes:

I have always used the Scholastic Kids’ Almanac, but National Geographic also publishes a children’s almanac, of which I am a big fan, that is of similar quality.

The student handout included with this lesson was written for the Scholastic Children’s Almanac.  It is meant only as a sample because you will need to match any exercises with your library’s own almanacs.

It is tempting to teach students skills in dictionaries, atlases, and encyclopedias, and leave out almanacs.  Try not to do that!  In my experience, children fall in love with almanacs quickly.  If you can get them hooked on almanacs, they will begin reading reference books and begin to view (if they don’t already) nonfiction as FUN!

Recommended books for this lesson:

A class set of the Scholastic Almanac for Kids 2016

Key Terms:

Almanacs, Kids’ Almanacs

Student Handout, Almanac Treasure Hunt

The second lesson in Reference Materials: Atlases is a game called GeoGuesser.  The game is in the Back to School and Library Games area.  It’s Library Games #3, GeoGuesser: Where in the World?  Please click here to see the lesson.

Lesson Overview:

The students have reviewed alphabetical order and practiced using a dictionary, so now it is time to have a bit of fun using their new skills.  In this lesson, students use the dictionary to find interesting words.

Lesson Plan:

Suggested Grades:

3-5

Objective:

Students will practice using the dictionary in a structured activity to create a class “Word Wall.”

Suggested Time:

45-50 minutes

Success Criteria:

Each student will select two words to submit to the word jar.  Each student will also draw two words from the word jar, define them, and, after sharing them with the class, post them to the class “Word Wall.”

Lesson Outline:

1. Introduction:

We’ve worked on putting words in alphabetical order and on using the dictionary, but words can be LOTS OF FUN.  Today we will play with words, and we will create a class “Word Wall.”

2. Main:

Give the children the following instructions:

Today we are going to play a word game.  This is how the game works:

• Everyone will take two pieces of cut paper.
• Using the dictionary, look for two words that you find interesting and that you think would be good “Grade 3” words. Don’t pick words that are too easy or too hard.  Try to pick something that you find interesting and a word that you think other kids would like to learn.  For example:  “harmony,” “sylvan,” or “synergy.”
• Write the word, neatly, in large, darkly colored letters on the paper.
• Put the paper in the disco hat (or word jar if you don’t have a hat.)
• You have five minutes – GO!

After everyone submits two words, give these instructions:

• Pull two words out of the disco hat (or word jar).  If you pull out your own word, return the word to the hat and make another selection.  You should have two words that were put into the hat by your classmates.
• Using the dictionary, write the part of speech and the meaning of each word. Do this in regular pencil in your neatest handwriting.
• Once you have written the definitions, we will take turns sharing our words to create a “Word Wall.”
• You have ten minutes – GO!  (You’ll probably have to allow 15 minutes.)

Move around the classroom and help the kids locate their words.  Most will have trouble.

Once the kids have their definitions, try to split them into two groups for the sharing and posting.  Hopefully you will have another teacher or another assistant so that each student will get to come to the front, wear the disco hat, and present his or her words to the class.  Once the words have been presented, post them on the flipchart paper to make a “Word Wall.”  The “Word Wall” goes to the classroom as evidence of learning.

3. Conclusion:

Thank the children for their work and encourage them to continue to use the dictionary to find new words and to try to use their new words in everyday conversations.  Share a favorite word of your own!

Resources:

1. Pieces of paper, cut to a uniform size, approx. 15 cm. x 11 cm. (about ¼ of an A4 piece of paper).
2. Colored pencils/pens.
3. Regular pencils/pens.
4. Set of Scholastic Children’s Dictionaries (or children’s dictionary of your choice.)
5. Copy of Donovan’s Word Jar by Monalisa DeGross and Cheryl Hanna.
6. Flipchart paper, divided into “bricks” into which the pieces of cut paper will fit.
7. Other word-themed books such as:
   1. The Boy Who Loved Words by Roni Schotter and Giselle Potter.
   2. The Right Word: Roget and His Thesaurus by Jen Bryant and Melissa Sweet.
   3. Some Writer!: The Story of E.B. White by Melissa Sweet.
8. Silly hat. I like to use a sparkly, party top hat that I call a “disco hat.”  Usually you can pick these up at a party store for very little money.
9. A large jar, pot, or box if you don’t have the hat.

Notes:

Even though the students have practiced alphabetical order and have done a few dictionary exercises, I find that it is a big leap for them to be able to use a dictionary to look up words, at least in Grade 3.  Be prepared to offer a lot of help and many opportunities for practice.

Watch out, because this is almost always the lesson in which kids discover that, “there are bad words in the dictionary!”  Many of them have a grand epiphany when they come across the word “sex.”  Be sure to check your dictionaries.  Once I had a little girl stumble across the word “orgy.”  In some countries, the word “gay” may prove problematic.  Use your discretion, but some of these words have perfectly acceptable definitions.

You’ll note that I have listed Donovan’s Word Jar for this lesson, but not referred to it explicitly in the instructional plan.  Donovan’s Word Jar is a fabulous read-aloud about a boy who collect words just as his peers might collect rocks or marbles.  The chapter book has strong reviews, and it is a wonderful insight into the joy that comes from learning and sharing new words.  If you can, try to read a chapter or two in the next lesson.  I’ve found that this lesson sometimes runs long.  If you can’t work it into this lesson, perhaps open with a few chapters in the next lesson.

I have also had Grade 2 and 3 teachers use Donovan’s Word Jar with very positive results.  This is the perfect book, especially if students are keeping a vocabulary notebook or making their own dictionary of Unit of Inquiry words.

I’d like to offer a huge shout-out to the amazing Mrs. Meg Connors, formerly of the International School of Stuttgart, who designed this lesson first!  It was her idea and her plan.  I’ve simply slotted it into my library integration lessons.  Over the years, I have found that the Word Wall activity is a wonderful way to consolidate new alphabet and dictionary skills.  Thanks, Mrs. Connors!  You are awesome and I’ve never forgotten your passion in teaching young learners.  This one’s for you!

Recommended books for this lesson:

1. Donovan’s Word Jar by Monalisa DeGross and Cheryl Hanna.
2. The Right Word: Roget and His Thesaurus by Jen Bryant and Melissa Sweet.
3. Some Writer!: The Story of E.B. White by Melissa Sweet
4. Scholastic Children’s Dictionary.

Key Terms:

Alphabet, Alphabetize, Alphabetization, ABC Order, Dictionary, Dictionaries