1. Shauna Sanders
FRIT 8530: Applications of Instructional Technology
Technology Integration Plan
Summer 2010

2. UbD Stage 1
Title of Unit Dictionary, Thesaurus, and
Glossary Skills
Grade
Level
3rd Grade
Curriculum
Area
English Language Arts Time
Frame
4-5 days
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.

3. Essential Questions
Overarching Questions:
• What are independent choices and why are
they important?
• Why is a dictionary, a thesaurus and a
glossary each an important resource?
• Why do I need to learn a variety of strategies
in order to gain meaning from third grade
level text?
• Why do I need confidence and self-direction
in order to learn?
Topical Questions:
• How are a dictionary, thesaurus and/or
glossary going to help me with word
meanings and word choices?
• Why do I need to use a dictionary to
correct my spelling?
• How is a dictionary going to help
improve my speaking?
Knowledge and Skills
Knowledge
Students will know:
• Key terms: independent learner, guide
words, entry word, dictionary, thesaurus,
glossary, definitions
• How to put words into alphabetical order
• When to use a dictionary vs. a thesaurus
• Where to locate a glossary in a book
Skills
Students will be able to:
• Demonstrate their ability to use guide
words to find an entry word in
dictionary
• Explain to someone else how to find a
word in a dictionary, thesaurus and/or
glossary
• Produce a how-to resource guide for
other students’ use
• Independently determine meaning of
unknown word using available
resources
• Independently correct own spelling
using a dictionary
• Independently use a thesaurus to
support word choices in writing

4. 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

5. 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

6. 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

7. 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

8. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandar
ds/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_Gr
ade_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

9. 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:

10. 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?

11. 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.
(Who Can Find the Word First? Continued)
Mutiny: (noun) Winch: (noun)
Contempt: (noun) Urbanize: (verb)
Retort: (noun) Crescendo: (noun)

12. 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!

13. 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)

14. (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!

15. 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:

16. 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?

17. Rubric for Performance Task
1 2 3
Illustrations No illustrations
included
Only a few
illustrations
included with
no color
Multiple and
colorful
illustrations
/3
Sample
Sentences
No sample
sentences
included
Some sample
sentences
were included,
but not all
relevant
All entry
words have a
sample
sentence and
all are relevant
/3
Length Less than three
pages
At least three
pages
At least five
pages
/3
Layout Resource Book
does not
resemble a
thesaurus or
dictionary and
no alphabetical
order used
Alphabetical
order used, but
no
resemblance to
the layout of
dictionary or
thesaurus
Finished book
resembles
dictionary or
thesaurus and
is a great
replica of one
/3
Explanation
Page
No explanation
page included
Explanation
page included
but is missing
one or more of
the parts
All questions
are thoroughly
answered and
page is well
written
/3
Score and
Comments
/15

18. 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
o alphabetical order
o part of speech
o definition
o pronunciation guide
o sample sentence
o plural form of word
o illustration for each word
Thesaurus
o alphabetical order
o part of speech
o synonyms
o sample sentence
o illustration for each word
o one antonym for each word