lesson+-+References+on+the+Web.doc

References on the Web This lesson will give the students information about common sites used for reference on the Web. A reference tool is a tool to which you can refer for authoritative facts. In this unit, we are making a distinction between reference and research. For the purpose of this unit, reference will be considered the source you go to for “study skills” such as getting the definition of a word or term you don’t know. And resource will be used for research on a topic. More information is needed for research than for reference. Research – a scholarly or scientific investigation or inquiry; close or careful study.


 * Goals:** Students will be able to:
 * identify two reference tool sites on the Web and cite examples of how they could be helpful
 * use at least one reference tool on the Web, if there is computer access available to them in class or as an independent activity


 * Pre-Activity:** This lesson is intended to follow the Introduction to Web Tools, but can be used prior to that if instructor determines the need. It may be appropriate to include the information in this lesson during the orientation when study skills (reference materials) are discussed.

1.) Present “Tips for Tackling LONG words” sheet. Review use of this sheet with whole class, practicing with vocabulary chosen by instructor. Some vocabulary words should be chosen so that meaning can be determined by understanding base word, its prefix and/or its suffix and some words that cannot be determined in these ways and for which it is most appropriate to use a dictionary or thesaurus to determine the meaning.
 * Main Activities: **
 * Assess participants’ prior use of reference materials. Connect to lesson on reference materials presented during Orientation. Assess prior use of online reference use. This will serve as a introduction to the topic.

If prior use of dictionary and thesaurus has not been presented, instructor should do so at this time to ensure that the whole group knows how these reference tools are best used.

2.) Provide pairs or whole group with a reading passage that has difficult vocabulary. Have students practice choosing difficult words in passage, using the tips to determine meaning and if necessary use Dictionary and / or Thesaurus. Comprehension questions could be given for assessment.

3.) If there is access to internet in the classroom, show students several online dictionaries and thesaurus. If there is no access, give students handouts including URLs for the sites instructor would suggest students use at home.

Suggested online reference sites: [|www.thefreedictionary.com] This site offers a dictionary and thesaurus. It also has a word of the day feature and games. Audio is included for pronunciation of the word. Word can be translated into many languages. [|www.merriam-webster.com] This site also offers a dictionary and thesaurus. [|http://dictionary.reference.com] Another good site which offers a dictionary, thesaurus, encyclopedia and translator. Word and question of the day as well as games. [|www.visualthesaurus.com] An online thesaurus and dictionary that allows for exploration using an interactive map for visual learners.


 * Homework: **
 * 1) Reflection on Strategy for Tackling LONG Words. Did this strategy help you to get meaning of unknown vocabulary? What other strategies have you used to determine meaning of difficult vocabulary?
 * Extension 1**. Students can be given an additional reading to use for independent practice of using references to find definition / synonyms of words they don’t understand by “Tackling the LONG Words”.


 * Extension 2**. Students can be asked to reflect upon their prior use of reference tools and of the sites they learned about during lesson. Ask students to evaluate some of the sites from lesson. Create an independent plan to use these tools to improve study skills and for use with GED materials or create a plan to present research on these tools in class.

Core Standards: R-7, determine what is meant by words and phrases in context; R-16, draw upon relevant prior knowledge to enhance comprehension EFF Standards: Read with Understanding, Take responsibility for Learning, Use Information and Communications Technology
 * Standards Addressed: **