Franklin LWB-1216 User Manual

Franklin Children’s

Dictionary

featuring

The OXFORD Primary Dictionary & Thesaurus

PARENT/TEACHER GUIDE

LWB-1216

1

LICENSE AGREEMENT

READ THIS LICENSE AGREEMENT BEFORE USING THE

ELECTRONIC REFERENCE. YOUR USE OF THE ELEC-

TRONIC REFERENCE DEEMS THAT YOU ACCEPT THE

TERMS OF THIS LICENSE. IF YOU DO NOT AGREE WITH

THESE TERMS, YOU MAY RETURN THIS PACKAGE WITH

PURCHASE RECEIPT TO THE DEALER FROM WHICH YOU

PURCHASED THE ELECTRONIC REFERENCE AND YOUR

PURCHASE PRICE WILL BE REFUNDED. ELECTRONIC

REFERENCE means the software product and documentation

found in this package and FRANKLIN means Franklin

Electronic Publishers, Inc.

Limited Use License

All rights in the ELECTRONIC REFERENCE remain the prop-

erty of FRANKLIN. Through your purchase, FRANKLIN grants

you a personal and nonexclusive license to use this ELEC-

TRONIC REFERENCE. You may not make any copies of the

ELECTRONIC REFERENCE or of the data stored therein,

whether in electronic or print format. Such copying would be in

violation of applicable copyright laws. Further, you may not

modify, adapt, disassemble, decompile, translate, create deriv-

ative works of, or in any way reverse engineer the ELEC-

TRONIC REFERENCE. You may not export or reexport, direct-

ly or indirectly, the ELECTRONIC REFERENCE without com-

pliance with appropriate governmental regulations. The ELEC-

TRONIC REFERENCE contains Franklin’s confidential and

proprietary information which you agree to take adequate

steps to protect from unauthorized disclosure or use. This

license is effective until terminated. This license terminates

immediately without notice from FRANKLIN if you fail to com-

ply with any provision of this license.

License Agreement . . . . . . . . . . . . . . . . . . . . . . . . .1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Word Bank Lists -Teacher’s Notes . . . . . . . . . . . . .4

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

General Information . . . . . . . . . . . . . . . . . . . . . . . .10

Key Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Finding a Definition . . . . . . . . . . . . . . . . . . . . . . . .13

Finding a Synonym . . . . . . . . . . . . . . . . . . . . . . . .16

Spell Correction . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Finding Letters in Words . . . . . . . . . . . . . . . . . . . .21

Viewing the Word Bank Lists . . . . . . . . . . . . . . . . .23

Finding Countries and Peoples . . . . . . . . . . . . . . .26

Saving Words for Study . . . . . . . . . . . . . . . . . . . . .28

Playing the Games . . . . . . . . . . . . . . . . . . . . . . . . .33

Using the Calculator . . . . . . . . . . . . . . . . . . . . . . . .40

Battery Information . . . . . . . . . . . . . . . . . . . . . . . .41

Product Information . . . . . . . . . . . . . . . . . . . . . . . .42

Limited Warranty (EU and Switzerland) . . . . . . . . .43

Limited Warranty

(outside EU and Switzerland) . . . . . . . . . . . . . . . . .44

2

3

INTRODUCTION

Congratulations! Your child or pupil now has an exciting

new product designed to interest and enhance his or her

spelling, reading and writing skills. The FRANKLIN

CHILDREN’S DICTIONARY is a beneficial and educa-

tional tool that puts fun into learning.

The FRANKLIN CHILDREN’S DICTIONARY features

26,000 words from the Oxford Primary Dictionary, with

simple, child-friendly definitions. It also features 50,000

synonyms from the Oxford Primary Thesaurus. It con-

tains a Word Bank of over 100 lists of words grouped by

subjects that the National Literacy Association (NLA) has

put together in partnership with Franklin Electronic

Publishers, Inc. It has automatic phonetic spell correc-

tion so that children almost always find the word they’re

looking for. It has seven educational games including an

Arithmatic Tutor. It also has a calculator to help children

with their homework.

This guide explains how the FRANKLIN CHILDREN’S

DICTIONARY works and lists some of its beneficial and

educational features. It includes Teachers' Notes from

the NLA explaining the Word Bank lists and suggesting

ways of working with them. We urge you to read this

guide thoroughly so that you and your child can get the

most out of your new FRANKLIN CHILDREN’S

DICTIONARY.

WORD BANK LISTS -TEACHER’S NOTES

Words are fun. Both those that are familiar, and those

which are completely new, can lead one on a trail forward

to new ideas or backwards to the half remembered past.

In order to help pupils clarify and express their thoughts in

writing, the National Literacy Association, in partnership

with Franklin Electronic Publishers, Inc., has put together

over one hundred lists of words grouped together into

subjects. These subjects range from simple things such

as About me or Food to topics such as Energy or The

Romans, which are prescribed in the National Literacy

Strategy. When choosing the words, we looked first at the

National Curriculum subject areas and the sorts of words

and topics children would require for each. We also

looked at the requirements of the National Literacy

Strategy and the vocabulary that children are required to

know to meet the Strategy’s aims. Most importantly, we

tried to think of the sorts of subjects and words which chil-

dren themselves would choose – and indeed consulted

children wherever possible.

Each subject is divided into three lists grouped accord-

ing to level: Basic, Super, Challenge. Basic contains

common words which, for the most part, present no par-

ticular spelling difficulties and which are conceptually

simple; Super consists of more difficult words, the sorts

of words which children often spell incorrectly, or which

embrace a more complex concept; and finally Challenge

a ‘higher’ level list offering words which are more compli-

cated both in structure and meaning. The level of

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difficulty may not always be comparable between

subjects. For instance, the Challenge list for Water

includes words like dehydration whereas that for About

Me contains less adventurous words such as cousin.

You will also find that some words appear on more than

one list. For instance, the word ‘green’ is in the topic lists

Colour and The Park.

To enter the word lists, the child must press . This

will take them into the topic list. The topics are listed

alphabetically. So, if the child presses a letter key, then

all the lists beginning with that letter will be shown. For

instance, under the letter ‘p’, they will find themes such

as Persuasion, Pirates and Smugglers, Poetry, Popstars

and Showbiz, Prehistoric Animals etc. If the child enters

the first two letters, such as 'pr', all the words starting

with ‘pr’ such as Prehistoric Animals and Professions will

come up.

You will see there is a poster showing all the lists in

alphabetical order. You can display this on the wall and

make individual copies for children to help them when

choosing which list they need.

Most of the words in the wordlists are linked to Oxford

Primary Dictionary and are backed up by dictionary defi-

nitions. However, about 20% of the words — more

obscure terms such as “Overlord” in the Anglo-Saxon

History word list and “Allosaurus” in the Prehistoric

Animals word list — do not have a dictionary definition.

However, we felt it was still important that children had

access to these words.

All lists, of course, have their limitations. These are not

intended to be comprehensive in any sense, nor do they

attempt to suggest the best or most appropriate or even

the most interesting words to use when writing about a

particular subject. They are meant as props for each

child to use or reject according to their needs at that

moment. The teacher will know when these props are

helpful, when they lead on to an exploration of other

words and when they give a young writer confidence.

They will also be aware of the moment at which such

props can be restrictive, when the child has used them

and moved beyond them into a wider field. Then the list

will remain important simply as a reference point. Most

of us, when we go shopping, make a list and then ignore

it, filling our trolleys with impulse buys and then, just

before the cashpoint, check to see what essentials we

may have left out. The list does not save us from the

impulse buys, and nor should these word lists restrict

the pupil’s flights of fancy.

WAYS OF WORKING WITH THE WORDLISTS

One of the advantages of presenting children with lists

of words is to give them a focus and an opportunity to

talk among themselves about their writing. Using the

lists, the children can work together, discussing their

choice of words both with each other and with the

teacher. Making up sentences can be a rewarding social

activity, particularly for young children or for those who

lack the confidence to get their ideas out onto the page.

Teachers may also want to involve the parents in helping

their children to use the lists and to develop their ideas.

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Encouraging pupils to take a machine home and demon-

strate it to their parents could be both an enjoyable and

a useful exercise for many of them.

Although some of the lists fall into a specific curriculum

area, many of them can be used across the school sub-

jects. They are intended for use in all the Key Stage 2

curriculum areas and can often be used as a way of link-

ing subjects together. Quite apart from subjects like

English, geography and history where they may be most

obviously useful, they can provide the basis for some

interesting study of the way English words relate to other

modern languages. Children are often fascinated by the

ways in which words are built up, how they relate to

each other and how apparently different words have

similar stems or Latin derivations. Although the lists

have not been devised for this particular purpose, they

may give teachers a starting point for this sort of class

discussion or study.

The National Curriculum requires that pupils’ vocabular-

ies be extended through activities that encourage their

interest in words, including exploration of word games.

All the word games traditionally used in the classroom or

on long car journeys will be enlivened by these readily

accessible banks of words. Teachers will have their own

ideas about which games work best with their pupils.

Some will use board games such as scrabble; others will

use word cards with the more hesitant readers to play

dominoes or to set up a game of ‘word bingo’. In this

each child has, say, ten words and the teacher reads out

words from an identical list. The pupil has to recognise

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the word and turn it over. The first one to turn over all

the words and read them out to the teacher wins. There

are also all sorts of pattern games in which single words

are strung together (with the last letter of one making

the first letter of the next) into a pattern. There are ver-

sions of the time-honoured game of ‘hangman’ or there

is pelmanism with pairs of word cards. There are also, of

course, all sorts of ways of playing with people’s initials.

All these word games help to develop children’s confi-

dence in language because they begin to feel that they

have power over words.

Pupils who find spelling a bit of a mystery will be helped

by having words on a particular subject grouped in this

way. They may also find the arrangement into three dif-

ferent levels of difficulty sets them a useful target – or at

least stimulates a bit of competitive endeavour! They

can enjoy making up spelling tricks by which to remem-

ber the more difficult words and then swapping them

with each other. It is important that they can return to the

words that they have learnt to spell and know where to

find them. The fact that they are here, offered in clear

and manageable lists, is reassuring to those children, for

whom words seem to move around in a sort of impene-

trable jungle, setting unexpected traps for the unwary

traveller. It is hoped that these lists will provide paths

through that jungle, offering those who use them the

confidence to enjoy further exploration.

8

GETTING STARTED

This product uses four AAA batteries. Change the batter-

ies when the screen contrast is too light even after

adjustment. Note: When you remove the batteries,

stored information is erased. Follow the instructions

below to install the batteries and adjust the screen

contrast.

1. Remove the battery compartment cover on the back

of the unit.

2. Install four AAA batteries.

3. Press .

4. Press or to make the screen darker or

lighter.

Note: The screen can be made darker or lighter only in

the dictionary and thesaurus Word Entry

screens.

This is the dictionary Word Entry screen.

This is the thesaurus Word Entry screen.

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GENERAL INFORMATION

➷ Seeing A Demonstration

You can view a brief demonstration of how your

FRANKLIN CHILDREN’S DICTIONARY works. To do

this, press and press until See Me Work

appears on the screen. Press to see the

demonstration. Press to stop the demonstra-

tion.

➷ Follow the Arrows

The flashing arrows to the right of the screen show

which arrow keys you can use to see more.

➷ Automatic Shutofff

If you forget to turn off your FRANKLIN CHILDREN’S

DICTIONARY, don’t worry. It will automatically turn off

in two minutes to conserve battery power.

➷ Help is Always at Hand

You can view a help message at almost any screen by

pressing . To go back to the previous screen,

press .

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KEY GUIDE

This guide explains what the keys, other than the alpha-

bet keys, do when they are pressed.

Turns FRANKLIN CHILDREN’S

DICTIONARY on or off.

Goes to the thesaurus Word Entry screen.

Goes to the list of Word Bank topics.

Goes to the List menu. You can add a word

to Your Word List, select a level for Word

Bank, see a list of countries and

peoples, use the calculator or view a

demonstration.

Goes to the Games menu. You can select a

skill level, the source of game words to play

with and any of seven games.

Shows help messages for the screen being

viewed.

Shifts the keys to type capital letters.

Erases a letter, goes back one step, or

stops the highlight.

Enters words, starts a highlight, or selects

items.

Clears the word typed in the dictionary or

thesaurus Word Entry screens, goes back

to the dictionary Word Entry screen, or

stops the demonstration.

Types a ? to stand for one unknown letter

in a word.

+ Types an ✽ to stand for two or more letters

in a word.

Moves the cursor up. Makes the screen

darker at the dictionary and thesaurus Word

Entry screens. In the calculator, does an

addition.

Moves the cursor down. Makes the screen

lighter at the dictionary and thesaurus Word

Entry screens. In the calculator, does a

subtraction.

Moves the cursor to the left. In the calcula-

tor, does a multiplication.

Moves the cursor to the right. Inserts a

space at the Word Entry screens. In the

calculator, does a subtraction.

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FINDING A DEFINITION

The FRANKLIN CHILDREN’S DICTIONARY makes it

easy for the child to find a definition. When there is an

unfamiliar word used in a definition, it can be highlighted

and the meaning found. When a game word is difficult or

new, it can be looked up too.

Each dictionary entry has several parts to it: a) The head-

word (the word that is being defined) in bold, b) The part

of speech (noun, verb, etc.) in italics. c) The plurals of

nouns, the parts of verbs and some comparatives and

superlatives of adjectives and adverbs in brackets, and

d) The definition. Some words which may be pronounced

differently from the way they are spelled, or whose pronun-

ciation changes depending on the part of speech, have

pronunciation information in brackets. In some definitions,

phrases and idioms that use the headword are listed at the

bottom of the definition. Very often, the phrase is used in a

sentence to demonstrate it’s usage.

In some definitions, when the headword can be con-

fused with another word either because of spelling or

punctuation, CONFUSABLES appears at the bottom of the

definition. The words that can be confused are listed one

under the other, separated by colons from their mean-

ings. The definition for eye, for example, has:

eye: vision

aye: yes

I: me