Franklin LWB-216 User Manual

LWB-216

Literacy Word Bank

The OXFORD Primary Dictionary & Thesaurus

PARENT/TEACHER GUIDE

LICENSE AGREEMENT

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Limited Use License

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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

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 LITERACY WORD BANK is a beneficial and educational tool that puts fun into learning.

The LITERACY WORD BANK is not only a dictionary but also a thesaurus with over 50,000 synonyms. It contains 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 correction 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 LITERACY WORD BANK 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 LITERACY WORD BANK.

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 children themselves would choose – and indeed consulted children wherever possible.

Each subject is divided into three lists grouped according to level: Basic, Super, Challenge. Basic contains common words which, for the most part, present no particular 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 complicated both in structure and meaning. The level of difficul-

ty 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 University Press’ Primary Dictionary and are backed up by dictionary definitions. However, about 20% of the words — names of countries, seas and rivers, specific animal groups such as dinosaurs — 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.

Encouraging pupils to take a machine home and demonstrate 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 subjects. They are intended for use in all the Key Stage 2 curriculum areas and can often be used as a way of linking 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’ vocabularies 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

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 versions 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 confidence 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 different 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 remember 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 impenetrable 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.

GETTING STARTED

This product uses four AAA batteries. Change the batteries 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.

GENERAL INFORMATION

Seeing A Demonstration

You can view a brief demonstration of how your LITERACY WORD BANK works. To do this, press

and press until See Me Work appears on the screen. Press to see the demonstration. Press to stop the demonstration.

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 LITERACY WORD BANK, 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 .

KEY GUIDE

This guide explains what the keys, other than the alphabet keys, do when they are pressed.

Turns LITERARY WORD BANK 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 calculator, does a multiplication.

Moves the cursor to the right. Inserts a space at the Word Entry screens. In the calculator, does a subtraction.

FINDING A DEFINITION

LITERACY WORD BANK 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 headword (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 pronunciation 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 confused 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 meanings. The definition for eye, for example, has:

eye: vision aye: yes I: me

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