Franklin LWB-1216 Assembly Instructions

Franklin Children’s
Dictionary
featuring
The OXFORD Primary Dictionary & Thesaurus
www.franklin-uk.co.uk PARENT/TEACHER GUIDE
LWB-1216

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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
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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.
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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
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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
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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.
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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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