| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

K-6 - Student Learning and Instructional Strategies

Page history last edited by eLearning 14 years, 8 months ago

Back to SC ELA Standards

The student will begin to access and use information from a variety of sources.

The Simple Four Student Learning Instructional Activities and Strategies
PLAN: Planning means that students are engaging the topic or assignment and deciding what they want to know about the topic and /or information they need for their assignment.

 

Students will ask themselves such questions as:

What do I need to do?
What’s my assignment? What’s my research topic?
What are the questions I need/want to answer?
What information do I need to answer my question? What information do I need for my research topic?
What will the finished project look like?
  • Plan strategies and follow an inquiry-based process in seeking knowledge in curricular subjects and make the real-world connection for using this process in one’s personal life. (1.1.1) (3.a)
  • Identify and define authentic problems and significant questions for investigation. (4.a)
  • Use prior and background knowledge to develop and refine a range of questions to frame the search for new understanding. (1.1.2) (1.1.3)
  • Read widely and fluently to make connections with self, the world, and previous reading. (4.1.2)
  • Seek information for personal learning in a variety of formats and genres. (4.1.4)
  • Apply digital tools to gather, evaluate, and use information by planning strategies to guide inquiry (3.a)
  • Understand and use technology systems, troubleshooting when and where necessary. (6.a) (6.c)
  • Transfer current knowledge to learning of new technologies (6.d)
  • Generate how and why questions about a topic of interest. (K-6.1)
  • Understand that information can be found in print sources such as books, pictures, simple graphs, and charts and nonprint media such as videos, television, films, radio, and the Internet. (K-6.2)
  • Classify information by constructing categories such as living and nonliving things. (K-6.3)
  • Understand how libraries are arranged (i.e., fiction and nonfiction).
  • Use electronic graphic organizers and/or KWL charts for brainstorming
  • Demonstrate an understanding of the parts of a book (e.g., title, author, table of contents, call number)

Back to Top

Back to SC ELA Standards

ACT: As students ACT on their plan, they must prioritize their list of possible sources of information, find those resources, engage the resources to extract the relevant information and then evaluate the information for credibility, authority, and relationship to the topic or assignment.
 
Students will ask themselves such questions as:
  • Where can I find the information I need to answer my question or for my research topic?
  • Which information source(s) will be the most helpful in answering my question? Which information source(s) will be the most helpful for my research topic?
  • What search strategy will work best for each information source (e.g., book, online encyclopedia, web site)?
  • Now that I’ve found some information what do I do with it?
  • How do I decide what I need from everything I’ve found?
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (3.b) (1.2.3)
  • Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)
  • Seek information for personal learning through multiple resources in a variety of formats and genres. (4.1.4) (4.2.1)
  • Connect ideas to own interests and previous knowledge and experience. (4.1.5)
  • Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. (4.2.2)
  • Recognize that resources are created for a variety of purposes. (4.3.2)
  • Collaborate with others to exchange ideas electronically and in person, to develop new understanding, to make decisions, to solve problems, and to broaden and deepen understanding within the learning community and beyond. (1.1.9) (1.3.4) (2.1.5) (3.3.5) (4.3.1)
  • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. (5.b)
  • Respect copyright/intellectual property rights of creators and producers and the principles of intellectual freedom. (1.3.1) (3.3.7) 
  • Understand that information can be found in print sources such as books, pictures, simple graphs, and charts and nonprint media such as videos, television, films, radio, and the Internet. (K-6.2)
  • Classify information by constructing categories such as living and nonliving things. (K-6.3)
  • Demonstrate an understanding of how libraries are arranged (i.e., fiction and nonfiction).
  • Generate KWL charts or graphic organizers. 

Back to Top

Back to SC ELA Standards

ORGANIZE: When students ORGANIZE their information, they are making decisions about that information and their assignment or research topic. During this phase, students will write their report, create their multimedia presentation, complete the assignment, and submit their work. During this phase students must demonstrate what they learned.
 
Students will ask themselves such questions as:
  • How can I put my information together to show that I answered my question?
  • How can I show what I learned?
  • How do I document all the information sources I used?
  • Use technology and other information tools to organize and disply knowledge and understanding in ways that others can view, use, and assess. (3.1.4)
  • Demonstrate leadership and confidence by presenting ideas to others in both formal and informatl situations. (3.2.1)
  • Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3)
  • Use creative and artistic formats to create original works as a means of group expression or to express personal learning. (4.1.8) (1.b)
  • Connect learning and understanding to community issues and to the real world. (2.3.1) (3.1.5)
  • Create products that apply to authentic, real-world contexts. (3.3.4)
  • Use informamtion and knowledge in the service of democratic values. (3.3.6)
  • Classify information by constructing categories such as living and nonliving things. (K-6.3)
  • Use complete sentences when orally communicating with others. (K-6.4)
  • Generate KWL charts or graphic organizers, either manually or using technology.
  • Create a podcast, Voicethread, multimedia poster to demonstrate learning.
  • Use drawings, letters, or words to create written communi-cations such as notes, messages, and lists to inform a specific audience. (K-5.1)
  • Use drawings, letters, or words to create narratives such as stories and journal entries about people, places, or things. (K-5.2)
  • Use drawings, letters, or words to create descriptions of personal experiences, people, places, or things.
    (K-5.3)
  • Use drawings, letters, or words to create written pieces such as simple rhymes to entertain others. (K-5.4)

 

 

Back to Top

Back to SC ELA Standards

REFLECT: When students REFLECT on their work, they are evaluating their product as well as their research process. During this phase, students’ work may be submitted for peer review. Also during this phase, the teacher and/or library media specialist will reflect on the students’ work and using a grading rubric, evaluate the students’ work for assigning a grade.
 
Students will ask themselves such questions as:
  • How will I know if I answered my question?
  • How will I know if I did my job well?
 
  • Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. (3.4.3)
  • Identify own areas of interest. (4.4.1)
  • Recognize the limits of own personal knowledge. (4.4.2)
  • Answer peer questions about project.
  • Answer teacher questions about project.
  • Participate in consultation discussion with teacher.
  • Complete post-project self-assessment.

 

Comments (0)

You don't have permission to comment on this page.