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4-2 Student Learning and Instructional Activities

Page history last edited by eLearning 10 years, 3 months ago

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The student will read and comprehend a variety of informational texts in print and nonprint formats.

PLAN: Planning means the students are engaging the topic or assignment and deciding what they want to know about the topic and/or the information they need for their assignment.


Students will ask themselves:

  • What do I need to do?
  • What's my assignment: What's my research topic?
  • What information do I need to answer my question? What information do I need for my research topic?
  • 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)
  • Carry out independent reading for extended periods of time to gain information. (4.2-5)
  • Understand that headings, subheadings, print styles, white space, captions, and chapter headings provide information to the reader. (4.2-6)
  • Create a K-W-L chart or other graphic organizer related to the topic of the text.
  • Select a topic from the text.

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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 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?
  • Find, evaluate, and select appropriate information sources and digital tools to answer questions and accomplish specific tasks by recognizing that resources are created for a variety of purposes, including propaganda (e.g., pop-up ads, spam). (1.1.4) (3.c) (4.3.2) (IS 2.3) (IS 2.4)
  • Use critical thinking when evaluating information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. (1.1.5) (1.2.2) (IS 2.1)
  • 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)
  • Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. (1.1.7) (IS 2.1)
  • Seek information for personal learning through multiple resources in a variety of formats and genres. (4.1.4) (4.2.1)
  • Summarize evidence that supports the central idea of a given informational text. (4-2.1) 
  • Analyze informational texts to locate and identify facts and opinions. (4.2-3)
  • Use graphic features such as illustrations, graphs, charts, maps, diagrams, and graphic organizers as sources of information. (4.2-7)
  • Use functional text features (including tables of contents, glossaries, indexes, and appendixes). (4.2-8)
  • Analyze informational texts to identify cause-and-effect relationships. (4.2-9)
  • Create, or complete, a text map to gain understanding of graphic features and characteristics of the informational text.
  • Make a list of ten key words, individually or with a partner. Build a class graph of key words found by all students. Analyze all words selected. Summarize content.
  • Use sticky notes to mark important places in the text or to make notes about what was read.
  • Take notes using keywords to identify important facts and information.
  • Search magazines and newspapers for words about the topic to create a "found" poem.





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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 should 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?


  • Organize personal and academic knowledge in a way that it is useful and can be called upon easily. (2.1.2) (4.1.6) 

  • Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3)

  • Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. (2.1.3)


  • Analyze informational texts to draw conclusions and make inferences. (4.2-2)

  • Create responses to informational texts through a variety of methods such as drawings, written works, and oral presentations. (4.2-4)
  • Write a "found" poem to demonstrate understanding.
  • Write interview questions for the author about the topic of the book or other resource.
  • Answer the interview questions from the author's point of view.
  • Create a dictionary containing new and unfamiliar words found in the text.
  • Review sticky note annotations as basis for writing a summary or synopsis of the text.
  • Conference with the teacher about what was read.
  • Use notes to create an outline or storyboard to demonstrate understanding of the text.
  • Write an Accelerated Reader/Reading Counts test, create a Jeopardy! game, or other game format for the informational text.



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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 should ask themselves such questions as:
  • How will I know if I answered my question?

  • How will I know if I did my job well?


  • Recognize new knowledge and understanding. (2.4.3) 

  • Identify own areas of interest. (4.4.1)

  • Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. (4.4.6)

  • Review notes, outline, storyboard, ten key words.
  • Identify other areas of interest based on current text.
  • Evaluate final product for completeness, understanding, and relevance.
  • Explain what was read to the teacher or a classmate.



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