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4-3: Student Learning and Instructional Activities

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

 

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The student will use word analysis and vocabulary strategies to read fluently.
     

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?
  • 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) 
  • Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success and by persisting in information searching despite challenges (1.2.5) (1.2.6).
  • 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)
  • Identify and list unfamiliar and multiple-meaning words in the text.
  • Understand what base words and affixes are.
  • Understand what an idiom is.
  • Understand what indexes, key words, and guide words are and how to use them.
   

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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) 
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (3.b) (1.2.3) (IS 2.1)
  • Generate the meaning of unfamiliar and multiple-meaning words by using context clues such as those that provide an example or a definition. (4-3.1)
  • Analyze the meaning of words by using a knowledge of base words and affixes. (4-3.2)
  • Know the uses for dictionaries, thesauri, glossaries (print and digital).
  • Compare the meaning of unfamiliar words and multiple-meaning words found in the appropriate resource and the meaning generated from context clues.
  • Identify idioms found texts (print and digital).
 
   

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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) 
  • Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. (2.1.6) (IS 2.3)
  • Demonstrate personal productivity by completing products to express learning. (2.2.4)
  • Select the best meaning of the unfamiliar word or multiple-meaning words for the contextual use.
  • Create a personal or class dictionary of all identified words. The dictionary may be in print or digital, such as a dictionary wiki or a Google doc
  • Represent the new words in the student- or class-made dictionaryusing various methods, such as pronunciation recordings, photos, student-created images, American Sign Language, Braille.
  • Interpret the meaning of idioms. (4-3.3)
  • Create a wiki for idioms, including the idiom, its meaning, similar sayings with the same meaning, and links to other web pages for idioms such as idioms in songs.
   

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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?
  • Monitor own information-seeking processes for effectiveness and progress and adapt as necessary. (1.4.1) 
  • Monitor gathered information, assess for gaps or weaknesses, and seek appropriate help when it is needed. (1.4.3) (1.4.4)
  • Recognize new knowledge and understanding. (2.4.3)
  • Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future and assess the quality and effectiveness of the learning product. (3.4.1) (3.4.2)
  • Recognize the limits of own personal knowledge. (4.4.2)
  • Create a jeopardy or other game for your classmates to practice remembering what the new words mean. 

 

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