Back to SC ELA Standards | ||
The student will begin to read and comprehend a variety of literary texts in print and nonprint formats. | ||
The Simple Four
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Student Learning |
Instructional Activities and Strategies |
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 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?
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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? |
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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 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? |
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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 ask themselves such questions as:
How will I know if I answered my question? How will I know if I did my job well? |
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