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4-6: Student Learning and Instructional Activities

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on November 5, 2009 at 11:04:24 am
 

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

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)
  • 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)
  • Display initiative and engagement by posing questions and investigating the answers beyond the collections of superficial facts. (1.2.1)
  • 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)
  • Apply digital tools to gather, evaluate, and use information by planning strategies to guide inquiry (3.a)
  • Plan and manage activities to develop a solution or complete a project. (4.b)
  • Use multiple processes and diverse perspectives to explore alternative solutions. (4.d)
  • Understand and use technology systems, troubleshooting when and where necessary. (6.a) (6.c)
  • Transfer current knowledge to learning of new technologies (6.d)
  • Create a K-W-L chart or other graphic organizer related to the topic.
  • Clarify and refine a research topic. (4-6.1)
  • Brainstorm related topics, ideas, and concepts to narrow topic.
   

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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)
  • Collect and analyze data to identify solutions and/or make informed decisions. (4.c)
  • Select and use applications effectively and productively.  (6.b)
  • 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)
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (3.b) (1.2.3) (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)
 
  • Take notes using keywords to identify important facts and information.
  • Use correct bibliographic citation format to keep track of all sources use.
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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.

 

 

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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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