The Research Process. Rachel Reinwald March 2014

Transcription

1 The Research Process Rachel Reinwald March 2014

2 PARCC & CCSS

3 Background Information (Pre-Reading) Standards Analyze Content (RL/RI.6.2-9; SL.6.2-3) Conduct discussions (SL.6.1) Report findings (SL.6.4-6) Activities: Give One, Get One K-W-L Chart Background Reading Picture Walks Encyclopedia

4 Vocabulary & Key Concepts

5 Vocabulary & Key Concepts Books are full of words that might not be used in ordinary conversation and they provide a rich context for understanding word meaning (Yopp and Yopp 2007). When children experience repeated read-alouds, accompanied by direct attention to words, they can show significant growth in vocabulary (Graves and Watts-Taffe 2008). Children benefit from exposure to new words in many contexts and their exposure should involve engagement in meaningful discussion (Caldwell and Leslie 2009). Connecting words to literature, the world, and life experiences helps children to make the necessary connections needed to make the new word theirs (Strickland 2005, 62).

6 Concept Map

7 Frayer Model

8 Previewing Text

9 Previewing Text & Assignment Demonstrating a reading process gives students a predictable way to decipher complex text. Set a purpose by looking at the assignment. EX: Volancoes: location, elevation, age, type (cinder, shield, composite), last eruption, dormant/active, a picture, 5 facts

10 Previewing: Key Word Cloud

11 Previewing: Structure List Description Chronological Cause / Effect Problem / Solution

12 Preview: Text Features Table of Contents, Index Glossary Headings Captions Pictures Graphs / Charts / Maps Keywords / bold or italic text Extras: timelines, text boxes

13 Standards: RL/RI.2-9; SL.2-3 (K-6) Important vs. Non-essential (coding a text) What ideas / words are important and why? If each sentence is not connected to the main idea in some way, our main idea sentence may not be accurate or complete. Main Idea

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16 Essential Details

17 Essential Details Activity: Essential Details Post-Its 1. Write one sentence on each chart paper. 2. Students move around the room with postits. They have make a case for whether or not that sentence is an essential detail. 3. Students stick their argument to the chart paper. 4. Students go around room until they ve looked at all chosen sentences. 5. Share arguments with class. 6. Decide as a class which sentences are essential details and why (filling out the FRAME graphic organizer as you go). Questions to ask students: Where to find supporting details? Does this fact support the main ideas? Is it essential? WHY?? If I took this idea out, would the paragraph still make sense?

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19 Active Reading Connections

20 Active Reading Connections Comparison Charts: Venn Diagram Cause / Effect Timeline Semantic Features (and other connection charts) Writing to Texts (W.6.1-6, 10; RL/RI6.1-10) Analyses Opinion: Should you move to where that volcano is? What Indian tribe would you join? Explaining: What essential details back up the main ideas? What were some interesting facts you found? Narrative Convey experiences: text-to-text, -self, -world. (One time you were afraid of a natural disaster happening.) Convey events: What is the story of your volcano and its eruption? (The Night Mt. Fiji Exploded ) Convey procedures: How to build a teepee; How to prepare for a volcanic eruption.

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22 Feature Terms Backbone Ectothermic Endothermic Gills Lungs Smooth Skin Scales Fur or Hair Feathers Produce Milk Semantic Features Chart Category: Vertebrates Fish X X X x Amphibian X X x x Reptile X x X x Bird X X X x Mammal x x x x x

23 Scavenger Hunt: Picture Elevation Age of volcano Type (cinder, composite, shield) Last eruption Dormant or Active

24 Encyclopedia Why encyclopedia? What is a specialized encyclopedia? Why would I use it? How to find information in an encyclopedia. Guide words Index (sometimes in volume format) On the Library Catalog search

25 Books This is your extended text Students will use reading strategies here, but with post-its. They will copy their facts that answer research questions into graphic organizer or personal notes. Sometimes there is not a specific enough book for the students Remember 5 finger rule (yes, still) Kids don t have to read the whole book unless teacher says to

26 News/Magazine Articles Why? Complex text Super current, puts in world and local context with events Oriented to kids Pictures aid reading and are informative Magazines are just plain fun Articles are written by experts

27 Databases Updated often / current Written by experts Includes magazine articles, newspaper articles, encyclopedia entries, pictures, videos, and sound There are databases for specific topics (like biomes and Native Americans and state facts and science) They are easily searchable by keyword (students just have to type it in) School library and public library have different databases (you need a LVDL card to access LVDL databases)

28 Internet Essential Question: Why is it important to evaluate the source and validity of the information found on a website? ISBE Standards and Performance Indicators Students use technology to locate, evaluate and collect information from a variety of sources. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real world problems.