G.E.A.R.S. Grand Erie Assisted Research Strategies

G.E.A.R.S.Grand Erie Assisted Research Strategies

Overview

• Why Grand Erie Research Guides

• What GEARS is all about• Primary GEARS• Junior/Intermediate GEARS• Skills Continuum JK-12• Questions/Discussion

Children need to understand that research involves finding factual information about real people, places, events and things; evaluating or assessing that information; recording it and communicating it. Inquiry and research skills are an important part of the primary curriculum.

Students need to be able to ask questions, find answers and reflect upon what they’ve learned. They should become familiar with the continuum of skills that make up the research process.

PRIMARY G.E.A.R.S. 2005

A note to teachers:The Primary guide is intended for use in kindergarten through grade 3. Lessons, activities and handouts will need to be tailored to suit the needs, the grade level, and the students’ level of experience with each topic. A recommended framework for teaching research concepts and skills is the modeled - guided - shared - independent model. A gradual release of responsibility, through the use of this model, builds in success for students.

G.E.A.R.S. 2005


Primary Handbook

1st GearStage 1 - Preparing for ResearchMethods of Conducting Research

Modeled Research• in the primary grades, students often learn best from models• each step in the four stage of research should be modeled • steps maybe taught in isolation or as part of the whole process

Shared Research• student groups are responsible for researching individual subtopics related to a main topic• throughout students collaborate findings and work together to synthesize the final product

Guided Research• while students are conducting research, circulate, monitor and assist• guided research is a group activity and may be noisy, as discussion is encouraged through each step

Independent/Teacher Assisted Research• students work on their own with teacher/ teacher librarian intervening as needed

Children need to be able to wonder and ask questions to be good researchers. The ability to question is often assumed but many children have not developed this skill. It will need to be modelled and taught intentionally.

•model wondering, or “asking questions in your head”

•write down their questions without evaluating them

•set up a Wonder Table (could be based on a theme)

1stGear - Stage 1 - Preparing for Research Questioning and Wondering

1st Gear Stage 1 - Preparing for Research KWL Organizer

Topic: __________________________________

What I Know What I Want to Know What I Learned

2nd GearStage 2 - Accessing Resources

Inclusions

• Cultivating Primary Non-fiction Readers*• Building a Non-fiction Collection• Non-fiction Response Journal*• Kindergarten Response Journal*• Scavenger Hunt of the Library• The Library and the Dewey Decimal System• Finding a Book In the School Library• Electronic and Card Catalogues• Features of Books• Use of Fiction• Read Aloud*• Reading Graphic Text*• Evaluating Resources*• Using Student Link 2*• Interviewing

Pit Stop!

Location, Location, Location

In Stage 1, we learned how to question, sorted information, defined a topic, and got organized. Now, as we shift into second gear, students will learn to find and use resources. They’ll learn specific skills to complete this stage, such as using the library, reading graphic information/pictures, using internet sources, videos, interviewing and more.

We’ve still got quite a few laps to go, let’s get into 2nd Gear.


2nd GearStage 2 - Accessing ResourcesReading Strategies

•Use of Fiction

•Reading for Information

•Short activities that can be used in the library or classroom setting

•Reading a Diagram

•Reading a Chart

•Reading a Graph

•Reading a Map

2nd GearStage 2 - Accessing ResourcesReading Graphic Text

Reading Pictures for information

•Along with a discussion of the benefits of reading pictures, something that can be done frequently in a classroom or library program, a list of questions is included which can be used as discussion questions, or as an outline for students to respond in a small groups or by writing in a journal.



What type of picture are you “reading”?


What is the picture’s setting?


Describe the time of day, the geographic location.


What is the main idea of the picture?


Are there people in the picture? What are they doing?


Why do you think the photographer took this picture?


What do you think happened just after this picture was taken?

Cultivate your “Info-Kids”

•Emphasize informational text

•Display books on non-fiction themes (ie dinosaurs,

sports, countries)

•Pair fiction with non-fiction (ie. Read Stellaluna, What is

a Bat)

•Reduce borrowing limitations; number and level of

difficulty allowed

•Provide wide selection of non-fiction for all grades

•Use non-fiction read-alouds

2nd GearStage 2 - Accessing ResourcesNon-Fiction (Cool books!)

2nd GearStage 2 - Interviewing

Activity: Biographies

An ideal opportunity to use interviewing is to teach about and write biographies. Children love to read about popular culture and biographies about current people they would know about are extremely inspiring to them.

2nd GearStage 2 - Interviewing

• Students write a “biography” about another student• Read several biographies of familiar people• Brainstorm - “What is a biography”• Together create a list of interview questions• As a class, interview a teacher or have a volunteer come in to be interviewed• Write individual interview questions• Interview the classmate previously written about• Write new biography

2nd GearStage 2 - Accessing Resources Response Journal

Non-Fiction Response Journal OrganizerSentence Starters for Non-fiction Journal

I read _____________________________________________It is by ____________________________________________It is about __________________________________________

I learned 1. ____________________________________2. ____________________________________3. ____________________________________

New words I learned 1. ______________________________2. ______________________________3. ______________________________

Key words to help me find more information 1. ________________ 2. ________________ 3. ________________

This book reminds me of ________________________________I wonder ____________________________________________

2nd GearStage 2 - Accessing ResourcesKindergarten Response Journal

Reading for Information in Kindergarten? Yes!Today’s children are being encouraged more and more to read non-fiction materials. As much as 70% of reading in school should be reading for information.

For the next few weeks your child will be bringing home a non-fiction book. Please spend a few minutes with him thinking about the topic of the book and have her print or draw or write with your help, his thoughts on the chart. Have her tell you what he knows about the topic of the book. Put this into the first box. Then, ask her to wonder something about the book, and have him print this information in the second box.

Read the book together. Ask your child what she thinks about pictures or things he discovers as you go. When you are done, ask her to draw a picture of the thing he found the most interesting.

An example for the book The Egg, by Pascal Bourgoing, is on the opposite page. Your child’s chart might look something like this one.

2nd Gear Stage 2 - Accessing ResourcesRead Aloud

When you read a non-fiction book aloud, use it as an opportunity to model research skills such as•using features of text•reading diagrams, charts etc.•using organizers

When reading to children, think out loud. Show them what you want them to do by doing it yourself. For example, any non-fiction book will lend itself to choosing a topic. As you read, point out possible research areas that you come across in the text. Suggest other books that might be useful and helpful on similar topics. Show them HOW to think.

3rd GearStage 3 - Processing Information

Inclusions

• Teaching to Inspire Academic Honesty• Note Making• Jot Notes• Sentence Strips• Using Graphic Organizers• Evaluating Resources• Web Site Evaluation

3rd GearStage 3 - Processing InformationNote Making

Jot Notes Using a ‘Dollar Figure’

Australian Spiders Jot Note Page

You have $4.00 to spend. Your job is to take notes from the handout on Australian Spiders, writing down enough information so that you can write two paragraphs about spiders, but without writing down ANYTHING you don’t need to. Each word you write down will cost you ten cents.

How many words can you write down before you are out of money?

I can write down _____________ words.

3rd GearStage 3 - Processing InformationEvaluating Sources

Web Site Evaluation

Name of Site: _______________________Web Address: _______________________

Circle for great for good poor in the chart below

Criteria Great Good Poor

Information is easy to find and use

All links work Pictures are helpful

Information is easy to understand

Enough Information

The Information is up- to- date

I would recommend this site to my friend

Overall rating

3rd GearStage 3 - Processing InformationUsing Graphic Organizers

3rd GearStage 3 - Processing InformationSentence Strip Sorting

Write sentences on chart paper before lesson or with children using a book for information

Cut up paper into strips

Arrange classification headings around room, on tables or walls

Have students place sentences under corresponding heading

Discuss their arrangement of sentences strips





4th GearStage 4 - Transferring Learning

Inclusions

• Final Products• Report Writing• The Summary• Comparing and Contrasting• Editing Your Work• Peer Editing• Pizzazz!• Academic Honesty • Resources Page• Evidence Based Practice (sample)

4th GearStage 4 - Transferring Learning Report Writing

A REPORT HAS:

A BEGINNING:Grabs the reader’s attentionDefines your topic

A MIDDLE:The information about your topicWritten in the present

AN ENDING:Wraps it upTells final thoughts or statements

.

4th GearStage 4 - Transferring Learning Pizzazz!

Pizzazz is what children add to their final product that makes it outstanding. Model going the extra mile with the projects you do together in class, and they will reproduce this when they are doing their own. Model and discuss what’s enough and what’s too much.

•adding covers•attention to layout•borders•colouring•design•different fonts, sizes of letters•graphic elements, features of text•pictures, labels•use of space•paper


Junior / Intermediate Handbook

1st GearStage 1 - Preparing for Research

Inclusions

• Getting Started• The Research Portfolio• Defining Your Topic• Define the Task• Reference Materials• Mind Maps• Questioning Skills• Developing a Focus• Research Log

1st Gear:Stage 1 - Preparing for ResearchProject Management Skills

Getting Started - GEARS Teacher Tip

Project Management Skills:

Organization and time management skills are important keys to a successful research project. It may be helpful to compare the research process experience to taking a trip. For example: When you take a trip, you plan the day you will leave, and when you will return. As well, you plan how far you will travel each day, what you will do along the way, and where you will stop each night. A similar type of time management plan is needed for a research project. Your project will begin on the day your teacher assigns it, and end on the due date. It is important to plan and schedule a due date for each step of the research process to ensure completion by the due date and to maximize your time without feeling pressured or rushed.

1st GearStage 1 - Preparing for ResearchDefining Your Topic

KWL - Organizer #1

My topic: ___________________________

My thoughts and feelings about my topic:

Topic: _____

What I already know What I need to find out Where I can look __books __pictures __computer __interviewHow will I share what I learned:__oral report __picture __poster __other__written report __story __slide show

Asking The Right Questions• To ensure that students obtain the answers that they really

want, teach them to ask the right questions rather than have research materials drive the information they select.

• LOTS = questions which use lower-order thinking strategies result in simple sentence answers

• HOTS = questions which use higher-order thinking strategies result in deep, expansive answers

• Develop your questioning skills using Bloom’s Taxonomy.

1st Gear:Stage 1 - Preparing for ResearchQuestioning Skills


Inclusions

• Selecting Resources - In and Out of School• Reading Response• Dewey Decimal System• Finding a Book in the School Library• Electronic and Card Catalogues• Reading Strategies for Research• Features of Books• Dictionary, Thesaurus• Reading Graphic Text (including pictures)• Searching the Internet: A Primer• Glossary of Computer Terms• Steps in an Effective Internet Search• Internet Research Using Student Link 2• Personal Safety/Netiquette• The Letter, E-Mail• The Interview, The Survey

2nd GearStage 2 - Accessing ResourcesReading Response

Reading Response - Gears Teacher Tip

3 R’s Framework for Reading Response (Schwartz, Bone)•Retell - briefly tell information available in resource•Relate - making connections to research questions/topic•Reflect - question, wonder, make inferences, inclusions/exclusions?

Reading Response Journal•track reading•critically assess resources•track accomplishments•keep students accountable

2nd GearStage 2 - Accessing ResourcesReading Strategies for Research

5 Fingers - vocabulary test to help determine suitable reading level

Skim and Scan - concentrate to assess resources quickly - get main ideas, a few details

- look for key words, phrases related to topic - first and last sentences in paragraph/paragraphs

in chapter or article to determine relevance

Assessing a Book Resource - Check Out the CoverCheck Out the Title and Verso PagesCheck Out the Table of ContentsCheck Out the IndexCheck Out the Preface/Introduction/Forward/Appendix/Glossary

Reflection Pit Stop - time to decide on quality and quantity of information to support and continue this research project


Inclusions

• Copyright and Researching• Academic Honesty• Paraphrasing and Summarizing• Graphic Organizers• Note Making Sheets• Evaluating Resources• Web Site Evaluation

3rd GearStage 3 - Processing InformationNote Making Organizers

At this stage of the journey students use graphic and note making organizers to collect information as they research their topics.

•KWL Organizers•5W’s and How Organizers•T-Charts•Venn Diagrams•Ranking Ladders•Bull’s Eyes•Note Making Organizers (for a variety of purposes)


Inclusions

• Paragraph Writing (OSSLT)• Research Report Writing• How to Write a News Report (OSSLT)• Essay Writing• Writing an Opinion Essay (OSSLT)• Brochure Writing• Newsletters• Posters• Oral Presentations• Book Talks and Reviews• Presenting a Speech• Preparing for a Debate• Dramatic Presentations• Camera and Videotaping Terms• Slide Shows• Revising and Editing• Documenting and Citing Sources (MLA, APA)• Self-Reflection/Self-Assessment

ISEEC Framework for Paragraph Writing

Introductory Sentence

Statement

Explanation

Elaboration

Conclusion

I - It’s difficult to find heroes in our culture today who are also good role models.S - However, Spiderman is a popular hero with integrity and a good value system.E - He uses his special gifts for the good of all to save the city, instead of for personal gain or for evil.E - Even though it means confronting his best friend’s father, he risks his life to battle the evil that threatens the city.C - Figures like Spiderman, who perform heroically, without the motive of personal gain, are true heroes in my view.

4th GearStage 4 - Transferring LearningEssays and Reports

Formats are included in this section for a variety of essays and reports.

• Research Reports• News Reports (OSSLT)• 5 Paragraph Essay• Opinion Essay (OSSLT)

4th GearStage 4 - Transferring LearningStudent Reflection

Now that you have arrived at your destination, it’s time for self-reflection and self - assessment. Take some time to reflect on thejourney you have taken for this project.1. What do I know now about my topic that I didn’t know before I began my research?

2. What aspects of the research process did I find the easiest or most comfortable to do?

3. What aspects of the research process did I find the most challenging?

4. What am I able to accomplish now that I couldn’t before I began this assignment?

5. What specific research skills do I still need to work on?

6. What did I learn by doing this assignment that I can apply to other research assignments?

Assignmnt Outlines:Grade 7 Music Assignment

Grade 7 Music AssignmentJanuary/February 2007

Creating a DK Non-fiction booklet

Describing the history, construction and use of an instrument.

Your assignment is two-fold.

1. Become familiar with the style of DK non-fiction books and other recently published non-fiction books that make extensive use of graphics and features of text. Assemble a list of features of text that you find in your investigation and draw a rough representation of each of these.


2. Research a musical instrument of your choice. You will need to discover its history, including how it was first conceived, designed and constructed. Give an overview of the time period that it was invented in.

3. Using your draft in step one, present your information in a fashion similar to the DK book you have investigated. Your presentation should be colourful and include many of the features of text you have looked at. Your information should be complete, but not necessarily lengthy. The use of graphs, charts, diagrams, cutaways, photographs etc., should show a good deal of information graphically. Write only what you need to write in order to give a thorough description of your instrument’s history, construction and use.


You must include the following completed forms from GEARS:1. Defining Your Topic2. Research Log3. Reading Response Journal for your history analysis4. Note Making Organizers - one for each print source used5. Note Making for Web Sites - one for each site accessed6. Revising and Editing Form7. Student Reflection Sheet

Your booklet should be at least two full spread pages plus an index and bibliography. The use of fonts, colours, graphics and layout are all part of your final mark. Your booklet must be attractive and easy to read. A combination of hand-done and computer graphics is acceptable. Attach a bibliography to your final product.


Grade 8 Music Research AssignmentJanuary/February 2007

Connecting Music with History

Much of the music of the past and today is written by artists who are responding to their culture, their community, the events of their lives, the lives of others, or their nations. Your assignment is two-fold.

1. Research a period of history to become familiar with the events of this time. Some suggested times follow.


2. Locate a piece of music that was written by a composer or composers, that was written in response to these events. Read the lyrics, analyze the musical style. Think about why this particular piece of music could have been written at this time.

Write a description of what you discover about your historical period that is directly connected to the song you have chosen. You may use charts, tables, pictures, graphs or diagrams to illustrate what you are talking about. Discuss your thoughts and feelings about this song. Tie these to the information you gather about the events of the time period in history that your song is connected to. Explain, with evidence from historical research, why the author wrote this song and how and what it is connected to.


You may present this in the format of your choice. Suggested formats include:

• Essay• Report• Slideshow• Speech• Posterboard

If you select a different format than one listed here, you need to discuss it with me before proceeding.


You must include the following completed forms from GEARS:

• Defining Your Topic• Research Log• Reading Response Journal for your history analysis• KWL to link history to music• Note Making Organizers - one for each print source used• Note Making for Web Sites - one for each site accessed• Revising and Editing Form• Student Reflection Sheet


Here are some suggestions of time periods of history that you could research. You will need to find a song before you go too far into researching your historical period, otherwise you will need to do too much reading. An internet search should bring you some songs.

Civil War (mid 1800's, USA)60's (Rebellion)50's (Birth of Rock & Roll)40's (Second World War)30's (Depression)20's (Flappers, prosperity, post-war generation)10's (First World War)








Inquiry and research skills are an integral part of the Ontario

curriculum documents. Being able to define problems, narrow a

focus, locate, evaluate and synthesize information,

communicate ideas and reflect upon new understandings leads to better student achievement.

G.E.A.R.S. 2005

A note to teachers:In our endeavour to promote student excellence in the Grand Erie District School Board, the GEARS guide has been designed to assist students in becoming familiar with the research process and in building upon a continuum of skills introduced in Kindergarten and used throughout elementary and secondary school. Students will be familiar with much of the language and many of the symbols used throughout this guide.

G.E.A.R.S. 2005


Primary Handbook


Junior / Intermediate Handbook

G.E.A.R.S.Grand Erie Assisted Research StrategiesA Student HandbookIntermediate / Senior

1st GearStage 1 - Preparing for Research

Inclusions:

1st GearStage 1 - Preparing for ResearchPrimary

• What is Research?• Methods of Conducting Research• The Research Folder• Selecting a Topic• Graphic Organizers• Defining the Task• Questioning and Wondering

1st GearStage 1 - Preparing for ResearchJunior/Intermediate

• Getting Started• The Research Portfolio• Defining Your Topic• Define the Task• Reference Materials• Mind Maps• Questioning Skills• Developing a Focus• Research Log

• Developing Project Management Skills• The Research Portfolio• Defining the Topic• Reference Materials• Preparing for Research Templates• Mind Maps• Venn Diagram• Questioning Skills• Developing a Focus• Research Log

1st GearStage 1 - Preparing for ResearchIntermediate/Senior

1st GearStage 1 - Preparing for ResearchThe Research Folder

How Do They Get Organized?

Teachers can provide their students with a research folder, or students can make their own. Students use research folders to keep track of what’s being worked on and what is finished. Instruct students to keep all organizers in their folders. Teaching this in the primary grades will foster good organizational habits. Remind students that organization is key to successful research.

Professionally produced research folders can be purchased from the Ontario Library Association store at www.accessola.com

1st Gear Stage 1 - Preparing for Research KWL Organizer

Topic: __________________________________

What I Know What I Want to Know What I Learned

1st GearStage 1 - Preparing for ResearchDefining Your Topic

KWL - Organizer #1

My topic: ___________________________

My thoughts and feelings about my topic:

Topic: _____

What I already know What I need to find out Where I can look __books __pictures __computer __interviewHow will I share what I learned:__oral report __picture __poster __other__written report __story __slide show

1st Gear:Stage 1 - Preparing for ResearchTopic Web OrganizerTopic: _________________________What I already know: _______________________________What I need to find out: _____________________________Resources I plan on using: _Books _Websites _Reference _Videos _Online databases _Other

KEYWORD WEBbroader topics names, places events associated with topic

narrower topics related topics

another way to say it

Children need to be able to wonder and ask questions to be good researchers. The ability to question is often assumed but many children have not developed this skill. It will need to be modelled and taught intentionally.

•model wondering, or “asking questions in your head”

•write down their questions without evaluating them

•set up a Wonder Table (could be based on a theme)

1stGear - Stage 1 - Preparing for Research Questioning and Wondering

Asking The Right Questions• To ensure that students obtain the answers that they really

want, teach them to ask the right questions rather than have research materials drive the information they select.

• LOTS = questions which use lower-order thinking strategies result in simple sentence answers

• HOTS = questions which use higher-order thinking strategies result in deep, expansive answers

• Develop your questioning skills using Bloom’s Taxonomy.

1st Gear:Stage 1 - Preparing for ResearchQuestioning Skills

LOTS and HOTS

Knowledge - LOTS - When did World War II occur?

Comprehension - LOTS - What is the definition of a dictator?

Application - LOTS - Did Hitler demonstrate the qualities of a dictator?

Analysis - HOTS - How do Hitler and Saddam Hussein compare as rulers?

Synthesis - HOTS - What would happen if Hitler ruled Germany today?

Evaluation - HOTS - What is your supported opinion of President Bush’s tactics in waging war with Iraq?

1st GearStage 1 - Preparing for ResearchQuestioning Skills


Inclusions:

2nd GearStage 2 - Accessing ResourcesPrimary

• Cultivating Primary Non-fiction Readers• Building a Non-fiction Collection• Non-fiction Response Journal• Kindergarten Response Journal• Scavenger Hunt of the Library• The Library and the Dewey Decimal System• Finding a Book In the School Library• Electronic and Card Catalogues• Features of Books• Use of Fiction• Read Aloud• Reading Graphic Text• Evaluating Resources• Using Student Link 2• Interviewing

2nd GearStage 2 - Accessing ResourcesJunior-Intermediate

• Selecting Resources - In and Out of School• Reading Response• Dewey Decimal System• Finding a Book in the School Library• Electronic and Card Catalogues• Reading Strategies for Research• Features of Books• Dictionary, Thesaurus• Reading Graphic Text (including pictures)• Searching the Internet: A Primer• Glossary of Computer Terms• Steps in an Effective Internet Search• Internet Research Using Student Link 2• Personal Safety/Netiquette• The Letter, E-Mail• The Interview, The Survey

Selecting Resources• Dewey Decimal System• Electronic and Card Catalogues• Reading Strategies for Research• Features of Books• Dictionary and Thesaurus• Searching the Internet• Glossary of Computer/Internet Terms• Personal Safety/Netiquette• Computer Use Guidelines• Searching an Electronic Database• The Letter, E-Mail• The Interview/The Survey• Reading Graphic Text

2nd GearStage 2 - Accessing ResourcesIntermediate/Senior

Pit Stop!

Location, Location, Location

In Stage 1, we learned how to question, sorted information, defined a topic, and got organized. Now, as we shift into second gear, students will learn to find and use resources. They’ll learn specific skills to complete this stage, such as using the library, reading graphic information/pictures, using internet sources, videos, interviewing and more.

We’ve still got quite a few laps to go, let’s get into 2nd Gear.

2nd GearStage 2 - Accessing ResourcesPrimary

2nd GearStage 2 - Accessing Resources Response Journal (Primary)

Non-Fiction Response Journal OrganizerSentence Starters for Non-fiction Journal

I read _____________________________________________It is by ____________________________________________It is about __________________________________________

I learned 1. ____________________________________2. ____________________________________3. ____________________________________

New words I learned 1. ______________________________2. ______________________________3. ______________________________

Key words to help me find more information 1. ________________ 2. ________________ 3. ________________

This book reminds me of ________________________________I wonder ____________________________________________

2nd GearStage 2 - Accessing ResourcesReading Response (J/I)

Reading Response - Gears Teacher Tip

3 R’s Framework for Reading Response (Schwartz, Bone)•Retell - briefly tell information available in resource•Relate - making connections to research questions/topic•Reflect - question, wonder, make inferences, inclusions/exclusions?

Reading Response Journal•track reading•critically assess resources•track accomplishments•keep students accountable

2nd GearStage 2 - Accessing ResourcesReading Graphic Text (J/I/S)

Another skill set that contributes to successful researching is reading and interpreting graphic text.

•Reading a Diagram•Reading a Chart•Reading a Graph•Reading a Map•Reading Pictures

Strategies for each of these formats are outlined.


Inclusions:

3rd GearStage 3 - Processing InformationPrimary

• Teaching to Inspire Academic Honesty• Note Making• Jot Notes• Sentence Strips• Using Graphic Organizers• Evaluating Resources• Web Site Evaluation

3rd GearStage 3 - Processing InformationJunior/Intermediate

• Copyright and Researching• Academic Honesty• Paraphrasing and Summarizing• Graphic Organizers• Note Making Sheets• Evaluating Resources• Web Site Evaluation

•Graphic Organizers (T chart, Ranking Ladder, Bull’s Eye, Venn Diagram)•Notemaking Organizers•Forming a Focus Statement•Forming a Thesis Statement•Evaluating Resources•Evaluating Websites•Copyright•Practicing Academic Honesty

3rd GearStage 3 - Processing InformationIntermediate/Senior

3rd GearStage 3 - Processing InformationJunior/Intermediate

Pit Stop!

Now that students have prepared for their research project and found resources, now it’s time to shift into 3rd Gear, Processing Information.

Students need guidance to manage their resources and their information to help them create their projects. The skills involved with processing information will assist students to learn how to evaluate information, use graphic organizers, and take notes to assist them to focus and gather information.

Academic honesty has become a huge issue in our society. Students learn how to process information using best academic honest practices.

Let’s now shift into 3rd Gear, Processing Information.

3rd GearStage 3 - Processing InformationNote MakingPrimary

Jot Notes Using a ‘Dollar Figure’

Australian Spiders Jot Note Page

You have $4.00 to spend. Your job is to take notes from the handout on Australian Spiders, writing down enough information so that you can write two paragraphs about spiders, but without writing down ANYTHING you don’t need to. Each word you write down will cost you ten cents.

How many words can you write down before you are out of money?

I can write down _____________ words.

The 5 W’s and How OrganizerTopic: _________________________BEFORE RESEARCHWhat I already know about my topic:______________________What I need to find out:Use these questions to help make research easier:

Research Notes: Sources used (circle): Book Internet_______________________ Encyclopedia CD ROM Database_______________________ Magazine Video Other _________________________________ Author: ______________________________________________ Title: _________________________

3rd Gear Stage 3 - Processing InformationNote Making Organizers (J/I)

Who? What? Where?

Topic

How? When?

Why?

Check the type of resource you used:oBook oWeb site oOnline Database oEncyclopedia oOther Author (if given)_____________________Title of chapter or article or web site_________________________________Title of book or encyclopedia or URL of web site ______________________________Page #______________Publisher, place of publication and date of publication__________________________________________________________Date you found information_____________

Checklist:Record information in your own words Use point form, not complete sentencesDelete any unnecessary words Change words to shorten notesOmit unneeded examplesAdd sub-headingsUse abbreviations and symbols

3rd Gear:Stage 3 – Processing InformationNote Making (I/S)Topic _________________

Main Ideas/ Key words/ Dates/ Events/ People/ Places/ Quotes:____________________________________________________________________________________________________________

Example of Forming a Focus Statement

Topic:Prisons and their effectiveness

Narrowed Topic:The effectiveness of Alcatraz as a prison

Research Question:Was Alcatraz effective as a maximum security prison?

My Central Idea:Alcatraz was one of the most effective maximum security

prisons.

3rd GearStage 3 - Processing InformationForming a Focus Statement (J/I)

3rd Gear:Stage 3 - Processing InformationThesis Statement (I/S)Examples of Forming Thesis Statements

Self and Society Science SAMPLE TOPIC Family issues in the 21st Century Environmental concerns NARROWED The changing role of the father The role of the individual

DOWN TOPIC and the effects on the family and government in cleaning up the environment

RESEARCH How has the father’s role Who is responsible forQUESTION in the family changed? cleaning up the environment? THESIS Because of changes in Cleaning up the environment women’s education level should not be the sole and career expectations, responsibility of government and the necessity for dual agencies; if each individual incomes, the father’s role did his/her part daily, the in the family has grown to process would be much more include not only the successful. breadwinner but the nurturer

3rd GearStage 3 - Processing InformationEvaluating Sources (Primary)

Web Site Evaluation

Name of Site: _______________________Web Address: _______________________

Circle for great for good poor in the chart below

Criteria Great Good Poor

Information is easy to find and use

All links work Pictures are helpful

Information is easy to understand

Enough Information

The Information is up-to-date

I would recommend this site to my friend

Overall rating

3rd GearStage 3 - Processing InformationEvaluating Web Sites (J/I)

Web Site Evaluation - Short Answer

1) Ease of Access - URL’s ease to enter? - site loads quickly and completely?

2) Design - ease of movement from page to page? - organization of information? - information easy to read? - useful links?

3) Context - URL includes .edu? .org? .gov? - distracting advertising? - point of view of information? - bias or stereotype? - site appropriate for grade? - information useful for topic?

4) Coverage - coverage of information for topic?5) Authority/Validity - site up-to-date? - author’s expertise?

- origin of site? - trust of information on site?Overall rating / Explanation _________________

3rd GearStage 3 - Processing InformationEvaluating Web Sites (I/S)

Evaluate the web site you are using! Complete the following:URL ___________________________________________1) Design• Is the site easy to navigate? ____ Explain: _____________________• Is the information well organized? ____ Explain: _________________• How many spelling and/or grammatical errors can you find? __________2) Context• Does the URL include edu, org, or gov. which would indicate that it is credible? ______• Does the site provide a point of view or does it simply provide information?______ How much advertising does it contain? ___________________________• Who is the intended audience? _________ How do you know? __________3) Authority• Is there a qualified author? Name________________________•Where does the site originate? ___________________________• How many links are there to other good sources of information? _____4) Coverage How many topics are covered on the site? _________________• How detailed is the coverage? _________________________5) Currency•What is the date of the page? __________________________•Based on your answers, rate this site. Circle one: 4 very good 3 good 2 fair 1 poor Explain your rating: ___________________________________________


Inclusions:

4th GearStage 4 - Transferring LearningPrimary

• Final Products• Report Writing• The Summary• Comparing and Contrasting• Editing Your Work• Peer Editing• Pizzazz!• Academic Honesty • Resources Page• Evidence Based Practice (sample)

4th GearStage 4 - Transferring LearningJunior/Intermediate

•Paragraph Writing (OSSLT)• Research Report Writing• How to Write a News Report (OSSLT)• Essay Writing• Writing an Opinion Essay (OSSLT)• Brochure Writing• Newsletters• Posters• Oral Presentations• Book Talks and Reviews• Presenting a Speech• Preparing for a Debate• Dramatic Presentations• Camera and Videotaping Terms• Slide Shows• Revising and Editing• Documenting and Citing Sources (MLA, APA)• Self-Reflection/Self-Assessment

4th Gear Stage 4 - Transferring LearningIntermediate/Senior

• Report Writing• Essay Writing• Editing Your Rough Draft• Proof Reading and Editing Symbols• Seminars• Debates• Book Talks• Slide Shows• Brochures and Newsletters• Annotated Bibliography• Documenting and Citing, MLA and APA• Reflection of the Journey

4th Gear:Stage 4 - Transferring LearningIntermediate/Senior

Pit Stop!

Now you are at the crucial stage of your journey. You’ve chosen the format for your project; you’ve done the research; you’ve evaluated the information; you’ve recorded your sources - now it’s time to consider the components for successful completion. What will you do to cruise to the checkered flag at the finish line?

This section will provide the help you need to complete the last stage of your research journey by offering “how to” guides for a variety of products. It will also show you how to document or cite the information you researched using both MLA and APA styles as well as to create a list of works cited so that you practice academic honesty.

ISEEC Framework for Paragraph Writing

Introductory Sentence

Statement

Explanation

Elaboration

Conclusion

I - It’s difficult to find heroes in our culture today who are also good role models.S - However, Spiderman is a popular hero with integrity and a good value system.E - He uses his special gifts for the good of all to save the city, instead of for personal gain or for evil.E - Even though it means confronting his best friend’s father, he risks his life to battle the evil that threatens the city.C - Figures like Spiderman, who perform heroically, without the motive of personal gain, are true heroes in my view.

4th GearStage 4 - Transferring Learning Report Writing (Primary)

A REPORT HAS:

A BEGINNING:Grabs the reader’s attentionDefines your topic

A MIDDLE:The information about your topicWritten in the present

AN ENDING:Wraps it upTells final thoughts or statements

.

Introductory Paragraph:-Background informatione.g. the issue, the problem-Topic sentencei.e. your main idea about your opinion-Briefly mention your main points (assertions)Main Points (assertions): Supporting Evidence: (explanation, facts, proof, reasons, examples, data,

references) 1.

2.

3.

Concluding Paragraph (restate your main idea about your opinion,summarize your main points, end with your final message to make yourreader think)

4th GearStage 4 – Transferring LearningOpinion Writing Organizer (J/I)

4th Gear:Stage 4 - Transferring LearningIntermediate/Senior

How to Write an EssayParagraph 1 - Introductory Paragraph•background statements about topic•thesis statement which is arguable and provable•a statement that shows how you will prove your thesis

Paragraph 2 - Body Paragraph - Subthesis 1 - initial point supporting thesis•introductory sentence, using transition word•body sentences including statement and explanation•examples, illustrations and/or quotations•concluding sentence

Paragraph 3 - Body Paragraph - Subthesis 2 - second point…•introductory sentence, using transition word

Paragraph 4 - Body Paragraph - Subthesis 3 - third point…•Introductory sentence, using transition word

Paragraph 5 - Conclusion•restate your thesis using different words

4th Gear:Stage 4 - Transferring LearningAnnotated Bibliography (I/S)

What is an annotated bibliography?An annotated bibliography is a list of citations including: …Each citation is followed by a short description and evaluation.

What is the purpose of an annotated bibliography?•informs the reader of the relevance and accuracy of sources•indicates the quality of the research you have done

What should an annotated bibliography include?•a complete citation using either MLA or APA style•information on the qualifications and background of the author•the main purpose of the book or article•a brief description of the contents•the intended audience•an explanation of the strengths and/or weaknesses of the book or article•a comparison to other works you have cited

4th GearStage 4 – Transferring LearningEditing Your Work (Primary)

Once you have finished writing your project, you need to edit it. This checklist

will help you to be sure you have taken all the steps to have a great report!Research Mark when

done

I have used at least two sources to get my informationI have written down my sources on my resources pageI have answered all the questions I wrote on my organizerI have all the diagrams and pictures I need to illustrate my projectI have practised Academic HonestyEditingI have checked the spelling of unfamiliar words in a dictionaryI have read my project out loud to listen for mistakesI have checked my punctuationMy writing is in complete sentencesMy project is neatMy project has pizzazz!

Revising and Editing QuestionsReasoning Are the title and the introduction interesting? Is the conclusion strong? Have I used ideas that are complex? Have I used my sources of information to answer my research

questions?...Communication Did I communicate my ideas clearly and precisely? Is my language level suitable for my intended audience? Are any of my sentences unclear?...Organization of Ideas Have I followed the appropriate format for the task? Do I have a clear introduction and conclusion? Do my ideas flow in a logical and/or sequential order?...Application of Language Conventions Is my spelling correct? Are my sentences complete, varied in length and type? Have I used capitalization correctly?...

4th GearStage 4 – Transferring LearningRevising and Editing (J/I)

4th GearStage 4 - Transferring LearningStudent Reflection

Now that you have arrived at your destination, it’s time for self-reflection and self - assessment. Take some time to reflect on thejourney you have taken for this project.1. What do I know now about my topic that I didn’t know before I began my research?

2. What aspects of the research process did I find the easiest or most comfortable to do?

3. What aspects of the research process did I find the most challenging?

4. What am I able to accomplish now that I couldn’t before I began this assignment?

5. What specific research skills do I still need to work on?

6. What did I learn by doing this assignment that I can apply to other research assignments?


Documents

G.E.A.R.S. Grand Erie Assisted Research Strategies