Information Retrieval Skills - WikispacesRetrieval... · • Students will respond to fiction and ... • Students will be able to take Cornell style notes. ... • Students will

Kindergarten

A. Book Use • Students will understand the proper handling of a book.• Students will recognize that books have titles, authors, and illustrators.• Students will understand that some books impart information and others tell stories.

B. Charts, Tables, and Graphs• Students will understand that calendars chart time.• Students will be aware that graphs provide information.

C. Writing from Reading• Students will respond in a developmentally appropriate way to text.

D. Dictionary• Students will learn that the alphabet has a sequence.

First Grade

A. Book Use• Students will understand that a book has an author, illustrator, and title.• Students will learn that a table of content lists stories and/or chapters and corresponding

page numbers contained in the book.• Students will understand that there is a relationship between illustrations and text.

B. Charts, Tables, and Graphs• Students will understand that calendars chart time.• Students will be aware that graphs provide information.

C. Writing from Reading• Students will respond in a developmentally appropriate way to text.

D. Dictionary• Students will learn that words are organized in alphabetical order in dictionaries.• Students will recognize their dictionaries provide correct spelling and definitions of words.

E. Newspaper N/AF. Thesaurus N/AG. Encyclopedia N/A

Information Retrieval

Second Grade

A. Book Use• Students will use a table of contents appropriately.• Students will learn that a glossary defines vocabulary words.• Students will be aware that pictures, captions, headings and font convey important

information about the content.B. Charts, Tables, and Graphs

• Students will read a variety of graphs, tables, and charts.• Students will use a graph to organize and visually represent random information.

C. Writing from reading• Students will respond in a developmentally appropriate way to text.

D. Dictionary• Students will recognize guide words.• Students will recognize that words have multiple meanings.

E. Newspaper N/AF. Thesaurus N/AG. Encyclopedia N/A

Third Grade

A. Book Use• Students will recognize that captions and headings provide useful information in content

reading.• Students will be able to find words in a glossary.• Students will become aware of bibliography, copyright, and index in curriculum related

material.B. Charts, Tables, and Graphs

• Students will read a variety of graphs, tables, and charts.• Students will understand and extrapolate information from timelines and diagrams.• Students will be aware that coordinates are used to locate specific points.

C. Writing from Reading• Students will respond to fiction and nonfiction text.

D. Dictionary• Students will identify words in alphabetical order to the third letter.• Students will identify guide words and entry words and begin to choose appropriate

definitions to match the text.E. Newspaper

• Students will understand the purpose for using a newspaper.


F. Thesaurus• Students will understand the purpose for using a thesaurus.

G. Encyclopedia• Students will understand the purpose for using an encyclopedia.

Fourth Grade

A. Book Use• Students will understand the use of an index to get information.• Students will understand the use of a bibliography.

B. Charts, Tables, and Graphs• Students will use various graphs to retrieve and understand information.• Students will recognize how to use coordinates in math and social studies.

C. Writing from Reading• Students will respond to fiction and non-fiction text.

D. Dictionary• Students will know where to find parts of speech within an entry.• Students will recognize that words can have multiple meanings.• Students will identify guide words, entry words, and appropriate definitions to match text.• Students will use dictionary as a guide to pronunciation and syllabication.

E. Newspaper• Students will understand how to use an encyclopedia.• Students will understand how to use a newspaper to gather information.

F. Thesaurus• Students will use a thesaurus.

G. Encyclopedia• Students will use an encyclopedia.

Fifth Grade

A. Book Use• Students will understand how to navigate age appropriate texts.• Students will learn the skills of skimming and scanning. • Students will highlight important information retrieved in their notes on their reading.• Students will take notes from assigned reading.

B. Charts, Tables, and Graphs• Students will use charts, timelines, and tables to compare and contrast data.• Students will compare, contrast, and construct two or more graphs with multiple data and

variables.• Interpret graphs, etc. and learn how to make a generalization from the material.

C. Dictionary• Students should be able to use independently.


D. Newspaper/ Encyclopedia• Students will utilize newspaper articles for finding information.

E. Thesaurus• Students will use a thesaurus independently.

Sixth Grade

A. Book Use• Students will understand how to navigate age appropriate texts.• Students will learn the skills of skimming and scanning. • Students will highlight important information retrieved in their notes on their reading.• Students will take notes from assigned reading.

B. Charts, Tables, and Graphs• Students will use charts, timelines, and tables to compare and contrast data.• Students will compare, contrast, and construct two or more graphs with multiple data and

variables.• Interpret graphs, etc. and learn how to make a generalization from the material.

C. Dictionary• Students should be able to use independently.

D. Newspaper/ Encyclopedia• Students will utilize newspaper articles for finding information.

E. Thesaurus• Students will use a thesaurus independently.

Seventh Grade

A. Book Use• Students will understand how to navigate age appropriate texts.• Students will understand how to use a textbook (where information is located). Students will

understand text structures (headings and subheadings) and supports (tables, diagrams, pictures, captions).

B. Charts,Tables,and Graphs• Students will use charts, timelines, and tables to compare and contrast data. Students will

compare, contrast, and construct two or more graphs with multiple data and variables.• Students will interpret information from charts, timelines, and graphs.

C. Writing From Reading• Students will take notes from a variety of texts.• Students will be able to identify the important information from a text (main idea and

details).D. Dictionary

• Students will be able to use print and electronic dictionaries as needed.


E. Newspaper/Encyclopedia• Students will understand the layout and organization of a newspaper. Students will utilize

newspaper articles for finding information. Students will be able to retrieve information from print and electronic encyclopedias.

F. Thesaurus• Students will use a thesaurus independently.

G. Note Taking• Students will learn and demonstrate various note taking strategies.• Students will be able to identify not taking strategies appropriate to their learning style.• Students will be able to take notes into a teacher-provided subject-appropriate graphic

organizer.• Students will be able to take Cornell style notes.

Eighth Grade

A. Book Use• Students will understand how to navigate age appropriate texts.• Students will understand how to use a textbook (where information is located). Students

will understand text structures (headings and subheadings) and supports (tables, diagrams, pictures, captions).

B. Charts,Tables,and Graphs• Students will use charts, timelines, and tables to compare and contrast data. Students will

compare, contrast, and construct two or more graphs with multiple data and variables.• Students will interpret information from charts, timelines, and graphs.

C. Writing From Reading• Students will take notes from a variety of texts.• Students will be able to identify the important information from a text (main idea and

details),D. Dictionary

• Students will be able to use print and electronic dictionaries as needed.E. Newspaper/Encyclopedia

• Students will understand the layout and organization of a newspaper. Students will utilize newspaper articles for finding information. Students will be able to retrieve information from print and electronic encyclopedias.

F. Thesaurus• Students will use a thesaurus independently.

G. Note Taking• Students will learn and demonstrate various note taking strategies.• Students will be able to identify not taking strategies appropriate to their learning style.• Students will be able to take notes into a teacher-provided subject-appropriate graphic

organizer.• Students will be able to take Cornell style notes


Ninth Grade

A. Accessing Information• Students will obtain and access information with assistance from a variety of sources and a

variety of formats including books, magazines, newspapers, and journals, all of which are often print and electronic.

• Students will understand the organization of the Internet including the differences among the web and subscription databases.

• Students will access and navigate subscription databases with assistance.• Students will navigate age appropriate texts including print and online newspapers,

magazines, books, web sites, and databases with assistance.B. Book Use

• Students will navigate age appropriate texts independently.• Students will navigate textbooks independently using the table of contents, glossary, and

index appropriately.• Students will understand the purpose of text structures such as headings and subheadings

and supporting text in tables, diagrams, pictures, captions.• Students will identify bias in textual or visual material with assistance.

C. Charts, Tables, Graphs, and Visual Texts• Students will interpret information from charts, tables, timelines, graphs, and other visual

texts such as cartoons with assistance.• Students will use charts, timelines, and tables to compare and contrast data with

assistance.• Students will construct and compare and contrast two or more graphs with multiple data

and variables with some assistance.D. Writing from Reading

• Students will take notes from a variety of texts with assistance.• Students will be able to identify the important information from a text (main idea and

supporting details).• Students will take notes in a variety of ways such as summarizing, paraphrasing, or quoting

with some assistance.• Students will understand that they can take notes using an online research management

tool .E. Dictionary

• Students will be able to use print and electronic dictionaries as needed.F. Newspaper/ Encyclopedia

• Students will understand the layout and organization of a newspaper.• Students will understand that different newspapers have some bias (i.e., New York Times

tends to be more liberal, Wall Street Journal tends to be more conservative).• Students will utilize newspaper articles for finding information.• Students will be able to retrieve information from print and electronic encyclopedias with

some assistance.


• Students will understand that at the high school level general encyclopedias should be used for background information only.

• Students will understand and use subject specific encyclopedias.G. Thesaurus

• Students will understand the purpose and structure of a thesaurus.• Students will use a thesaurus independently.

H. Note Taking• Students will learn and demonstrate various note taking strategies including summarizing,

paraphrasing, and quoting with assistance.• Students will be able to identify note taking strategies appropriate to their learning style

with assistance.• Students will be able to take notes into a teacher-provided subject-appropriate graphic

organizer with assistance.• Students will be able to take Cornell style notes with assistance.

Tenth Grade

A. Accessing Information• Students will obtain and access information from a variety of sources and a variety of

formats including books, magazines, newspapers, and journals, all of which are often print and electronic.


• Students will access and navigate the subscription databases with assistance.• Students will navigate age appropriate texts including print and online newspapers,

magazines, books, web sites, and databases independently.B. Book Use



and supporting text in tables, diagrams, pictures, captions.• Students will identify bias in textual or visual material with assistance.


texts such as cartoons with assistance.• Students will use charts, timelines, and tables to compare and contrast data with

assistance.• Students will construct and compare and contrast two or more graphs with multiple data

and variables with some assistance.D. Writing from Reading

• Students will take notes from a variety of texts using skills learned in 9th grade.


• Students will be able to identify the important information from a text (main idea and supporting details).

• Students will take notes in a variety of ways such as summarizing, paraphrasing, or quoting independently.

• Students will understand that they can take notes using an online research management tool .

E. Dictionary• Students will be able to use print and electronic dictionaries as needed.

F. Newspaper/ Encyclopedia• Students will understand the layout and organization of a newspaper.• Students will understand that different newspapers have some bias (i.e., New York Times

tends to be more liberal, Wall Street Journal tends to be more conservative).• Students will utilize newspaper articles for finding information.• Students will be able to retrieve information from print and electronic encyclopedias

independently.• Students will understand that at the high school level general encyclopedias should be used

for background information only.• Students will understand and use subject specific encyclopedias• Students will understand that any information found on Wikipedia should be confirmed.

G. Thesaurus• Students will use a thesaurus independently.


paraphrasing, and quoting with assistance.• Students will be able to identify note taking strategies appropriate to their learning style

with assistance.• Students will be able to take notes into a teacher-provided subject-appropriate graphic

organizer with assistance.• Students will be able to take Cornell style notes with assistance.

I. Note Taking from Reading• Students will learn and utilize the SQ3R reading and study skill system. (See appendix)

J. Ethical Use of Information• Students will understand that there are copyright laws that protect the intellectual property

of writers and developers of music, books, articles, web sites, software, etc.• Students will understand that plagiarism is the “unauthorized use or close imitation of the

language and thoughts of another author and the representation of them as one’s own original work” (Random House Unabridged Dictionary, 2nd ed.).

• Students will avoid plagiarism by using in text citations and/or works cited whenever research is done.

• Students will use the MLA style for works cited or bibliographies.• Students will understand that online research management tools may be used to take notes

and create works cited.


Eleventh Grade




• Students will access and navigate the subscription databases independently.• Students will navigate age appropriate texts including print and online newspapers,

magazines, books, web sites, and databases independently.B. Book Use



and supporting text in tables, diagrams, pictures, captions.• Students will identify bias in textual or visual material independently.


texts such as cartoons independently.• Students will use charts, timelines, and tables to compare and contrast data independently.• Students will construct and compare and contrast two or more graphs with multiple data

and variables independently.D. Writing from Reading

• Students will take notes from a variety of texts using skills learned in 9th grade.• Students will be able to identify the important information from a text (main idea and


independently.• Students will understand that they can take notes using an online research management

tool.E. Dictionary



tends to be more liberal, Wall Street Journal tends to be more conservative).• Students will utilize newspaper articles for finding information.• Students will be able to retrieve information from print and electronic encyclopedias

independently.• Students will understand that at the high school level general encyclopedias should be used

for background information only.


• Students will use more sophisticated sources other than general encyclopedias such as scholarly journals and nonfiction, subject-specific books or monographs beginning in 11th

grade.• Students will understand and use subject specific encyclopedias.• Students will understand that any information found on Wikipedia should be confirmed.



paraphrasing, and quoting independently.• Students will be able to identify note taking strategies appropriate to their learning style.• Students will be able to take notes into a teacher-provided subject-appropriate graphic

organizer independently.• Students will be able to take Cornell style notes independently.

I. Note Taking from Reading• Students will learn and utilize the SQ3R reading and study skill system.

J. Ethical Use of Information• Students will understand that there are copyright laws that protect the intellectual property

of writers and developers of music, books, articles, web sites, software, etc.• Students will understand that plagiarism is the “unauthorized use or close imitation of the

language and thoughts of another author and the representation of them as one’s own original work” (Random House Unabridged Dictionary, 2nd ed.).


• Students will use the MLA style for works cited or bibliographies.• Students will understand that an online research management tool may be used to take

notes and create works cited.

Twelfth Grade




• Students will access and navigate the subscription databases independently.• Students will navigate age appropriate texts including print and online newspapers,

magazines, books, web sites, and databases independently.

B. Book Use• Students will navigate age appropriate texts independently.


• Students will navigate textbooks independently using the table of contents, glossary, and index appropriately.

• Students will understand the purpose of text structures such as headings and subheadings and supporting text in tables, diagrams, pictures, captions.

• Students will identify bias in textual or visual material independently.C. Charts, Tables, Graphs, and Visual Texts

• Students will interpret information from charts, tables, timelines, graphs, and other visual texts such as cartoons independently.

• Students will use charts, timelines, and tables to compare and contrast data independently.• Students will construct and compare and contrast two or more graphs with multiple data

and variables independently.D. Writing from Reading

• Students will take notes from a variety of texts using skills learned in 9th grade.• Students will be able to identify the important information from a text (main idea and


independently.• Students will understand that they can take notes using an online research management

tool.E. Dictionary



tends to be more liberal, Wall Street Journal tends to be more conservative).• Students will utilize newspaper articles for finding information.• Students will be able to retrieve information from print and electronic encyclopedias.• Students will understand that at the high school level general encyclopedias should be used

for background information only.• Students will use more sophisticated sources other than general encyclopedias such as

scholarly journals and nonfiction, subject-specific books, or monographs beginning in 11th

grade.• Students will understand and use subject specific encyclopedias.• Students will understand that any information found on Wikipedia should be confirmed.



paraphrasing, and quoting independently.• Students will be able to identify note taking strategies appropriate to their learning style.• Students will be able to take notes into a teacher-provided subject-appropriate graphic

organizer independently.


• Students will be able to take Cornell style notes independently.I. Note Taking from Reading

• Students will learn and utilize the SQ3R reading and study skill system. (See appendix)J. Ethical Use of Information

• Students will understand that there are copyright laws that protect the intellectual property of writers and developers of music, books, articles, web sites, software, etc.

• Students will understand that plagiarism is the “unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work” (Random House Unabridged Dictionary, 2nd ed.).


• Students will use the MLA style for works cited or bibliographies.• Students will understand that an online research management tool may be used to take

notes and create works cited.


AppendixSQ3R – SURVEY! QUESTION! READ! RECITE! REVIEW!

Before you read, • The title, headings, and subheadingsS u r v e y t h e chapter:

• Captions under pictures, charts, graphs or maps

• Review questions or teacher-made study guides• Introductory and concluding paragraphs• Summary

Question while you are surveying:

• Turn the title, headings, and/or subheadings into questions;

• Read questions at the end of the chapters or after each subheading;• Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?"• Ask yourself, "What do I already know about this subject?"Note: If it is helpful to you, write out these questions for consideration. This variation is called SQW3R

When you begin to Read:

• Look for answers to the questions you first raised;

• Answer questions at the beginning or end of chapters or study guides• Reread captions under pictures, graphs, etc.• Note all the underlined, italicized, bold printed words or phrases• Study graphic aids• Reduce your speed for difficult passages• Stop and reread parts which are not clear• Read only a section at a time and recite after each section

Recite after you've read a section:

• Orally ask yourself questions about what you have just read or summarize, in your own words, what you read• Take notes from the text but write the information in your own words• Underline or highlight important points you've just read• Use the method of recitation which best suits your particular learning style but remember, the more senses you use the more likely you areto remember what you read- i.e.,TRIPLE STRENGTH LEARNING: Seeing, saying, hearingQUADRUPLE STRENGTH LEARNING: Seeing , saying, hearing, writing!


SQ3R – SURVEY! QUESTION! READ! RECITE! REVIEW!R e v i e w : a n ongoing process.

Day One

• After you have read and recited the entire chapter, write questions in the margins for those points you have highlighted or underlined.• If you took notes while reciting, write questions for the notes you have taken in the left hand margins of your notebook.

Day Two• Page through the text and/or your notebook to re-acquaint yourself with the important points.• Cover the right hand column of your text/note-book and orally ask yourself the questions in the left hand margins.• Orally recite or write the answers from memory.• Make "flash cards" for those questions which give you difficulty.• Develop mnemonic devices for material which need to be memorized.

Days Three, Four and Five• Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated.• Make additional flash cards if necessary.

Weekend • Using the text and notebook, make a Table of Contents - list all the topics and sub- topics you need to know from the chapter.• From the Table of Contents, make a Study Sheet/ Spatial Map.• Recite the information orally and in your own words as you put the Study Sheet/Map together.• Now that you have consolidated all the information you need for that chapter, periodically review the Sheet/Map so that at test time you will not have to cram.

Survey! Question! Read! Recite! Review!

http://www.studygs.net/texred2.htm




Cornell Note Taking

INTRODUCTIONStudents with strong note taking skills have a clear advantage in college. More organized and legible notes include can improve test preparation and subject comprehension. Many methods involve some or all of the 5 R’s of note taking: record, reduce, recite, reflect, and review. Practicing proven note taking techniques can dramatically improve a student’s academic performance.

HOW TO FORMAT YOUR PAGESBefore you begin taking notes, you must format your page according to the Cornell System. If you are hand-writing your notes, draw a vertical line on the left side of the page that creates a 2.5 inch margin on the left side of the page. Then, draw a horizontal line 2 inches from the bottom of the page. If you are using a word processor to take notes, you can set these margins under a “page setup” or “settings” option. There is even a website that will allow you to format your The website (http://incompetech.com/graphpaper/cornelllined/) allows you to select your choice of settings and save it in PDF version. You can then print out your formatted pages.

As you look over the formatted page, you will notice that there are now three parts. The largest part that appears on the right side of the page is the main notes area. This is where you will record your notes, using any number of note taking formats such as outlining, mapping, or charting. The column on the left side of the page is the cue column, which provides central ideas or keywords for the notes in the main notes area. The area at the bottom of the page is the summary section which contains a one- or two-sentence summary of what is found on the rest of the page. (See example below.)


http://incompetech.com/graphpaper/cornelllined/




STEP#1: RECORD YOUR NOTESWhether you are taking notes from lecture or while reading a chapter, record important information in the main notes area only. Leave the cue column and summary area empty until after class. You can use whatever style of note taking you prefer, such as outlining, mapping, or charting. Try some of the following note taking tips. Write short phrases or sentences that convert the information from the lecture or reading into your own words. Develop short-hand notes that makes sense to you (consider how you abbreviate words when you text someone with your cell phone, or when you use instant messaging on your computer). Copy or create drawings, charts, and timelines to engage the visual part of your brain.

STEP#2: REDUCE YOUR NOTESWhen you finish taking notes from the lecture or reading, your Cornell notes are not finished yet. The next step is to complete the cue column by reducing your notes. Begin by taking notes on your notes from the class lecture or reading. Apply techniques of active reading by highlighting key ideas, terms, or phrases. In the cue column, write out some “trigger” words or phrases that will help you remember the larger sections of notes from the main area. Formulate questions that require you to recall the information in the main notes area of the page. Rather than passively viewing the information in an abbreviated version, composing and answering questions requires a higher degree of active learning and helps you anticipate test questions. Utilize your visual side by drawing diagrams or images in the cue column that summarize the content of the main notes area. Indicate course content that an instructor specifically mentioned may be on the upcoming exam. When you are finished, the cue column can easily become a study guide. (See figure 3.)

STEP #3: RECITE AND REFLECT ON YOUR NOTESTaking notes is more than just writing down information to study later. You also want to remember and process the information. To aid this process, practice reciting the phrases or questions aloud as you reduce your notes into the cue column. As you recite your phrases and questions in the cue column, reflect on the material. How well do you understand it? Would you be able to explain a concept or situation in your own words? If you truly comprehend the material, you will be able to answer yes to these questions. In the summary section at the bottom of the page, write a few sentences that provide a conclusion about what is found on the page of notes. The summary section at the bottom of each page is not meant to summarize the entire day’s notes, but only a summary of that page. The cue column and the summary section should be completed after class.

STEP #4: REVIEW YOUR NOTESIf you have completed the previous steps of the Cornell System, then you are ready to review your notes. Spend a few minutes every day reviewing the summary section and the cue column. Each page of notes completed with the Cornell System becomes a study guide. If you are able to recall the information on each page by reviewing your cues and summaries, you’re ready to move on to the next page. If not, go back and review your notes. A few minutes of extra work each night could save you hours of cramming later, and help you become more proficient at time management and test preparation.



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Information Retrieval Skills - WikispacesRetrieval... · • Students will respond to fiction and ... • Students will be able to take Cornell style notes. ... • Students will