EFFECTIVE RESEARCH

EFFECTIVE RESEARCHAt Any Age

•Research is a multi-dynamic way children begin to think critically

•It is a series of sequential skills linked with thought processes

•Essential questions are a beginning for curious childrento take their thoughts and begin to incorporate them into an action plan

Commonalities: Following the information flow by making connections and knowing how to choose appropriate resources, locate information within the resources, and use information effectively in a variety of presentation forms.

   *Humanities:   Using biographical dictionaries, biographical encyclopedias   Using key words, dates related to time periods, and other keywords and related words to locate

information on a specific topic.   Composing and revising Essential Questions. (Essential Questions are questions that guide

research and are open-ended designed to elicit a wealth of information on a specific facet of a topic.)

  Locating and using information from the catalog, web sites, books, and other sources.   *Science:   Using science reference materials such as science encyclopedias and dictionaries   Composing hypotheses and finding information in a variety of resources   Recognizing the value of old and current information and utilizing the sources appropriately as to

currency.   Using science trade books and extracting information from them in an efficient fashion using

table of contents, indexes, and topic headings.   Using magazine databases effectively to locate information and add to evidence to support

hypotheses.    

Beginning Novice Proficient DistinguishedQuestions(Definingthe Topic)

I cannot identify questions.

I can identify questions but need help on meaning.

I know the questions and what it means.

I know the questions and I use appropriate vocabulary.

Finding WhatI Need(Collecting Information)

I didn’t know what I was suppose to do.

I used only one information source couldn’t find the information.

I used the catalogue to locate information.

I used the catalogue to find books and was able to use index, table of contents, and pictures to find information.

What I Used(EvaluatingSources)

I used one resource and didn’t know if it would help me.

I used two or more sources and could pick out which ones were best.

I used sources that helped me answer the questions.

I used sources that helped me answer questions and used index and table of contents.

My Final Work(ExtractingInformation)

I didn’t have many answers and some were wrong.

I answered some questions and some were wrong. My answers came right out of the book or website.

My final work answered questions in a way that showed I knew about the subject and could use the vocabulary.

My final work clearly answered the questions with accuracy, detail and vocabulary in my own words with some details.

Naming(Citing Information)

I don’t know the title or author of my book.

I can identify title and author.

I can identify author, title, and call number.

I can identify author, title, call number, and series.

How Did I Do?(Reflecting onResearch)

I can’t tell you what I learned and don’t know why I did the project.

I needed adult help to organize my library time and project.

I worked well within the time frame and organized information with some teacher help.

My time management skills are excellent and I was organized with materials.

Colours: Term 1 Term 2 Term 3 YEAR 3 Name: _________________________________________ Class: ____________ Date Completed: _____________________Unit: _______________________________________________________________ Student Self-Assessment

` 1 2 3 4Definingthe Topic

Student has no research questions.

Knows general subject matter but question is vague. Related questions do not help answer basic question.

Essential question is focused and clear. Most related questions focus on the topic.

Essential question is clear, complete, and requires critical thinking skills. Related questions are focused on the topic.

Collecting Information

Loses focus. Information is not accurate or complete.

Uses minimal information sources and answers to not always relate to questions.

Efficiently determines the appropriate sources for information and uses multiple, carried sources.

Consults variety of sources and uses only information that answers questions. Revises questions as information is located or cannot be found.

EvaluatingSources

Uses only one resource and doesn’t know if it is a good source.

Uses two or more types of sources and recognizes useful sources.

Uses sources that are related to the questions and recognizes scholarly merit and currency.

Uses sources that support questions, recognizes merit and currency, and chooses best sources.

ExtractingInformation

Product contains missing details and is not completely accurate. Questions are unanswered.

Answers only a few questions and misses the idea of the question.Product is not complete.

Product answers questions in a way that reflects learning using detail, accuracy, and vocabulary.

Creates product that clearly answers the question with accuracy, detail, vocabulary, and understanding.

Citing Information

Sources are not properly cited.

Follows MLA format although several errors are apparent.

Follows MLA format and lists most of the components in correct form.

Follows MLA format exactly. No errors are evident.

Reflecting onResearch

Student is disorganized and time is not used effectively.

Needs considerable adult help to organize research.Some steps are missing in organization.

Works within the time frame, organizes information with some teacher help.

Manages time well.Student is organized with research and materials and makes revisions when needed.

Colours: Term 1 Term 2 Term 3 YEAR 6 Name: _________________________________________ Class: ____________ Date Completed: _____________________ Unit: _______________________________________________________________

Week 2 – October 18th

Plan a group activity researching other authors and making a presentation about what makes them 'significant'. Keep children in their Guided Reading groups.

1. Children are responsible for assigning roles within the group (Manager, Secretary, Spokesperson – these roles can change each week) and planning how to carry out the research and negotiating problems.

(Children will need input on how to plan a task – see Sue Palmer Framework sheet, go over the Rules for group discussion sheet and also display the sheet in the classroom).

2. Children to select an author from the given list- see resource folder. Get the teams to look at the list and then highlight the author they would like to research. We will keep the research material for the authors in the library on the shelves so that all the classes get use to locating the information.

3. By the end of this session children should have decide on the following:

Which author they will researchA plan to show what each person in the group will be researching and how they will do this. I will drop a group planning sheet in the weekly folder).They should also have an idea about how they will present their work to the class.4. Feed back to the rest of the class about how they intend

to carry out their researchHomework –To find 5 Fabulous Factoids about an author of their own choice and present these facts attractively for a class display.

Week 4 – November 1stLO: To locate relevant information about a significant author.

Find a variety of relevant print and non-print sources, and make judgements about their relative usefulness and reliability

Identify pieces of information to read within a volume and use specific reading and note taking techniques to find and select suitable information for the task

Continue research Reinforce how to research by close reading.Begin to put together own piece of writing to add to group book about chosen author

Week 8 – December 13th Evaluation

Evaluate their use of the information process research skills by using an ongoing rubric, and identify one aspect for improvement Strand 3 Literacy Framework . ToReflect on reading habits and preferences and plan personal reading goals

•Essential questions are a beginning for

curious children to take their thoughts and

begin to incorporate them into an action

plan

Essential Question Tips for Students

Choosing A Topic

-prior knowledge -classroom

knowledge -intellectual

curiosity -asking questions -visiting reference

Composing Questions 

-who, what, when, where, why, how

-simple / complex -revise -ask -change

Smoothing the Way-Brief Notes !!!

-Fabulous Factiods

-Sentence Leaders

-1 Note = 1 to 3 sentences 1 Question = 1 to 2 paragraphs

-Differences between process and product

-Thoughtful process for writing – Mechanical process for bibliography

www.aliceinfo.orgFLIP IT!™ an Information Skills Strategy for Student

Researchers (Linworth, 1997).

[email protected]

FLIP IT!™ an Information Skills Strategy for Student Researchers (Linworth, 1997)

Karen.LeeGockley @dulwich-

beijing.cn