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

G.E.A.R.S.
Grand Erie Assisted
Research Strategies
Overview
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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
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
Primary Handbook
1st Gear
Stage 1 - Preparing for Research
Methods 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
1stGear Stage 1 - Preparing for Research
Questioning and Wondering
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)
1st Gear
Stage 1 - Preparing for Research
KWL Organizer
Topic: __________________________________
What I Know
What I Want to Know
What I Learned
2nd Gear
Stage 2 - Accessing Resources
Inclusions
• Cultivating Primary Non-fiction Readers*
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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 Gear
Stage 2 - Accessing Resources
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 Gear
Stage 2 - Accessing Resources
Reading Strategies
•Use of Fiction
•Reading for Information
•Short activities that can be used in the library or
classroom setting
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
•Reading a Diagram
•Reading a Chart
•Reading a Graph
•Reading a Map
2nd Gear
Stage 2 - Accessing Resources
Reading 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.
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
What type of picture are you “reading”?
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
What is the picture’s setting?
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
Describe the time of day, the geographic location.
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
What is the main idea of the picture?
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
Are there people in the picture? What are they doing?
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
Why do you think the photographer took this picture?
2nd Gear
Stage 2 - Accessing Resources
Reading Graphic Text
What do you think happened just after this picture was taken?
2nd Gear
Stage 2 - Accessing Resources
Non-Fiction (Cool books!)
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 Gear
Stage 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 Gear
Stage 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 Gear
Stage 2 - Accessing Resources
Response Journal
Non-Fiction Response Journal Organizer
Sentence 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 Gear
Stage 2 - Accessing Resources
Kindergarten 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 Resources
Read 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 Gear
Stage 3 - Processing Information
Inclusions
• Teaching to Inspire Academic Honesty
• Note Making
• Jot Notes
• Sentence Strips
• Using Graphic Organizers
• Evaluating Resources
• Web Site Evaluation
3rd Gear
Stage 3 - Processing Information
Note 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 Gear
Stage 3 - Processing Information
Evaluating Sources
Web Site Evaluation
Name of Site: _______________________
Web Address: _______________________
Circle  for great
 for good
 poor
Criteria
in the chart below
Great
Good
Poor
Information is easy to find and use
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All links work
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Pictures are helpful
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Information is easy to understand
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Enough Information
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The Information is up- to- date
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I would recommend this site to my friend
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Overall rating
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3rd Gear
Stage 3 - Processing Information
Using Graphic Organizers
3rd Gear
Stage 3 - Processing Information
Sentence 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
3rd Gear
Stage 3 - Processing Information
Sentence Strip Sorting
3rd Gear
Stage 3 - Processing Information
Sentence Strip Sorting
3rd Gear
Stage 3 - Processing Information
Sentence Strip Sorting
3rd Gear
Stage 3 - Processing Information
Sentence Strip Sorting
4th Gear
Stage 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 Gear
Stage 4 - Transferring Learning
Report Writing
A REPORT HAS:
A BEGINNING:
Grabs the reader’s attention
Defines your topic
A MIDDLE:
The information about your topic
Written in the present
AN ENDING:
Wraps it up
Tells final thoughts or statements
4th Gear
Stage 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
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
Junior / Intermediate Handbook
1st Gear
Stage 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 Research
Project 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 Gear
Stage 1 - Preparing for Research
Defining Your Topic
KWL - Organizer #1
My topic: ___________________________
My thoughts and feelings about my topic:
Topic:
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What I already know What I need to find out Where I can look
__books
__pictures
__computer
__interview
How will I share what I learned:
__oral report
__picture __poster
__other
__written report __story
__slide show
1st Gear:
Stage 1 - Preparing for Research
Questioning Skills
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.
2nd Gear
Stage 2 - Accessing Resources
Inclusions
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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 Gear
Stage 2 - Accessing Resources
Reading 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 Gear
Stage 2 - Accessing Resources
Reading 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 Cover
Check Out the Title and Verso Pages
Check Out the Table of Contents
Check Out the Index
Check 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
3rd Gear
Stage 3 - Processing Information
Inclusions
• Copyright and Researching
• Academic Honesty
• Paraphrasing and Summarizing
• Graphic Organizers
• Note Making Sheets
• Evaluating Resources
• Web Site Evaluation
3rd Gear
Stage 3 - Processing Information
Note 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)
4th Gear
Stage 4 - Transferring Learning
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 Gear
Stage 4 - Transferring Learning
Essays 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 Gear
Stage 4 - Transferring Learning
Student Reflection
Now that you have arrived at your destination, it’s time for selfreflection and self - assessment. Take some time to reflect on the
journey 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 Assignment
January/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.
Assignmnt Outlines:
Grade 7 Music Assignment
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.
Assignmnt Outlines:
Grade 7 Music Assignment
You must include the following completed forms from GEARS:
1. Defining Your Topic
2. Research Log
3. Reading Response Journal for your history analysis
4. Note Making Organizers - one for each print source used
5. Note Making for Web Sites - one for each site accessed
6. Revising and Editing Form
7. 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.
Assignmnt Outlines:
Grade 8 Music Assignment
Grade 8 Music Research Assignment
January/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.
Assignmnt Outlines:
Grade 8 Music Assignment
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.
Assignmnt Outlines:
Grade 8 Music Assignment
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.
Assignmnt Outlines:
Grade 8 Music Assignment
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
Assignmnt Outlines:
Grade 8 Music Assignment
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)
Assignmnt Outlines:
Grade 8 Music Assignment
Assignmnt Outlines:
Grade 8 Music Assignment
Assignmnt Outlines:
Grade 8 Music Assignment
Assignmnt Outlines:
Grade 8 Music Assignment
Assignmnt Outlines:
Grade 8 Music Assignment
Assignmnt Outlines:
Grade 8 Music Assignment
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
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
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
Primary Handbook
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
Junior / Intermediate Handbook
G.E.A.R.S.
Grand Erie Assisted
Research Strategies
A Student Handbook
Intermediate / Senior
1st Gear
Stage 1 - Preparing for Research
Inclusions:
1st Gear
Stage 1 - Preparing for Research
Primary
• What is Research?
• Methods of Conducting Research
• The Research Folder
• Selecting a Topic
• Graphic Organizers
• Defining the Task
• Questioning and Wondering
1st Gear
Stage 1 - Preparing for Research
Junior/Intermediate
• 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 Research
Intermediate/Senior
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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 Gear
Stage 1 - Preparing for Research
The 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 Gear
Stage 1 - Preparing for Research
Defining 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
__interview
How will I share what I learned:
__oral report
__picture __poster
__other
__written report __story
__slide show
1st Gear:
Stage 1 - Preparing for Research
Topic Web Organizer
Topic: _________________________
What I already know: _______________________________
What I need to find out: _____________________________
Resources I plan on using: _Books _Websites _Reference
_Videos _Online databases _Other
broader topics
KEYWORD WEB
narrower topics
names, places
events associated
with topic
related topics
another way to say it
1stGear Stage 1 - Preparing for Research
Questioning and Wondering
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)
1st Gear:
Stage 1 - Preparing for Research
Questioning Skills
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 Research
Questioning 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?
2nd Gear
Stage 2 - Accessing Resources
Inclusions:
2nd Gear
Stage 2 - Accessing Resources
Primary
• 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 Gear
Stage 2 - Accessing Resources
Junior-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
2nd Gear
Stage 2 - Accessing Resources
Intermediate/Senior
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 Gear
Stage 2 - Accessing Resources
Primary
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 Gear
Stage 2 - Accessing Resources
Response Journal (Primary)
Non-Fiction Response Journal Organizer
Sentence 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 Gear
Stage 2 - Accessing Resources
Reading 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 Gear
Stage 2 - Accessing Resources
Reading 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.
3rd Gear
Stage 3 - Processing Information
Inclusions:
3rd Gear
Stage 3 - Processing Information
Primary
• Teaching to Inspire Academic Honesty
• Note Making
• Jot Notes
• Sentence Strips
• Using Graphic Organizers
• Evaluating Resources
• Web Site Evaluation
3rd Gear
Stage 3 - Processing Information
Junior/Intermediate
• Copyright and Researching
• Academic Honesty
• Paraphrasing and Summarizing
• Graphic Organizers
• Note Making Sheets
• Evaluating Resources
• Web Site Evaluation
3rd Gear
Stage 3 - Processing Information
Intermediate/Senior
•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 Gear
Stage 3 - Processing Information
Junior/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 Gear
Stage 3 - Processing Information
Note Making
Primary
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 Gear
Stage 3 - Processing Information
Note Making Organizers (J/I)
The 5 W’s and How Organizer
Topic: _________________________
BEFORE RESEARCH
What I already know about my topic:______________________
What I need to find out:
Use these questions to help make research easier:
Who?
What?
Where?
Topic
How?
When?
Why?
Research Notes:
Sources used (circle): Book Internet
_______________________ Encyclopedia CD ROM Database
_______________________ Magazine Video Other __________
_______________________ Author: _______________________
_______________________ Title: _________________________
3rd Gear:
Stage 3 – Processing Information
Note Making (I/S)
Topic _________________
Checklist:
Record information in your own
words
Use point form, not complete
sentences
Delete any unnecessary words
Change words to shorten notes
Omit unneeded examples
Add sub-headings
Use abbreviations and symbols
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_____________
Main Ideas/ Key words/ Dates/ Events/ People/ Places/ Quotes:
______________________________________________________
______________________________________________________
3rd Gear
Stage 3 - Processing Information
Forming a Focus Statement (J/I)
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 Gear:
Stage 3 - Processing Information
Thesis Statement (I/S)
Examples of Forming Thesis Statements
SAMPLE TOPIC
Self and Society
Science
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
QUESTION
How has the father’s role
in the family changed?
Who is responsible for
cleaning up the environment?
THESIS
Because of changes in
women’s education level
and career expectations,
and the necessity for dual
incomes, the father’s role
in the family has grown to
include not only the
breadwinner but the nurturer
Cleaning up the environment
should not be the sole
responsibility of government
agencies; if each individual
did his/her part daily, the
process would be much more
successful.
3rd Gear
Stage 3 - Processing Information
Evaluating Sources (Primary)
Web Site Evaluation
Name of Site: _______________________
Web Address: _______________________
Circle  for great
 for good
 poor
Criteria
in the chart below
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 Gear
Stage 3 - Processing Information
Evaluating 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 Gear
Stage 3 - Processing Information
Evaluating 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: ___________________________________________
4th Gear
Stage 4 - Transferring Learning
Inclusions:
4th Gear
Stage 4 - Transferring Learning
Primary
• Final Products
• Report Writing
• The Summary
• Comparing and Contrasting
• Editing Your Work
• Peer Editing
• Pizzazz!
• Academic Honesty
• Resources Page
• Evidence Based Practice (sample)
4th Gear
Stage 4 - Transferring Learning
Junior/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 Learning
Intermediate/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 Learning
Intermediate/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 Gear
Stage 4 - Transferring Learning
Report Writing (Primary)
A REPORT HAS:
A BEGINNING:
Grabs the reader’s attention
Defines your topic
A MIDDLE:
The information about your topic
Written in the present
AN ENDING:
Wraps it up
Tells final thoughts or statements
4th Gear
Stage 4 – Transferring Learning
Opinion Writing Organizer (J/I)
Introductory Paragraph:
-Background information
e.g. the issue, the problem
-Topic sentence
i.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 your
reader think)
4th Gear:
Stage 4 - Transferring Learning
Intermediate/Senior
How to Write an Essay
Paragraph 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 Learning
Annotated 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 Gear
Stage 4 – Transferring Learning
Editing 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 information
I have written down my sources on my resources page
I have answered all the questions I wrote on my organizer
I have all the diagrams and pictures I need to illustrate my project
I have practised Academic Honesty
Editing
I have checked the spelling of unfamiliar words in a dictionary
I have read my project out loud to listen for mistakes
I have checked my punctuation
My writing is in complete sentences
My project is neat
My project has pizzazz!
4th Gear
Stage 4 – Transferring Learning
Revising and Editing (J/I)
Revising and Editing Questions
Reasoning
 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 Gear
Stage 4 - Transferring Learning
Student Reflection
Now that you have arrived at your destination, it’s time for selfreflection and self - assessment. Take some time to reflect on the
journey 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?
G.E.A.R.S.
Grand Erie Assisted
Research Strategies