TAGT New TEKS and IIM 2010

Yes, You CAN!!! Meet All the New TEKS Research Standards K-12 …with IIM!
Presented for TAGT
by
Virginia Morse and Cindy Nottage
www.iimresearch.com
I ndependent I nvestigation M ethod

IIM: A CONTINUUM OF LEARNING EXPERIENCES
Teachers must show that they have given students an opportunity to:
Work with a research question
Show evidence of research
Produce a product
Make a presentation
REVISED TEXAS STATE PLAN 3.2A

Texas Essential Knowledge and Skills for English Language Arts and Reading KNOWLEDGE AND SKILLS: RESEARCH
1. Research/Research Plan.
Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
2. Research/Gathering Sources.
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
3. Research/Synthesizing Information.
Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
4. Research/Organizing and Presenting Ideas.
Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to:

THE ANSWER IS TEACH RESEARCH SKILLS WITH A PROVEN MODEL: IIM How can I find time to meet all the new TEKS research standards? ? THE QUESTION IS ?

: I ndependent I nvestigation M ethod
A PROVEN MODEL
Standards-based
Adds rigor for ALL students
Meets different learning styles
Teaches authentic life-long skills
Works with all basic curriculum units
Connects with other teaching initiatives
Gets kids excited about learning
Gives a structure for TPSP
Teacher-friendly
Works with all grade levels
3

Independent Investigation Method: The Model A K-12 RESEARCH MODEL FOR ALL ABILITY STUDENTS

Follow These Footsteps to Success in a Research Project
Topic
Goal Setting
Research
Organizing
Goal Evaluation
Product
Presentation
I NDEPENDENT I NVESTIGATION M ETHOD

ELA TEKS
RESEARCH/RESEARCH PLAN
Students ask open-ended research questions and develop a plan for answering them.
: &

Primary (with adult assistance)
The teacher will work with students to
“ generate list of topics of
class-wide interest”
Distribute interest center materials for class browsing
Dress-up for role play (Columbus, Betsy Ross, etc.)
Plan a speaker or field trip
Work with class to develop concept map (of unit topic) and glossary chart
“ formulate open-ended questions about one or two of the topics”
Develop and post teacher essential question(s) as foundation of study
Help students formulate questions related to class topic and teacher essential question(s)

I NTEREST C ENTER CLASS UNIT: NATURAL DISASTERS CLASS TOPIC: HURRICANES
The contents of your interest center could include:
Books – Non-fiction, fiction, picture, reference
Primary documents
Visuals – Posters, maps, charts, photographs, diagrams, graphs
Artifacts
DVD’s and CD’s
Puzzles and games
Music

HURRICANES

Intermediate (Independently)
The students are expected to
“ generate list of topics of personal
interest, narrow to one topic”
Participate in class immersion activities to identify topic of interest
Do pre-reading on chosen topic
Record prior knowledge and preliminary questions on individual graphic organizer
“ formulate open-ended questions about the major research topic”
Use activities to vary types and levels of guiding questions: cubes, spinner, question starters, Bloom’s Taxonomy . . .

THE HOOK! (WHAT INVITES STUDENTS TO LEARN?)
Interest center
Read-alouds
Display of pictures/newspaper clippings/magazine articles, artifacts
Speaker
Video
Field trip
Music
Pursue areas of passionate interest in depth within topics of study

Web ideas about your Topic on the Concept Map using what you already know and questions about what you want to learn. Topic NARROW THE TOPIC ASSESS INTEREST & PRIOR KNOWLEDGE USE GRAPHIC ORGANIZERS TO: FORMULATE QUESTIONS K-12 Manual p.44 STUDENT CONCEPT MAP

SOME ACTIVITIES/STRATEGIES
Good Question Cubes
What if…? Questions
Quantity Questions
Compare/Contrast Questions
Point of View Questions
How come…? Questions
ASKING GOOD QUESTIONS

Red Cube Blue Cube Who What/Which Why When Where How Can Would is Will Might Did Green Cube They can also add or substitute the green words to get new ideas. Start your students with the red and blue words. Predict Analyze Verify Compare Contrast List

Why it cause so much damage? Do scientists know why tsunamis occur? Why did did n’t people know it was coming? Compare Analyze why the recovery time varied in different areas. Predict how aid might reach the damaged areas more efficiently. the damage in different locations.

GOOD QUESTIONS CUBES ACTIVITY
USE YOUR CUBES TO WRITE AS MANY DIFFERENT FOCUS QUESTIONS AS YOUR GROUP CAN THINK OF BASED ON YOUR TOPIC.
GIFTED STUDENTS

Secondary (Independently)
“ brainstorm, consult with others, decide upon a topic”
Discover controversial issues relating to study
Narrow research interest to researchable topic
“ formulate a plan for engaging in in-depth research
on a complex, multi-faceted topic”
Identify research design based on topic
Generate plan including timeline, appropriate resources,
“ formulate major research question to address major topic”
Develop research question or hypothesis based on topic, presearch, and/or teacher essential questions
Write sub-questions (focus questions) to guide research

CURRENT EVENTS ISSUES KIDS CARE ABOUT

Presearch
AREA OF INTEREST 2004 Tsunami
POSSIBLE TOPIC INFORMATION, IDEAS, QUESTIONS
Diseases What types? How controlled? Who
can help?
Outcomes Long term effects? Bad ones?
Any positive outcomes ?
World Response Offering $. Services? Any looting?
Topic NARROWING THE TOPIC K-12 Manual p.137

Economy People Topic Environment World Response Plant regeneration? Shore destruction Location New businesses Relocation Building industry Non-profits Families Governments Population Individuals BENEFITS 2004 tsunami

K-12 Manual p.136

Designing a Research Study Types of Research
l. Descriptive:
“ How are things now?”
ll. Historical:
“ How did things used to be?”
lll . Experimental: “What if…?” “What is the effect of …?”

Goal Setting – Proficient Level
Research Question:
Based on a study of the 2004 disaster, what benefits, if any, might come from a tsunami?
Focus Questions :
Where was the greatest devastation? Casualty rates?
How was the environment affected?
C. What effects did the tsunami have on the people?
D. When the world heard the news, how did countries/individuals respond?
E. Which outcomes from the disaster might be positive?
K-12 Manual p.140-141

ELA TEKS RESEARCH/GATHERING SOURCES
2. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
: &

The teacher can work with the students to
“ gather information from available sources
(text, natural and personal) as well as interviews”
Use variety of sources for group note-taking: listening to book reading, DVD, field trip, pictures, speaker . . .
“ record basic information in simple visual formats (e.g., notes, charts, pictures, graphs, diagrams)”
Teach students about plagiarism
Model note-taking and source citations
Record student-generated notes with pictures or words: short, complete enough to make sense, in their own words, related to their goal-setting questions
Compile a class glossary chart with key words

MANY DIFFERENT SOURCES

Goal Setting
SETTING RESEARCH GOALS
Our Notefact Goal: 25
Glossary Entries: 10
Number of Resources: 3
Resource Types: Listening to a Book
DVD
Speaker/interview
Unit Focus Questions:
What are the characteristics of a hurricane?
How are people affected by a hurricane?
What is the impact of a hurricane on the environment?

PLAGIARISM
A LATIN WORD MEANING
KIDNAPPING
STEALING

NOTEFACTS: TAKING NOTES WITHOUT COPYING
Notefacts should be:
Written in your own words
Short but complete enough to make sense
Related to your goal-setting questions
Written between the dotted lines – one notefact per space
Documented by page number
K-12 Manual p.49

Get rid of unnecessary words
Columbus sailed across Atlantic Ocean – first to find America
Change author’s words so they are in our own voice. Which words must we keep?
Columbus Atlantic America
Now, let’s use those words to make our notefact.
Columbus crossed Atlantic – discovered America
Original text Christopher Columbus sailed across the blue Atlantic Ocean and was the first person to find America. X X X X X X X

“ gather evidence from available sources”
Use glossary words as search terms on internet
Identify valid text sources for study
“ identify source of notes, and record bibliographic information according to a standard format”
Understand purpose in citing sources
Cite sources on notefact sheets using standard format – MLA, APA
Attach copies of Internet/Encarta articles to final paper
“ differentiate between paraphrasing and plagiarism”
Use just key words in notes and eliminate the author’s style words

Just say NO to Plagiarism !
A Plagiarist is
Uninformed
Careless
Lazy
Dishonest
Don’t be a COPY CAT!
IDEA: “STEAL” A STUDENT’S BOOK

Steps 1-3 Topic – Research GLOSSARY OF THE STUDY
List NEW words and their meanings that are key to the understanding of the topic.
tsunami series of waves created by underwater
earthquakes
debris the remains of something that has been
destroyed
propagation the movement of a tsunami away from
its source
inundation flooding on dry land caused by a
tsunami
K-12 Manual p.45 KEY WORDS FOR INTERNET SEARCH

?
“ Is this a GOOD book?”

?

www.readwritethink.org Classroom Resources | Grades 3 – 12 | Student Interactive | Inquiry & Analysis Hints about Print Hints about Print demonstrates the process of evaluating a nonfiction print resource to determine its appropriateness for a research project. Watch the Interactive.

Then each table evaluates one resource.

Research
Give credit to the author/creator
Share your sources with other researchers
Prove the authenticity of your sources
Allow others to validate your information

FREE ELECTRONIC CITATION SITES
www.citationmachine.net
www.noodletools.com
www.easybib.com
www.oslis.k12.or.us/secondary/
Why Cite Your Sources?

ACCURACY MATTERS
The Source says:
Exact phrases and sentences with page numbers; statistics, formulas, etc.
I say:
Paraphrased or summarized notes; pertinent specific data recorded accurately

Notefacts
Source #
Spilsbury, Louise and Richard Spilsbury.
Sweeping Tsunamis . Chicago:
Heineman Library, 2005. (pp. 16 & 17)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

some waves – 100 feet high
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
happen after under-ocean earthquake
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
travel up to 600 mph
Research 1 1 1 1 K-12 Manual p.52-57

“… paraphrase, summarize, quote, and accurately cite all researched information…”
Learn about different types of plagiarism and how to avoid it
Gather information from a variety of action sources: interviews, surveys, experiments, letters, field trips . . .
Use different formats for notes based on learning style and study design – cards, charts, grids, electronic . . .
Note observations, opinions, and new ideas
“ differentiate among primary, secondary, and other sources”
Identify type of resource and appropriateness of each for different studies
“ distinguish between reliable and unreliable sources”
Use different strategies to check for reliable websites

One HUGE misconception that students have is that rewriting
something is not plagiarism because they are “putting it in their own
words.” Well, if the source is not officially acknowledged, IT IS
PLAGIARISM. Copying and pasting actually accounts for only a small
percentage of plagiarism. The majority of plagiarism is a result of text
manipulation. The accessibility of the Internet makes plagiarism very
tempting, and unintentional plagiarism springs from this as well.
Simply stated, plagiarism is using someone’s work without giving the
appropriate credit. This can mean several things…

Copying and pasting text from on-line media, such as encyclopedias or website is plagiarism.
Transcribing text from any printed material is plagiarism.
Simply modifying text from any of the above sources is plagiarism. . . . .
FOR THE FULL TEXT, VISIT
http://www.iimresearch.com/teacher_lounge/anti-plagiarism.php#freebies
Used with permission from: Spear, Michael. ”What is Plagiarism?”

www.zapatopi.net/treeoctopus/ A NEW SPECIES?

(Source Card) 1
(Source number)

Fang, Bay. “The Aftermath.” U.S. News & World Report . 10 March 2005: 11 – 16. Print.
(MLA Format)
Primary Source K-12 Manual p.143

(Notefact Card) 1 - A
1=Source Number
A=Focus Question
(Where was the greatest devastation/casualty rates?)
Aceh province, Sumatra- 80,000 dead;
millions in Indonesia homeless p.13
Sri Lanka - 30,680 dead, thousands missing p.13
India’s Andaman & Nicobar Islands – 9691 dead p.14
Somalia – 982 dead p.14
Thailand – 5322 dead p. 14

5
5=# of notefacts on card

(Notefact Card) 2 - A
(Where was the greatest devastation/casualty rates?)
Banda Aceh, Indonsia 100,000 dead
p.35
Sri Lanka – 20,000 dead, p.35
Thailand – 10,000dead p. 35

3
These numbers don’t match Source #1; check a third source

Steps 3 & 4 Research & Organizing S OURCES O F I NFORMATION ______________________________ _________________________ _________________________ ______________________________ _________________________ _________________________ ______________________________ _________________________ _________________________ ______________________________ _________________________ _________________________ K-12 Manual p.58

NOTES ABOUT
What effects did the tsunami have on people?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
Notefact 1
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Notefact 1
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Notefact 3
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Notefact 3
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
K-12 Manual p.59-60 Steps 3 & 4 Research & Organizing

Name _______________ Source 1 _________________ Topic _______________ Source 2 _________________ Source 3 _________________ Write up to 6 key notefacts in each column. Record the source # in each box. NOTEFACT GRID Steps 3 & 4 Research & Organizing CHARACTERISTICS EFFECTS ON PEOPLE EFFECTS ON ENVIRONMENT K-12 Manual p.61

Electronic Research Tools
www.notestar.com (New site being built)
www.Zotero.org (Runs on Foxfire)
www.evernote.com
www.ubernote.com
www.ndxcards.com
www.diigo.com
www.delicious.com (Social bookmarking)
www.noodletools.com ($1 or less per student)

ELA TEKS RESEARCH/SYNTHESIZING INFORMATION
3. Students clarify research questions and evaluate and synthesize collected information.
: &

“ sort evidence into provided
categories or an organizer”
Play category games to reinforce critical thinking skills
Identify categories for class notefacts
Work with students to put notefacts from different sources in appropriate category
“ revise the topic as a result of answers to initial research questions”
Review goals set in Step 2 to see if they have been fulfilled
Check knowledge acquisition by having student give answers to goal-setting questions

Our HURRICANE Categories BLUE – EFFECTS GREEN – WORLD RESPONSE BROWN – CAUSES RED – CHARACTERISTICS ORANGE – FUTURE YELLOW – PREPARATION

STEP 4 – ORGANIZING NOTEFACTS IN CATEGORIES

Goal Evaluation
Checklist
Gathered enough notefacts and glossary words?
Used the correct number and types of resources?
Answered our goal-setting questions?

“ sort evidence into provided categories or an
organizer”
Name categories from notefact connections; color-code, cut, and sort strips into appropriate category
Use category sheets for writing activities – topic sentence, main idea, supporting details
Put notes on electronic graphic organizer and create outline for written paper
“ improve the focus of research”
Identify areas needing more information and areas for student improvement
and
“ refine the major research question as a result of consulting expert sources”
Use additional information to corroborate or change study focus
7

Organizing
Organizing Notefacts
Notes About After-effects
rescue dangerous & hard 1
people & animals trapped and killed 1

world sends money, people to help 2
buildings destroyed cuz poorly built 2
K-12 Manual p.62-63

Organizing
Organizing Notefacts
Notes About After-effects
buildings destroyed cuz poorly built 2
people & animals trapped and killed 1
rescue dangerous & hard 1

world sends money, people to help 2
Most after-effects were negative, but a few positive things happened . A. Negative B. Positive III. 1. 2. 3. 1 .

Goal Evaluation
MY GOALS
My Notefact Goal: 35
Required Glossary Entries : 10
Required # of Resources: 4
Required Resource Types:
Book
Internet
Primary Source
WHAT I DID Notefacts Written: 37 # of Glossary Words 18 # of Resources Used: 4 Resources Used (Check): √ √ Oops! Evaluating Research Goals (What I Learned) KEY FINDINGS ABOUT MY TOPIC: (What are the most important findings you want to share when you get to Step 6 – Product) 1. 2. 3. MY KEY GLOSSARY WORDS: SELF-EVALUATION K-12 Manual p.64

K-12 Manual p.191-192

“ systematically organize relevant and accurate information to support central ideas, concepts and themes”
Sort note cards by focus questions
Develop thesis statement from categorized notefacts
Represent information on graphic organizer
Present thesis statement and graphic representation to classmates
“ evaluate the relevance of information to the topic”
Separate essential from supplementary notefacts
“ critique the research process at each step to implement changes as the need occurs and is identified”
Use rubric for self-evaluation of process

Notefact card 3 - A 3=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Thailand - 5322 India’s Andaman & Nocobar 182,340 confirmed dead Notefact card 2 - A 2=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Myanmar (Burma) – 61 dead Malaysia – 74 dead Tanzania – 10 dead 129,897 missing Notefact card 1 - A 1=Source Number A=Focus Question (Where was the greatest devastation & casualty rates?) Aceh province, Sumatra – 80,000 dead p.13 Sri Lanka – 30,680 dead p.13 Somalia – 982 dead p.14

DEVELOPING A SOUND THESIS
A good thesis should:
Be one (1) arguable point
Your opinion in statement form – not a question
Restricted to ideas you intend to discuss
Have unity – a single purpose
Summarized from 12 Easy Steps to Successful Research Papers by Nell W. Meriwether. NTC Publishing Group, 1997.

From the analysis of your data, you have developed a thesis statement:
A tsunami brings about life and rebirth in the face of death & destruction
Choose a graphic organizer (p. 149) which will best present your thesis.
Identify the notefacts essential in supporting your thesis statement to use in your graphic organizer.
Create the graphic organizer with the supplies available in the room.
Present your thesis statement and graphic organizer to the class.

K-12 Manual p.149

REBIRTH FROM DISASTER

K-12 Manual p.150

ELA TEKS RESEARCH/ORGANIZING and PRESENTING IDEAS
4. Students organize and present their ideas and information according to the purpose of the research and their audience.
: &

“ create a visual display or dramatization
to convey the results of the research”
Set standards for quality product on rubric/checklist
Vary products to address different talents/learning styles
Create products that fit with other teaching initiatives
Set up venue to feature student work: museum, theater, courtroom, laboratory
Set quality presentation standards on rubric/checklist
Practice quality presentation skills: speaking - tone and pace, eye contact, using a microphone . . .
Write invitations to presentation

GRADE 1 ECOLOGY QUILT HEALTHY, SAFE WATER

Electric eels power for two TV’s, X-ray fish invisible ya’ can’t see these, A sting ray moves its body like air waves do, A piranha can eat animals bigger than you.
Hummingbirds are the smallest birds around, Iceland is where the puffins are found, Falcons swoop down for food to eat, Beautiful birds live in the tropical heat.
Chorus Birds fly so high, Mammals can only look at the sky, Amphibians and Fish both live in the sea, Scaly Reptiles don’t look like me.
CONCERT – 5 classes of Vertebrates

“ synthesize the research into a written or
an oral presentation”
Use different types of writing that require understanding of notes and eliminate plagiarism (poetry, play, fiction, autobiography, journal, letters, personal narrative, persuasive essay, instructional writing)
Develop rubric criteria to guide creation of quality product
“ present the findings in a consistent format”
Design plan for product and presentation
Develop and/or follow quality criteria for presentation
Identify proper audience for product
Practice necessary skills

WRITTEN PRODUCTS
Book (ABC, biography, diary, fact, fantasy, flip book, journal,
picture book, recipes, science fiction, shape book)
Advertisement Brochure
Dictionary Fact cards
Letter Magazine
News article Poetry
Riddle Song
Travel log

INTERVIEWING ENDANGERED SPECIES

DANIEL BOONE BY Stuart
D ied in Missouri in 1820
A town is named after him, Boonesborough
N orth Carolina (He was stationed there in the Army)
I ndians were his friends when he was young
E scaped from the Shawnee Indians
L earned to track, hunt, and live in the wilderness
B orn in 1734 in Pennsylvania
O nly liked to read and write a little
O ften misspelled words
N amed rivers and found paths in the Kentucky mountains
E xplored Florida

Natural Resources Defense Council 40 W. 20 th Street New York, NY 10011 April 11, 2007 Dear Decision Maker, The Polar Bear, a strong and solitary animal, waits silently for a seal to come out of its breathing hole to eat. POP! A seal appears and the Polar Bear moves to grab it while using the sea ice as a platform. Suddenly, the sea ice cracks and starts melting. Dinner is lost again. Hello, my name is Pamela Chong, and I am a 5 h grader at P.S. 54 in Staten Island, New York. My class and I are doing research projects on Global Warming . . . Persuasive letter & the “hook”

POETRY (Amelia Earhart)

FAIL TO PLAN? THEN PLAN TO FAIL!
PREPARATION
MATERIALS
SKILLS
HELP I NEED

K-12 Manual p.155

“ marshall evidence in support of a clear thesis statement and related claims”
Use essential notefacts to support thesis
Differentiate between opinions and researched facts
“ provide an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view”
Write research paper/report
“ use graphics and illustrations to help explain concepts where appropriate”
Choose from variety of product types to match topic and audience
“ present findings in a meaningful format”

K-12 p.152

Product Developing a Product
AUDIENCE
Business Competition Community Government
Parents Professional Publisher School
Other
PRODUCT CHOICE
Action: Campaign, dance, debate, demonstration, lesson, performance
Collection: art gallery, exhibit, learning center, list, portfolio, scrapbook
Model: costume, invention, musical instrument, puppet, reproduction
Technology: animation, audio/video tape, photography, web page,
Visual Representation: artwork, brochure, cartoon, collage, graph, map
Written Work: book, diary, editorial, letter, news article, poem, report, script
K-12 p.66 + 153

COLLABORATION: SCIENCE, ART, PHYSICAL EDUCATION, & TECHNOLOGY

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