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Teaching research in the elementary classroomfinak
 

Teaching research in the elementary classroomfinak

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    Teaching research in the elementary classroomfinak Teaching research in the elementary classroomfinak Presentation Transcript

    • Teaching Research and Informational Writing in the Elementary Classroom A Presentation by Beverly Keegan and Melissa O’Neill
    • Today’s Agenda
      • I. Introductions and welcome
      • II. “CB Research Model”
      • III. Practical ideas for teaching steps in model
      • IV. Lunch
      • V. Informational Writing Overview
      • VI. Practical ideas for teaching
      • informational writing
    • Research: “Best Practices”
      • Working in tandem with librarian
      • Not best in isolation—goes both ways
      • CB research model : bootleg copy
      • Planning backward + PA State Standards
      • Should be somewhat similar to current practice
      • “ Freestyling” by one  Reteaching for all
      • Need vertical integration of research skills
      • in buildings
    • Warming Up for Research
      • Shouldn’t run without stretching
      • Shouldn’t build house without plans
      • Shouldn’t start cooking without knowing what is in the fridge and pantry
      • Shouldn’t research without planning, evaluating, and strategizing
    • Step 1: Choose a topic
      • First step in warm-up
      • All writing=topic
      • Element of choice =important
      • Might start with training wheels
      • By 6 th grade, training wheels off
      • Need practice with narrowing and broadening
      • More opportunities for choice as progress through grades
      • Melissa---benefits of choice from writing perspective
      • STOP AND THINK:
      Is it too broad? Is it too narrow? Is it relevant? Does it interest me? Will there be sources available?
    • Practical Tools for Initial Topic Selection
      • Inspiration and Kidspiration webs
      • Brainstorming on paper
      • Topic selection grid
      • Writer’s Notebook (O’Neill)
      • Source searches: Online encyclopedia
      • 6 th Grade: Top Ten series
      • Reference shelves
      • Search engines
      • with clustering— clusty.com Ask.com
    • Great Tools for Refining Topics
      • Clusty and Ask
      • World Book Online-
      • Table of Contents in books
      • Wikipedia
    • Step 2: Plan Keywords for Research
      • Warm-up continues
      • Not a rush job
      • Critical thinking opportunity
      • Back-up plan for research
      • Students expect easy answers
      • Give up too easily
      • re SEARCH
      Germany West Germany East Germany
    • 3rd Grade Hannah Penn
    • 4 th Grade Colonial Potter
    • 5 th Grade Stamp Act
    • 6 th Grade Stonehenge
    • Step 3: Pre-search
      • Part of warm-up
      • “ Shopping time”
      • “ Hunting and gathering” time
      • Well chosen sources ≠ all websites
      • Pre-searches needn’t be lengthy
        • One of each
        • 3 different kinds of sources
      • Teacher must set source expectations
      • Reinforce Hierarchy of Research
    • Pop Quiz!
      • Name the 5 main sources available to CB students.
      • Next order them: where should students research first, second, third, etc.
    • Hierarchy of Sources
      • 1. General Encyclopedia :
      • Print or Online ---more bang for your buck/ Wikipedia wisdom
      • 2. Specialized encyclopedias/Reference
      • 3. Books and Magazines: Library Catalog Sources
      • Online Databases: collection of magazine, newspaper,
      • photos, and/or encyclopedia articles online
      • 5. Websites —
      • located using search engines
        • Verbage is important
        • Reinforce cached search/
        • Start em’ young!
    • Hierarchy Rationale SPECIFIC SOURCES Gathering details GENERAL SOURCES: Gathering background information
    • Hierarchy Manipulatives
      • Envelopes with hierarchy components or Smart Notebook activity
      • Game in packet
      • Turkey game
    • Pre-search Document
      • 6 th Grade Assessment document
      • Easily modified for various grade levels
      • 5 th : should use 6 th grade assessment document
      • 4 th : Colonial sample
      • 3 rd : PA Wax museum sample
      • Can be as simple as “find one, print one”
    • Evaluating Sources
      • Scenario for Discussion:
      • Without guidance or parameters you tell your students to “go research.” What would their strategy most likely be?
    • The Three R’s: Ask yourself, is this source… If I were in third grade, which of these would be the most important? When using bottom of hierarchy, need evaluation strategies… Bracelets Reliable ? What makes me trust it? Readable ? Can I read and understand it? Library Catalog as tool Relevant? Does this source have what I need?
    • Grade 4: The Four R’s QUALITIES OF A GOOD SOURCE With which types of topics would being RECENT be most important? Reliable Recent Readable Relevant
    • Evaluation tips
      • Online Databases VS. Search engines—The Smackdown!
      • Keep an eye on the numbers
        • More is not better
      • Noodletools : Choose the best search
      • Need to understand WHY hierarchy important
      Search engines Databases
    • This darned economy!
      • Access to SIRS Discoverer
      • No more Power Library
      • No Nettrekker
      • Try: www.LII.org
      • More direct teaching of domain suffixes 1 domain 2 and authority
      • Search strategy more important: www.Iseek.com -
        • More focused=more time to evaluate
    • Grade 6: CARRDSS
      • Great video on Safari Montage
      • http://safari.cbsd.org
      • CARRDDS
        • Websites only
        • Taking evaluating to next level
        • Students can discuss which are most important for current type of research
      • Also RATE the source
    • Step 4: Read for Understanding
      • Activity for students:
      • Take notes on article without reading the article first
      • Now, teach your partner what you learned
      • RESEARCH
      READING
    • Step 5: Develop Research Questions
      • CB research is inquiry based
      • All writing= topic
      • Research=questions
      • All grades capable of question based
      • 1st --What is China like?
      • 2 nd -- How were pueblos built and what uses did they
      • have?
      • 4 th --Why is Ferdinand Magellan an important explorer?
      • 5 th --How did Paul Revere change the American Revolution?
      • 6 th – Why was Blackbeard known to be one of the fiercest pirates?
    • Thick and Thin Questions
      • AKA focus questions and content questions
      • Thick/focus questions guide your paper
      • Thin/content questions—note cards 
      • paragraphs  slides
      Focus= umbrella question
    • Don’t fear the questions
      • Thick vs. Thin Questions
      • Pizza theory for thin questions
      • Which does not belong?
      • Organizers in packet
      • How Mrs. K teaches question development
    • Developing Questions (Developmentally)
      • 2 nd Grade: Provide thick question and three thin questions; students produce one thin
      • 3 rd : Provide thick question and students choose from large list of thin questions to see which work best for their topic: Egypt example
      • 4 th : Write thick question as a class; brainstorm thin questions in small groups and then choose from list
      • 5 th : Write thick and thin questions independently after guided lessons; revise with teacher and librarian
      • 6 th : Fine tune question writing skills
    • Editing and Revising Questions
      • Questions not static—need revision
      • Packet walk
      • Question manipulatives
      • Questioning Our Questions ppt. with worksheet
    • Authentic ≠ Pretty
      • Give up a bit of control
      • Focus on process not product
      • Difficult to do
      • 6 th grade can fine tune products if…
      vs.
    • Step 6: Set Up Note Taking Tools
      • 4 Square
      • Note cards
      • Color coded note cards
      • NOT copy book or lined paper
      • Need guided tool
    • Step 7: Take Notes
      • “ It takes 15 years to develop experienced writing and note-taking skills.” (Scardamalia & Bereiter, 1991)
      • 1 st - beginning of 3 rd : Keyword Research
      • In 3 rd ---begin paraphrasing and summarizing
      • Brainpop -mill_es1/magic1-Study and Reading Skills
    • Teaching Note Taking: Yikes!
      • OSLIS site
      • Say and Mean Grid
      • Sample Guided Practice (4 th )—i:drive/packet
      • Country Lesson : Grade 6: in packet
      • Paraphrasing Power Point
      • Make a CASE for notes
    • Noodletools Note cards
      • Possibility---wave of future
      • http://www.noodletools.com
    • Plagiarism
      • Top causes in elementary setting
        • 1. Patchwriting
        • 2. Searching vs. Researching
        • -Confusion about research --see it as borrowing, not interpreting
        • Sources for introducing to class:
        • Rutgers Site —older kids love it/Introduction to Germany lesson
    • Step 8: Credit Sources
      • Librarian takes lead role
      • Needs to be reinforced in classroom setting
      • Cannot just say “Do a bibliography.”
      • Cannot skip bibliography
      • Main sources: Encyclopedia
      • Book
      • Website
      • Websites can be SCARY—
      • ----let’s go for it!
    • 2 Websites
      • Test me
      • Google—Biography of Barack Obama for Kids: 2 nd website
    • Noodletools
      • God’s gift to librarians
      • Librarian is leader
      • Practical and real world
      • Sign up for account
    • Step 9: Organize Information
      • Outlining— Brainpop -
      • Inspiration-Outlining tool
      • Melissa will add more
      • more after break
    • Step 10: Continue with Writing Process
      • After lunch…
    • Image Credits
      • BlankNotecard:http://www.dovinci.net/site/Cassina/Entries/2008/3/13_Photo_of_the_Day_files/BlankNotecard.png
      • Power Library Image: www.delcolibraries.org/Databases_Full.htm
      • Pencil Image: Microsoft Office clip art gallery
      • Highlighter: http://www. catalystarts.wordpress.com
      • Stretches: http://www.dailymail.co.uk/health/article-1053044/How-stay-flexible-stretching-mind---body.html
      • Berlin Wall: www.berlin101.com
      • Stonehenge: http://www.dailymail.co.uk/news/article-451539/Stonehenge-built-Romans-great-British-myths.html
      • Stamp Act: https://www.killeenisd.org/schools/Middle/ehms/MCD%208th%20webpages/chapter5/image.jpeg
      • Hannah Penn: http://explorepahistory.com
      • Blue Notecards: www.greenlightoffice.com
      • Plagiarism Definition: http://www.davisenglish.com/wp-content/uploads/2008/08/plagiarism.gif
      • I Love Brainpop : www.brainpop.com/eduacators/blog
      • Topics bulletin board : www.publicspeakingtip.org
      • Crossroads: bigyellowtaxi.files.wordpress.com/2008/06/cro
      • Remainder of images: Microsoft Office Clipart Gallery