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Teaching research in the elementary classroomfinak

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  • 1. Teaching Research and Informational Writing in the Elementary Classroom A Presentation by Beverly Keegan and Melissa O’Neill
  • 2. 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
  • 3. 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
  • 4. 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
  • 5. 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?
  • 6. 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
  • 7. Great Tools for Refining Topics
    • Clusty and Ask
    • World Book Online-
    • Table of Contents in books
    • Wikipedia
  • 8. 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
  • 9. 3rd Grade Hannah Penn
  • 10. 4 th Grade Colonial Potter
  • 11. 5 th Grade Stamp Act
  • 12. 6 th Grade Stonehenge
  • 13. 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
  • 14. Pop Quiz!
    • Name the 5 main sources available to CB students.
    • Next order them: where should students research first, second, third, etc.
  • 15. 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!
  • 16. Hierarchy Rationale SPECIFIC SOURCES Gathering details GENERAL SOURCES: Gathering background information
  • 17. Hierarchy Manipulatives
    • Envelopes with hierarchy components or Smart Notebook activity
    • Game in packet
    • Turkey game
  • 18. 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”
  • 19. Evaluating Sources
    • Scenario for Discussion:
    • Without guidance or parameters you tell your students to “go research.” What would their strategy most likely be?
  • 20. 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?
  • 21. 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
  • 22. 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
  • 23. 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
  • 24. 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
  • 25. 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
  • 26. 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?
  • 27. 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
  • 28. 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
  • 29. 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
  • 30. Editing and Revising Questions
    • Questions not static—need revision
    • Packet walk
    • Question manipulatives
    • Questioning Our Questions ppt. with worksheet
  • 31. 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.
  • 32. Step 6: Set Up Note Taking Tools
    • 4 Square
    • Note cards
    • Color coded note cards
    • NOT copy book or lined paper
    • Need guided tool
  • 33. 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
  • 34. 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
  • 35. Noodletools Note cards
    • Possibility---wave of future
    • http://www.noodletools.com
  • 36. 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
  • 37. 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!
  • 38. 2 Websites
    • Test me
    • Google—Biography of Barack Obama for Kids: 2 nd website
  • 39. Noodletools
    • God’s gift to librarians
    • Librarian is leader
    • Practical and real world
    • Sign up for account
  • 40. Step 9: Organize Information
    • Outlining— Brainpop -
    • Inspiration-Outlining tool
    • Melissa will add more
    • more after break
  • 41. Step 10: Continue with Writing Process
    • After lunch…
  • 42. 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

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