Teaching research in the elementary classroomfinak


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Teaching research in the elementary classroomfinak

  1. 1. Teaching Research and Informational Writing in the Elementary Classroom A Presentation by Beverly Keegan and Melissa O’Neill
  2. 2. Today’s Agenda <ul><li>I. Introductions and welcome </li></ul><ul><li>II. “CB Research Model” </li></ul><ul><li>III. Practical ideas for teaching steps in model </li></ul><ul><li>IV. Lunch </li></ul><ul><li>V. Informational Writing Overview </li></ul><ul><li>VI. Practical ideas for teaching </li></ul><ul><li>informational writing </li></ul>
  3. 3. Research: “Best Practices” <ul><li>Working in tandem with librarian </li></ul><ul><li>Not best in isolation—goes both ways </li></ul><ul><li>CB research model : bootleg copy </li></ul><ul><li>Planning backward + PA State Standards </li></ul><ul><li>Should be somewhat similar to current practice </li></ul><ul><li>“ Freestyling” by one  Reteaching for all </li></ul><ul><li>Need vertical integration of research skills </li></ul><ul><li>in buildings </li></ul>
  4. 4. Warming Up for Research <ul><li>Shouldn’t run without stretching </li></ul><ul><li>Shouldn’t build house without plans </li></ul><ul><li>Shouldn’t start cooking without knowing what is in the fridge and pantry </li></ul><ul><li>Shouldn’t research without planning, evaluating, and strategizing </li></ul>
  5. 5. Step 1: Choose a topic <ul><li>First step in warm-up </li></ul><ul><li>All writing=topic </li></ul><ul><li>Element of choice =important </li></ul><ul><li>Might start with training wheels </li></ul><ul><li>By 6 th grade, training wheels off </li></ul><ul><li>Need practice with narrowing and broadening </li></ul><ul><li>More opportunities for choice as progress through grades </li></ul><ul><li>Melissa---benefits of choice from writing perspective </li></ul><ul><li>STOP AND THINK: </li></ul>Is it too broad? Is it too narrow? Is it relevant? Does it interest me? Will there be sources available?
  6. 6. Practical Tools for Initial Topic Selection <ul><li>Inspiration and Kidspiration webs </li></ul><ul><li>Brainstorming on paper </li></ul><ul><li>Topic selection grid </li></ul><ul><li>Writer’s Notebook (O’Neill) </li></ul><ul><li>Source searches: Online encyclopedia </li></ul><ul><li> 6 th Grade: Top Ten series </li></ul><ul><li>Reference shelves </li></ul><ul><li>Search engines </li></ul><ul><li>with clustering— clusty.com Ask.com </li></ul>
  7. 7. Great Tools for Refining Topics <ul><li>Clusty and Ask </li></ul><ul><li>World Book Online- </li></ul><ul><li>Table of Contents in books </li></ul><ul><li>Wikipedia </li></ul>
  8. 8. Step 2: Plan Keywords for Research <ul><li>Warm-up continues </li></ul><ul><li>Not a rush job </li></ul><ul><li>Critical thinking opportunity </li></ul><ul><li>Back-up plan for research </li></ul><ul><li>Students expect easy answers </li></ul><ul><li>Give up too easily </li></ul><ul><li>re SEARCH </li></ul>Germany West Germany East Germany
  9. 9. 3rd Grade Hannah Penn
  10. 10. 4 th Grade Colonial Potter
  11. 11. 5 th Grade Stamp Act
  12. 12. 6 th Grade Stonehenge
  13. 13. Step 3: Pre-search <ul><li>Part of warm-up </li></ul><ul><li>“ Shopping time” </li></ul><ul><li>“ Hunting and gathering” time </li></ul><ul><li>Well chosen sources ≠ all websites </li></ul><ul><li>Pre-searches needn’t be lengthy </li></ul><ul><ul><li>One of each </li></ul></ul><ul><ul><li>3 different kinds of sources </li></ul></ul><ul><li>Teacher must set source expectations </li></ul><ul><li>Reinforce Hierarchy of Research </li></ul>
  14. 14. Pop Quiz! <ul><li>Name the 5 main sources available to CB students. </li></ul><ul><li>Next order them: where should students research first, second, third, etc. </li></ul>
  15. 15. Hierarchy of Sources <ul><li>1. General Encyclopedia : </li></ul><ul><li>Print or Online ---more bang for your buck/ Wikipedia wisdom </li></ul><ul><li>2. Specialized encyclopedias/Reference </li></ul><ul><li>3. Books and Magazines: Library Catalog Sources </li></ul><ul><li>Online Databases: collection of magazine, newspaper, </li></ul><ul><li>photos, and/or encyclopedia articles online </li></ul><ul><li>5. Websites — </li></ul><ul><li>located using search engines </li></ul><ul><ul><li>Verbage is important </li></ul></ul><ul><ul><li>Reinforce cached search/ </li></ul></ul><ul><ul><li>Start em’ young! </li></ul></ul>
  16. 16. Hierarchy Rationale SPECIFIC SOURCES Gathering details GENERAL SOURCES: Gathering background information
  17. 17. Hierarchy Manipulatives <ul><li>Envelopes with hierarchy components or Smart Notebook activity </li></ul><ul><li>Game in packet </li></ul><ul><li>Turkey game </li></ul>
  18. 18. Pre-search Document <ul><li>6 th Grade Assessment document </li></ul><ul><li>Easily modified for various grade levels </li></ul><ul><li>5 th : should use 6 th grade assessment document </li></ul><ul><li>4 th : Colonial sample </li></ul><ul><li>3 rd : PA Wax museum sample </li></ul><ul><li>Can be as simple as “find one, print one” </li></ul>
  19. 19. Evaluating Sources <ul><li>Scenario for Discussion: </li></ul><ul><li>Without guidance or parameters you tell your students to “go research.” What would their strategy most likely be? </li></ul>
  20. 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. 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. 22. Evaluation tips <ul><li>Online Databases VS. Search engines—The Smackdown! </li></ul><ul><li>Keep an eye on the numbers </li></ul><ul><ul><li>More is not better </li></ul></ul><ul><li>Noodletools : Choose the best search </li></ul><ul><li>Need to understand WHY hierarchy important </li></ul>Search engines Databases
  23. 23. This darned economy! <ul><li>Access to SIRS Discoverer </li></ul><ul><li>No more Power Library </li></ul><ul><li>No Nettrekker </li></ul><ul><li>Try: www.LII.org </li></ul><ul><li>More direct teaching of domain suffixes 1 domain 2 and authority </li></ul><ul><li>Search strategy more important: www.Iseek.com - </li></ul><ul><ul><li>More focused=more time to evaluate </li></ul></ul>
  24. 24. Grade 6: CARRDSS <ul><li>Great video on Safari Montage </li></ul><ul><li>http://safari.cbsd.org </li></ul><ul><li>CARRDDS </li></ul><ul><ul><li>Websites only </li></ul></ul><ul><ul><li>Taking evaluating to next level </li></ul></ul><ul><ul><li>Students can discuss which are most important for current type of research </li></ul></ul><ul><li>Also RATE the source </li></ul>
  25. 25. Step 4: Read for Understanding <ul><li>Activity for students: </li></ul><ul><li>Take notes on article without reading the article first </li></ul><ul><li>Now, teach your partner what you learned </li></ul><ul><li>RESEARCH </li></ul>READING
  26. 26. Step 5: Develop Research Questions <ul><li>CB research is inquiry based </li></ul><ul><li>All writing= topic </li></ul><ul><li>Research=questions </li></ul><ul><li>All grades capable of question based </li></ul><ul><li> 1st --What is China like? </li></ul><ul><li>2 nd -- How were pueblos built and what uses did they </li></ul><ul><li>have? </li></ul><ul><li>4 th --Why is Ferdinand Magellan an important explorer? </li></ul><ul><li>5 th --How did Paul Revere change the American Revolution? </li></ul><ul><li>6 th – Why was Blackbeard known to be one of the fiercest pirates? </li></ul>
  27. 27. Thick and Thin Questions <ul><li>AKA focus questions and content questions </li></ul><ul><li>Thick/focus questions guide your paper </li></ul><ul><li>Thin/content questions—note cards  </li></ul><ul><li>paragraphs  slides </li></ul>Focus= umbrella question
  28. 28. Don’t fear the questions <ul><li>Thick vs. Thin Questions </li></ul><ul><li>Pizza theory for thin questions </li></ul><ul><li>Which does not belong? </li></ul><ul><li>Organizers in packet </li></ul><ul><li>How Mrs. K teaches question development </li></ul>
  29. 29. Developing Questions (Developmentally) <ul><li>2 nd Grade: Provide thick question and three thin questions; students produce one thin </li></ul><ul><li>3 rd : Provide thick question and students choose from large list of thin questions to see which work best for their topic: Egypt example </li></ul><ul><li>4 th : Write thick question as a class; brainstorm thin questions in small groups and then choose from list </li></ul><ul><li>5 th : Write thick and thin questions independently after guided lessons; revise with teacher and librarian </li></ul><ul><li>6 th : Fine tune question writing skills </li></ul>
  30. 30. Editing and Revising Questions <ul><li>Questions not static—need revision </li></ul><ul><li>Packet walk </li></ul><ul><li>Question manipulatives </li></ul><ul><li>Questioning Our Questions ppt. with worksheet </li></ul>
  31. 31. Authentic ≠ Pretty <ul><li>Give up a bit of control </li></ul><ul><li>Focus on process not product </li></ul><ul><li>Difficult to do </li></ul><ul><li>6 th grade can fine tune products if… </li></ul>vs.
  32. 32. Step 6: Set Up Note Taking Tools <ul><li>4 Square </li></ul><ul><li>Note cards </li></ul><ul><li>Color coded note cards </li></ul><ul><li>NOT copy book or lined paper </li></ul><ul><li>Need guided tool </li></ul>
  33. 33. Step 7: Take Notes <ul><li>“ It takes 15 years to develop experienced writing and note-taking skills.” (Scardamalia & Bereiter, 1991) </li></ul><ul><li>1 st - beginning of 3 rd : Keyword Research </li></ul><ul><li>In 3 rd ---begin paraphrasing and summarizing </li></ul><ul><li>Brainpop -mill_es1/magic1-Study and Reading Skills </li></ul>
  34. 34. Teaching Note Taking: Yikes! <ul><li>OSLIS site </li></ul><ul><li>Say and Mean Grid </li></ul><ul><li>Sample Guided Practice (4 th )—i:drive/packet </li></ul><ul><li>Country Lesson : Grade 6: in packet </li></ul><ul><li>Paraphrasing Power Point </li></ul><ul><li>Make a CASE for notes </li></ul>
  35. 35. Noodletools Note cards <ul><li>Possibility---wave of future </li></ul><ul><li>http://www.noodletools.com </li></ul>
  36. 36. Plagiarism <ul><li>Top causes in elementary setting </li></ul><ul><ul><li>1. Patchwriting </li></ul></ul><ul><ul><li>2. Searching vs. Researching </li></ul></ul><ul><ul><li>-Confusion about research --see it as borrowing, not interpreting </li></ul></ul><ul><ul><li>Sources for introducing to class: </li></ul></ul><ul><ul><li>Rutgers Site —older kids love it/Introduction to Germany lesson </li></ul></ul>
  37. 37. Step 8: Credit Sources <ul><li>Librarian takes lead role </li></ul><ul><li>Needs to be reinforced in classroom setting </li></ul><ul><li>Cannot just say “Do a bibliography.” </li></ul><ul><li>Cannot skip bibliography </li></ul><ul><li>Main sources: Encyclopedia </li></ul><ul><li> Book </li></ul><ul><li>Website </li></ul><ul><li>Websites can be SCARY— </li></ul><ul><li>----let’s go for it! </li></ul>
  38. 38. 2 Websites <ul><li>Test me </li></ul><ul><li>Google—Biography of Barack Obama for Kids: 2 nd website </li></ul>
  39. 39. Noodletools <ul><li>God’s gift to librarians </li></ul><ul><li>Librarian is leader </li></ul><ul><li>Practical and real world </li></ul><ul><li>Sign up for account </li></ul>
  40. 40. Step 9: Organize Information <ul><li>Outlining— Brainpop - </li></ul><ul><li>Inspiration-Outlining tool </li></ul><ul><li>Melissa will add more </li></ul><ul><li>more after break </li></ul>
  41. 41. Step 10: Continue with Writing Process <ul><li>After lunch… </li></ul>
  42. 42. Image Credits <ul><li>BlankNotecard:http://www.dovinci.net/site/Cassina/Entries/2008/3/13_Photo_of_the_Day_files/BlankNotecard.png </li></ul><ul><li>Power Library Image: www.delcolibraries.org/Databases_Full.htm </li></ul><ul><li>Pencil Image: Microsoft Office clip art gallery </li></ul><ul><li>Highlighter: http://www. catalystarts.wordpress.com </li></ul><ul><li>Stretches: http://www.dailymail.co.uk/health/article-1053044/How-stay-flexible-stretching-mind---body.html </li></ul><ul><li>Berlin Wall: www.berlin101.com </li></ul><ul><li>Stonehenge: http://www.dailymail.co.uk/news/article-451539/Stonehenge-built-Romans-great-British-myths.html </li></ul><ul><li>Stamp Act: https://www.killeenisd.org/schools/Middle/ehms/MCD%208th%20webpages/chapter5/image.jpeg </li></ul><ul><li>Hannah Penn: http://explorepahistory.com </li></ul><ul><li>Blue Notecards: www.greenlightoffice.com </li></ul><ul><li>Plagiarism Definition: http://www.davisenglish.com/wp-content/uploads/2008/08/plagiarism.gif </li></ul><ul><li>I Love Brainpop : www.brainpop.com/eduacators/blog </li></ul><ul><li>Topics bulletin board : www.publicspeakingtip.org </li></ul><ul><li>Crossroads: bigyellowtaxi.files.wordpress.com/2008/06/cro </li></ul><ul><li>Remainder of images: Microsoft Office Clipart Gallery </li></ul>