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Dbms Cluster 4

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Dbms Cluster 4

  1. 1. FCAT Cluster 4 Media Specialist: Leslie Starr Developed: 12/08
  2. 2. What is Reference & Research? <ul><li>Understanding Reference and Research Benchmarks </li></ul><ul><li>2. Reference/Research – Locating and Interpreting Information </li></ul><ul><li>3. Reference/Research – Analyzing Multiple Sources </li></ul><ul><li>4. Validity and Reliability </li></ul><ul><li>5. Fact vs. Opinion </li></ul>
  3. 3. What is Reference & Research Continued… <ul><li>6. Primary vs. Secondary Sources </li></ul><ul><li>7. Reference and Research on the FCAT - Components of the Test: </li></ul><ul><li>multiple choice (MC) </li></ul><ul><li>short written response (SR) </li></ul><ul><li>extended written response (ER) </li></ul><ul><li>Sample Reference and Questions </li></ul><ul><li>Test Taking Strategies </li></ul>
  4. 4. Benchmark Clusters <ul><li>Reading & Language Arts: </li></ul><ul><ul><li>A.2.3.5/LA.A.2.3.5 organization, interpretation, & synthesis of information </li></ul></ul><ul><ul><li>LA.A.2.3.6 use a variety of reference materials to gather information </li></ul></ul><ul><ul><li>LA.A.2.3.7 synthesis and separates collected information into useful components </li></ul></ul><ul><ul><li>A.2.3.8/LA.A.2.3.8 validity and accuracy of information </li></ul></ul>
  5. 5. Understanding Reference & Research Benchmarks <ul><li>Elementary School </li></ul><ul><li>- Students locate, gather and use materials for research projects. ** Many of our students are here! </li></ul><ul><li>Middle School </li></ul><ul><li>- Students interact with a wide variety of reference materials (maps, charts, encyclopedias, magazines, textbooks, etc.) </li></ul><ul><li>- Students understand; fact vs. opinion vs. personal values , primary vs. secondary sources, provide supporting evidence when formulating a response to a writing prompt. </li></ul>
  6. 6. Key Vocabulary <ul><li>Validity – The degree that information that is correct, factual and sound. </li></ul><ul><li>Reliability – The degree that information that can be researched or is from a source whose credentials are trustworthy. </li></ul><ul><li>Fact - A statement that can be proven to be either true or false. </li></ul><ul><li>Opinion – A statement that expresses beliefs, feelings, and judgments. </li></ul><ul><li>Primary Source – First hand or original information that comes from a reliable source. </li></ul><ul><li>Secondary Source –Information that has been gathered and interpreted by more than one source. </li></ul>
  7. 7. Example Question <ul><li>Determine between a strong & weak arguments </li></ul><ul><ul><li>Which of the following quotes from the article support the idea that the Antarctic seas were far more dangerous than anyone could have expected? </li></ul></ul>
  8. 8. Example 2 & 3 <ul><li>Choose a statement that provides the best evidence that an event was significant… </li></ul><ul><li>Which fact from the article provides the best evidence that the discovery of Watson Brake was significant? </li></ul>
  9. 9. Example 4 & 5 <ul><li>Check validity of information: </li></ul><ul><ul><li>Which sentence from the article offers the best evidence that Nolan Ryan was a skillful pitcher? </li></ul></ul><ul><li>Determine a statement that provides evidence of the author’s point of view. </li></ul><ul><ul><li>Why do the researchers conclude that their encounter was “the most rewarding”? </li></ul></ul>
  10. 10. Examples… <ul><li>Other key R & R skills to be tested </li></ul><ul><ul><li>Answer a question based on map reading skills </li></ul></ul><ul><ul><li>Identify the least accurate statement </li></ul></ul><ul><ul><li>Locate & synthesize indirectly stated information within the text </li></ul></ul><ul><ul><li>Draw conclusions/inferences </li></ul></ul><ul><ul><li>Locate & interpret information </li></ul></ul>
  11. 11. Relationship to RPM Research Process Model <ul><li>Students will… </li></ul><ul><ul><li>Understand how fact & opinion influence a text </li></ul></ul><ul><ul><li>Understand how arguments are developed in a text </li></ul></ul><ul><ul><li>Understand how the author’s viewpoint influences the context of a text </li></ul></ul><ul><ul><li>Choose the best evidence from the text for a particular assertion </li></ul></ul><ul><ul><li>Choose which type of support the author uses for a particular argument </li></ul></ul><ul><ul><li>Determine how information from the text might be accurately applied to a new situation </li></ul></ul><ul><ul><li>Discuss in a short-response format the quality of both the author’s argument and the support provided </li></ul></ul>
  12. 12. Essential Questions To Be Asked/Answered <ul><li>How can we determine if information is valid and reliable? </li></ul><ul><li>How can we determine if information is fact or opinion? </li></ul><ul><li>How can we identify information as a primary or secondary source? </li></ul><ul><li>How can we prepare for Reference/Research FCAT questions? </li></ul>
  13. 13. Reference and Research: Locating & Interpreting Information <ul><li>Students must be able to: </li></ul><ul><li>locate and interpret different types of written information (text material, indexes, glossaries, maps, charts, graphs, pictures, etc.) </li></ul><ul><li>demonstrate an understanding of information gathered from a variety of sources (library, textbook, internet, atlas, encyclopedias, newspapers, magazines) </li></ul><ul><li>**moving them to higher levels of Blooms Taxonomy </li></ul>
  14. 14. Reference and Research: Locating & Interpreting Information <ul><li>Students must be able to: </li></ul><ul><li>Interpret the information gathered for a variety of purposes </li></ul><ul><ul><li>class writing assignments </li></ul></ul><ul><ul><li>discussion and assessments </li></ul></ul><ul><ul><li>collaborative decision-making </li></ul></ul><ul><ul><li>standardized assessment i.e. FCAT </li></ul></ul>
  15. 15. Reference and Research: Analyzing Multiple Sources <ul><li>Students must be able to: </li></ul><ul><li>comprehend information contained in multiple sources not just their textbook. </li></ul><ul><ul><li>Push non-fiction for AR </li></ul></ul><ul><li>respond to higher-order questions based on information analysis </li></ul><ul><ul><li>oral questioning </li></ul></ul><ul><ul><li>written assessments </li></ul></ul>
  16. 16. Reference and Research: Analyzing Multiple Sources <ul><li>Students must be able to: </li></ul><ul><li>determine the reliability and validity of information. </li></ul><ul><li>distinguish between fact and opinion. </li></ul><ul><li>Identify primary and secondary sources. </li></ul>
  17. 17. Validity and Reliability <ul><li>These two Reference and Research skills require: </li></ul><ul><ul><li>the student to analyze the correctness (validity) and source (reliability) of information. </li></ul></ul><ul><li>To do this, the student needs to determine if the information is: </li></ul><ul><ul><li>fact or opinion </li></ul></ul><ul><ul><li>primary or secondary source </li></ul></ul>
  18. 18. Fact vs. Opinion <ul><li>Fact - A statement that can be proven to be either true or false using a valid source. </li></ul><ul><li>A fact answers specific questions such as: </li></ul><ul><li>What happened? </li></ul><ul><li>Who did it? </li></ul><ul><li>When and where did it happen? </li></ul><ul><li>Why did it happen? </li></ul>
  19. 19. Fact vs. Opinion <ul><li>Opinion – A statement that expresses beliefs, feelings, and judgments. </li></ul><ul><ul><li>Phrases begin with I believe, I think, probably, it seems to me , or in my opinion . </li></ul></ul><ul><ul><li>Statements often contain words such as might, could, should and ought . </li></ul></ul><ul><ul><li>Judgment words such as good, bad, poor , and satisfactory indicate an opinion. </li></ul></ul>
  20. 20. Primary vs. Secondary Sources <ul><li>Primary Source : First hand or original information that comes from a reliable source. Examples include eyewitness accounts, personal interviews, autobiographies, letters, diaries, scientific journals. </li></ul><ul><li>Secondary Source : Information that has been gathered and interpreted by more than one source. Examples include textbooks, encyclopedias, magazine articles, biographies, movie reviews. </li></ul>
  21. 21. Components on the FCAT <ul><li>Components of the Test: </li></ul><ul><ul><li>Multiple Choice (MC) </li></ul></ul><ul><ul><li>Short Written Response (SR)* </li></ul></ul><ul><ul><li>Extended Written Response (ER)* </li></ul></ul><ul><li>* The short and extended response questions are referred to as Performance Tasks on the FCAT </li></ul><ul><li>Sample Reference and Research Questions </li></ul><ul><li>Test Taking Strategies </li></ul>
  22. 22. Components of the FCAT: Multiple Choice <ul><li>The majority of the test will be multiple choice questions. </li></ul><ul><li>There will be four possible answers. </li></ul><ul><ul><li>The four choices will be labeled A,B, C, D or F, G,H, I . </li></ul></ul><ul><li>Each question is worth one point. </li></ul>
  23. 23. Components of the FCAT: Short Written Response (SR) <ul><li>Short response questions: </li></ul><ul><li>- Are identified by the following “Read, Think, Explain” symbol: </li></ul><ul><li>- Should take about five minutes to answer. </li></ul><ul><li>- Require at least two pieces of detail/information from the text to support the answer. </li></ul><ul><li>- Can be awarded 0,1, or 2 points depending on how complete and accurate the response is. </li></ul>
  24. 24. Components of the FCAT: Extended Written Response (ER) <ul><li>Extended Written Response Questions: </li></ul><ul><li>- Are identified by the following “Read, Think, Explain” symbol: </li></ul><ul><li>- Should take up to ten minutes to answer. </li></ul><ul><li>- May require students to use more than one passage in order to answer the question. </li></ul><ul><li>- Require more than two pieces of detail/information from the text to support the answer. </li></ul><ul><li>- Can be awarded 0, 1, 2, 3 or 4 points depending on how complete and accurate the response is. </li></ul>
  25. 25. Test Taking Strategies: Multiple Choice <ul><li>ALWAYS read the questions before you start reading the passage so you’ll know what to look for. </li></ul><ul><li>If you think you know the answer, look to see if your answer is there. </li></ul><ul><li>Eliminate answers you know are incorrect. </li></ul><ul><li>Try to find a clue in the questions that will lead you to the correct answer. </li></ul><ul><li>If the question is too complicated, skip it and come back to it later. </li></ul><ul><li>ALWAYS answer every question. There is no penalty for guessing. You have a one in four chance of getting it correct! </li></ul><ul><li>Choose 1 letter & stick with it for the whole test if you have NO idea of the answer use that letter </li></ul>
  26. 26. Test Taking Strategies: Short & Extended Written Response <ul><li>ALWAYS read the questions before you start reading the passage. </li></ul><ul><li>Answer the question only using details and information from the passage . </li></ul><ul><li>You can paraphrase or use lines directly from the text to support your answer. </li></ul><ul><li>Use complete sentences and write legibly within the space provided. </li></ul><ul><li>Write something even if you aren’t sure if it is correct. You do not want to get a zero on a written response question. </li></ul>

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