Reference, Research & Reading <ul><li>Learning Resources & Instructional Materials </li></ul><ul><li>Secondary Session </l...
<ul><li>Information Literacy </li></ul><ul><li>Sunshine State Standards </li></ul><ul><li>FCAT Data </li></ul><ul><li>Curr...
Think of students as “Infotectives... a student thinker capable of  asking great questions  about data in order to convert...
<ul><li>Locates, organizes and interprets information </li></ul><ul><li>Uses a variety of reference materials </li></ul><u...
NEW  Sunshine State Standards <ul><li>Select a topic for inquiry </li></ul><ul><li>Locate, use, and analyze information fr...
Cognitive Complexity
FCAT Item Specifications for Reference and Research Cluster 4 Sunshine State Standards Benchmarks Grades 6-8 Item Type Gra...
Grade 8 Sample Short Response <ul><li>Discuss the methods of…. described in the article.  Explain why the methods did or d...
Teaching Implications <ul><li>When checking comprehension and questioning avoid “literal” references: </li></ul><ul><li>Lo...
Teaching Implications 6-8 <ul><li>Practice locating and verifying details, critically analyzing text </li></ul><ul><li>Pra...
Typical Distracters for Cluster 4 <ul><li>Incorrect use of reference materials </li></ul><ul><li>Incorrect or irrelevant i...
FCAT Analysis 2007 Grade 6
FCAT Passage Attributes <ul><li>Passage and sources should focus on one or more topics  </li></ul><ul><li>Include grade ap...
Forms of  Text  Source: FCAT Handbook––A Resource for Educators
Cluster 4 Passage Distribution Source: FCAT Handbook––A Resource for Educators
Cluster 4 Distribution  Source: FCAT Handbook––A Resource for Educators
Lessons Learned  <ul><li>Students who  can make connections  and  draw successful conclusions  find success in FCAT Cluste...
Grade 6 Cluster 4  Successful students can…. <ul><li>Draw conclusions; AND </li></ul><ul><li>Identify supporting details t...
Grade 7 Cluster 4  Successful students can…. <ul><li>•  Differentiate  between validity and accuracy  </li></ul><ul><li>• ...
Grade 8 Cluster 4  Successful students can…. <ul><li>•  Differentiate between validity and accuracy when considering facts...
Reference, Research, & Reading
Florida Research Model
FINDS &  Sunshine State Standards <ul><li>Select a topic for inquiry  (FOCUS) </li></ul><ul><li>Locate, use, and analyze i...
Use FINDS to guide your students through the research process and inquiry based learning. FINDS http://www. sunlink . ucf ...
What is my assignment or problem to be solved? What are my questions? What information is needed? FOCUS
Investigate Where are my sources located?  What sources should I use? Where is the  information within each source?
NOTES How do I take notes in my own words? Which facts do I  need to create a citation? Do I have all the information I ne...
DEVELOP  INFORMATION FOR PRESENTATION How do I present the information? Are my conclusions based on research? How do I int...
SCORE Was my research process efficient  and effective? Did I present the information in the  best way?
<ul><li>FINDS & Informational Text </li></ul><ul><li>FINDS & Fiction </li></ul><ul><li>FINDS & Novel Extensions </li></ul>...
FINDS and Informational Text Pre-Reading: Check out the Framework
FINDS and Informational Text During reading: Connect to the main idea with a graphic organizer such as a fishbone for caus...
FINDS and Informational Text After reading:  Connect to the main idea by using higher level questioning that requires stud...
FINDS:  Digging Deeper with Fiction “ Many children are not so engaged when they read.  They don’t know when they’re compr...
According to Mosaic of Thought, proficient readers: Make different types of connections to the text Text-to-Self Text-to-T...
<ul><li>Spontaneously generate questions </li></ul><ul><li>Ask questions to clarify meaning </li></ul><ul><li>Recognize th...
FINDS and Fiction Make connections between different types of passages with common themes After reading informational text...
FINDS:  Novel Extensions Identify a theme or topic that requires further research, exploration, or cross-curricular study....
FINDS:  Novel Extensions Google Lit Trips combine digital literacy, technology and reading skills.
FINDS:  Novel Extensions BEEP resource:  teachingbooks.net   Author Interviews Multimedia presentations of research throug...
<ul><li>FINDS & Informational Text </li></ul><ul><li>FINDS & Fiction </li></ul><ul><li>FINDS & Novel Extensions </li></ul>...
<ul><li>LRIM workshops </li></ul><ul><li>Online course with Virtual  University on FINDS model.  </li></ul>Where can I lea...
<ul><li>FCAT Item Specifications </li></ul><ul><ul><li>http: //fcat . fldoe .org/fcatis01.asp </li></ul></ul><ul><li>Repor...
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  • This presentation has been updated to reflect data and information from the Florida Department of Education, “Lessons Learned” and the “FCAT Item Specifications” documents which are available online.
  • Reference & Research W Finds

    1. 1. Reference, Research & Reading <ul><li>Learning Resources & Instructional Materials </li></ul><ul><li>Secondary Session </li></ul><ul><li>January 16 th , 2009 </li></ul>
    2. 2. <ul><li>Information Literacy </li></ul><ul><li>Sunshine State Standards </li></ul><ul><li>FCAT Data </li></ul><ul><li>Curriculum Connections </li></ul>What is Reference and Research?
    3. 3. Think of students as “Infotectives... a student thinker capable of asking great questions about data in order to convert the data into information and eventually insight .” Creating Critical Thinkers McKenzie, Jamie. (1998). Grazing the Net: Raising a Generation of Free Range Students
    4. 4. <ul><li>Locates, organizes and interprets information </li></ul><ul><li>Uses a variety of reference materials </li></ul><ul><li>Synthesizes information into useful information such note cards, spreadsheets and outlines. </li></ul><ul><li>Student checks the validity and accuracy of information, strong vs. weak argument </li></ul>Grades 6-8 Old LA.A 2.3.5 2.3.6 2.3.7 2.3.8 Sunshine State Standards
    5. 5. NEW Sunshine State Standards <ul><li>Select a topic for inquiry </li></ul><ul><li>Locate, use, and analyze information from text features </li></ul><ul><li>Use information from text to answer questions related to main idea </li></ul><ul><li>Identify characteristics (structure) of various types of text </li></ul><ul><li>Record information related to text </li></ul><ul><li>Organize information to show understanding through mapping, paraphrasing, compare and contrast, and summarizing.) </li></ul>(currently under revision)
    6. 6. Cognitive Complexity
    7. 7. FCAT Item Specifications for Reference and Research Cluster 4 Sunshine State Standards Benchmarks Grades 6-8 Item Type Grade 6 Item Type Grade 7 Item Type Grade 8 LA. A.2.3.5 LA.A.2.3.6 LA.A.2.3.7 LA.A.2.3.8 Multiple Choice Multiple Choice Multiple Choice Short Response Extended Response
    8. 8. Grade 8 Sample Short Response <ul><li>Discuss the methods of…. described in the article. Explain why the methods did or did not work. Use details and information from the article to support your answer </li></ul><ul><li>What information in the article supports the author’s statement…. Use details and information from the article to support your answer </li></ul>
    9. 9. Teaching Implications <ul><li>When checking comprehension and questioning avoid “literal” references: </li></ul><ul><li>Low Level Questions to AVOID! </li></ul><ul><li>On what page? In which chapter? In what kind of reference book would you find information about? </li></ul>
    10. 10. Teaching Implications 6-8 <ul><li>Practice locating and verifying details, critically analyzing text </li></ul><ul><li>Practice drawing correct conclusions, strong arguments to support answers </li></ul><ul><li>Understanding of text structure and supporting details </li></ul><ul><li>Use of graphic organizers, note-taking, summarizing skills, reading a variety of text </li></ul>
    11. 11. Typical Distracters for Cluster 4 <ul><li>Incorrect use of reference materials </li></ul><ul><li>Incorrect or irrelevant information from the resource material </li></ul><ul><li>Incorrect conclusions or generalizations based on the stimulus </li></ul>Take time to discuss the “why” behind wrong answers
    12. 12. FCAT Analysis 2007 Grade 6
    13. 13. FCAT Passage Attributes <ul><li>Passage and sources should focus on one or more topics </li></ul><ul><li>Include grade appropriate sources, maps, charts, photos, excerpts, reference materials </li></ul><ul><li>Reference materials should look like those found in textbooks or library reference materials. </li></ul><ul><li>Refer the FCAT Topics for Core Subjects when designing media lessons and projects. </li></ul>When selecting resources for your instruction:
    14. 14. Forms of Text Source: FCAT Handbook––A Resource for Educators
    15. 15. Cluster 4 Passage Distribution Source: FCAT Handbook––A Resource for Educators
    16. 16. Cluster 4 Distribution Source: FCAT Handbook––A Resource for Educators
    17. 17. Lessons Learned <ul><li>Students who can make connections and draw successful conclusions find success in FCAT Cluster 4. </li></ul>
    18. 18. Grade 6 Cluster 4 Successful students can…. <ul><li>Draw conclusions; AND </li></ul><ul><li>Identify supporting details that verify the conclusion </li></ul><ul><li>Distinguish between strong and weak support </li></ul><ul><li>Source: FCAT Lessons Learned -Data Analyses and Instructional Implications </li></ul><ul><ul><li>http://fcat.fldoe.org/lessonslearned.asp </li></ul></ul>
    19. 19. Grade 7 Cluster 4 Successful students can…. <ul><li>• Differentiate between validity and accuracy </li></ul><ul><li>• Go back to the text to confirm conclusion </li></ul><ul><li>• Differentiate between characters in a text </li></ul><ul><li>Source: FCAT Lessons Learned -Data Analyses and Instructional Implications </li></ul><ul><ul><li>http://fcat.fldoe.org/lessonslearned.asp </li></ul></ul>
    20. 20. Grade 8 Cluster 4 Successful students can…. <ul><li>• Differentiate between validity and accuracy when considering facts </li></ul><ul><li>• Include relevant details to support a response </li></ul><ul><li>Source: FCAT Lessons Learned -Data Analyses and Instructional Implications </li></ul><ul><ul><li>http://fcat.fldoe.org/lessonslearned.asp </li></ul></ul>
    21. 21. Reference, Research, & Reading
    22. 22. Florida Research Model
    23. 23. FINDS & Sunshine State Standards <ul><li>Select a topic for inquiry (FOCUS) </li></ul><ul><li>Locate, use, and analyze information from text features (INVESTIGATE) </li></ul><ul><li>Use information from text to answer questions related to main idea </li></ul><ul><li>Identify characteristics (structure) of various types of text </li></ul><ul><li>Record information related to text (NOTE & EVALUATE) </li></ul><ul><li>Organize information to show understanding through mapping, paraphrasing, compare and contrast, and summarizing. (DEVELOP) </li></ul>
    24. 24. Use FINDS to guide your students through the research process and inquiry based learning. FINDS http://www. sunlink . ucf . edu /
    25. 25. What is my assignment or problem to be solved? What are my questions? What information is needed? FOCUS
    26. 26. Investigate Where are my sources located? What sources should I use? Where is the information within each source?
    27. 27. NOTES How do I take notes in my own words? Which facts do I need to create a citation? Do I have all the information I need?
    28. 28. DEVELOP INFORMATION FOR PRESENTATION How do I present the information? Are my conclusions based on research? How do I integrate technology to enrich, publish, or present my project?
    29. 29. SCORE Was my research process efficient and effective? Did I present the information in the best way?
    30. 30. <ul><li>FINDS & Informational Text </li></ul><ul><li>FINDS & Fiction </li></ul><ul><li>FINDS & Novel Extensions </li></ul>Instructional Strategies
    31. 31. FINDS and Informational Text Pre-Reading: Check out the Framework
    32. 32. FINDS and Informational Text During reading: Connect to the main idea with a graphic organizer such as a fishbone for cause and effect
    33. 33. FINDS and Informational Text After reading: Connect to the main idea by using higher level questioning that requires students to “create” their answer through application, analysis, synthesis, and evaluation.
    34. 34. FINDS: Digging Deeper with Fiction “ Many children are not so engaged when they read. They don’t know when they’re comprehending. They don’t know when they are not. They don’t know whether it is critical for them to comprehend a given piece. And if they don’t comprehend, they don’t know what to do about it.” Keene, Ellin Oliver and Zimmerman, Susan. Mosaic of Thought . Portsmouth, NH: Heinemann, 1997.
    35. 35. According to Mosaic of Thought, proficient readers: Make different types of connections to the text Text-to-Self Text-to-Text Text -to-World
    36. 36. <ul><li>Spontaneously generate questions </li></ul><ul><li>Ask questions to clarify meaning </li></ul><ul><li>Recognize that if the answer is not in text, they will need to infer it </li></ul><ul><li>Are aware that as they hear other’s questions, new ones are inspired in the their own minds </li></ul>According to Mosaic of Thought, proficient readers:
    37. 37. FINDS and Fiction Make connections between different types of passages with common themes After reading informational text on a topic, have students read a literary piece or poem and identify the connection between the texts TEXT-TO-TEXT CONNECTION © Bruce Laurance/Getty Images
    38. 38. FINDS: Novel Extensions Identify a theme or topic that requires further research, exploration, or cross-curricular study. Turn passive readers into active readers by integrating technology and inquiry-based learning into reading instruction. Podcasts, Google Lit Trips, E-Zines, wikis and blogs are just a few examples of how technology can be used to extend novels, giving students a chance for real world application.
    39. 39. FINDS: Novel Extensions Google Lit Trips combine digital literacy, technology and reading skills.
    40. 40. FINDS: Novel Extensions BEEP resource: teachingbooks.net Author Interviews Multimedia presentations of research through podcasts, student created videos and Jack Gantos
    41. 41. <ul><li>FINDS & Informational Text </li></ul><ul><li>FINDS & Fiction </li></ul><ul><li>FINDS & Novel Extensions </li></ul>FINDS Re-cap
    42. 42. <ul><li>LRIM workshops </li></ul><ul><li>Online course with Virtual University on FINDS model. </li></ul>Where can I learn more about FINDS and Reference & Research?
    43. 43. <ul><li>FCAT Item Specifications </li></ul><ul><ul><li>http: //fcat . fldoe .org/fcatis01.asp </li></ul></ul><ul><li>Reports on the 2007 Assessment </li></ul><ul><ul><li>http: //fcat . fldoe . org/fcatflwrites .asp </li></ul></ul><ul><li>FCAT Lessons Learned -Data Analyses and Instructional Implications </li></ul><ul><ul><li>http: //fcat . fldoe . org/lessonslearned .asp </li></ul></ul><ul><li>FCAT Released Tests & Questions </li></ul><ul><ul><li>http: //fcat . fldoe . org/fcatrelease .asp </li></ul></ul><ul><li>Florida Achieves </li></ul><ul><ul><li>http: //cim . florida-achieves .com/   </li></ul></ul>State Instructional Resources:

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