Reference, Research & Reading

Learning Resources & Instructional Materials6th Grade Reading Intervention

September 23, 2009

Information Literacy

Sunshine State Standards

FCAT Data

Curriculum Connections

What is Reference and Research?

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

Locates, organizes and interprets information

Synthesizes information from multiple sources

Validity and accuracy of information

Strong versus weak argument

Old Strand LA.2.3.5 and LA. 2.3.8

Sunshine State Standards

NEW Sunshine State Standards

Select a topic for inquiry

Locate, use, and analyze information from text features

Use information from text to answer questions related to main idea

Identify characteristics (structure) of various types of text

Record information related to text

Organize information to show understanding through mapping, paraphrasing, compare and contrast, and summarizing.

LA. 6.6.2.1, 6.6.2.2, 6.6.2.3, 6.6.2.4

FCAT Comparative Analysis

Cognitive Complexity

FCAT Analysis 2007 Grade 6

Reference, Research, & Reading

Florida Research Model

NEW Sunshine State Standards

Select a topic for inquiry (FOCUS)

Locate, use, and analyze information from text features (INVESTIGATE)

Use information from text to answer questions related to main idea

Identify characteristics (structure) of various types of text

Record information related to text (NOTE & EVALUATE)

Organize information to show understanding through mapping, paraphrasing, compare and contrast, and summarizing. (DEVELOP)

LA. 6.6.2.1, 6.6.2.2, 6.6.2.3, 6.6.2.4

Use FINDSto guide

your studentsthrough

the researchprocess andinquiry basedlearning.

FINDSFINDS

http://www.sunlink.ucf.edu

/

What is my assignment or problem to be

solved?

What are my questions?

What information is

needed?

FOCUSFOCUS

InvestigateInvestigateWhere are my

sources located?

What sources should I use?

Where is the information within each source?

NOTESNOTESHow do I take

notesin my own words?

Which facts do I need to create a

citation?

Do I have all the information I

need?

DEVELOP DEVELOP INFORMATIONINFORMATION

FORFORPRESENTATIONPRESENTATION

How do I present the information?

Are my conclusions based

on research?

How do I integrate

technology to enrich, publish, or present my

project?

SCORESCORE

Was my researchprocess

efficient and effective?

Did I present the

information in the

best way?

FINDS & Informational Text

FINDS & Fiction

FINDS & Novel Extensions

Instructional Strategies

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 cause and effect

FINDS and Informational TextAfter reading: Connect to the main idea by using higher level questioning

that requires students to “create” their answer through application,

analysis, synthesis, and evaluation.

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.

According to Mosaic of Thought,

proficient readers:

Make different types of connections to the text

Text-to-SelfText-to-TextText -to-World

spontaneously generate questions

ask questions to clarify meaning

recognize that if the answer is not in text, they will need to infer it

are aware that as they hear other’s questions, new ones are inspired in the their own minds

According to Mosaic of Thought,

proficient readers:

FINDS and FictionMake 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

FINDS: Novel ExtensionsIdentify 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 are just a few examples of how technology can be used to extend novels, giving

students a chance for real world application.

FINDS: Novel Extensions

Examples of novel extensions with technology integrations:

Google Lit Trips

FINDS: Novel Extensions

http://www.teachingbooks.net/show.cgi?m=content/Flash/Curtis_regular.flv&poster=content%2FFlash%2FCurtis_poster.jpg&t=swf&size=l

BEEP resource: teachingbooks.net Author Interviews,

multimedia presentations and book guides

http://www.goodconversations.com/player.php4?movie=

Clements.mov

FINDS & Informational Text

FINDS & Fiction

FINDS & Novel Extensions

FINDS Re-cap

Collaborate with your media specialist using the FINDS model

LRIM workshops

Online course with Virtual University

Where can I learn more aboutFINDS and Reference & Research?

Contact Learning Resources and Instructional Materials for more information

754-321-3320

Where can I learn more aboutFINDS & Reference & Research?