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English Language Arts and Reading Grade 3 – Grade 5 Research 2012-2013 G GRADE 4 GRADE 5 Research/ ReseaRrch Plan. Students ask open-ended questions and develop a plan for answering them. Students are expected to: CCRS E/LAS: V. Research: A. Formulate topic and questions. (Grades 3, 4, 5) CDS: II. Foundational Skills: C. Research across the curriculum. 3. Refine research topic based on preliminary research and devise a timeline for completing work. (Grades 3, 4, 5) 3.25A Generate research 4.23A Generate research topics from personal 5.23A Brainstorm, consult with others, decide topics from personal interests or by brainstorming with upon a topic, and formulate open-ended interests or by others, narrow to one topic, and questions to address the major research brainstorming with formulate open-ended questions about topic. others, narrow to one the major research topic. topic, and Brainstorm, Consult with Others, Decide formulate open-ended Generate questions about the UPON A TOPIC major research topic. RESEARCH TOPICS FROM PERSONAL INTERESTS OR BY BRAINSTORMING Formulate Generate WITH OTHERS OPEN-ENDED QUESTIONS TO RESEARCH TOPICS Including, but not limited to: ADDRESS THE MAJOR RESEARCH FROM PERSONAL  Use interest surveys TOPIC INTERESTS OR BY  Make lists BRAINSTORMING Including, but not limited to: WITH OTHERS Narrow  Formulate feasible questions Including, but not limited  Formulate clear questions to: TO ONE TOPIC  Formulate significant and ethical  Use interest surveys questions Formulate  Make lists  Differentiate between researchable OPEN-ENDED QUESTIONS ABOUT THE and non-researchable questions Narrow MAJOR RESEARCH TOPIC  Formulate questions that contain TO ONE TOPIC information that can be collected from Including, but not limited to: various sources (e.g., historical,  Formulate feasible questions descriptive, surveys, questionnaires, Formulate interviews, and observations)  Formulate clear questions OPEN-ENDED  Formulate significant and ethical Open-ended research question - a type of QUESTIONS ABOUT questions question used to encourage many THE MAJOR RESEARCH TOPIC GRADE 3 GRADE 4 GRADE 5  Use foundation questions such as  Use foundation questions such as possible responses rather than a single how, what, when, where, and why how, what, when, where, and why directed one (e.g., What does the ending questions questions of this story suggest to you?)

Open-ended research question - a type of Open-ended research question - a type of Note: question used to encourage many question used to encourage many Non-researchable questions (such as those possible responses rather than a single possible responses rather than a single based on attitudes, values, and beliefs) do directed one (e.g., What does the ending directed one (e.g., What does the ending not contain information that is of this story suggest to you?) of this story suggest to you?) researchable..

Note: Note: Non-researchable questions (such as those Non-researchable questions (such as those based on attitudes, values, and beliefs) do based on attitudes, values, and beliefs) do not contain information that is researchable. not contain information that is researchable. 3.25B Generate a research plan for gathering 4.23B Generate research plan for gathering 5.23B Generate research plan for gathering relevant information (e.g., surveys, relevant information (e.g., surveys, relevant information about the major interviews, encyclopedias) about the interviews, encyclopedias) about the research question. major research question. major research question. Generate Generate Generate A RESEARCH PLAN FOR GATHERING A RESEARCH PLAN FOR GATHERING A RESEARCH PLAN FOR GATHERING RELEVANT INFORMATION ABOUT THE RELEVANT INFORMATION (E.G., RELEVANT INFORMATION (E.G., MAJOR RESEARCH QUESTION SURVEYS, INTERVIEWS, SURVEYS, INTERVIEWS, ENCYCLOPEDIA) ABOUT THE MAJOR ENCYCLOPEDIA) ABOUT THE MAJOR Including, but not limited to: RESEARCH QUESTION RESEARCH QUESTION  Clarify and map out the parts of the Including, but not limited to: Including, but not limited to: essential question  Clarify and map out the parts of the  Clarify and map out the parts of the  Determine the best ways to find essential question essential question important and reliable information that will help construct answers to the  Determine the best ways to find  Determine the best ways to find question (e.g., surveys, interviews, important and reliable information that important and reliable information that encyclopedias) will help construct answers to the will help construct answers to the question (e.g., surveys, interviews, question (e.g., surveys, interviews,  Gather relevant and useful encyclopedias) encyclopedias) information  Gather relevant and useful  Gather relevant and useful  Organize information that contributes G GRADE 4 GRADE 5 information R information to meaning/insight  Organize  Organize information that contributes information that to meaning/insight contributes to Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research questions and systematically record the information they gather. Students are expected to: CCRS E/LAS: V. Research: B. Select information from a variety of sources. B.1. Gather relevant sources. B.4. Use source material ethically. (Grades 3, 3.26A Follow the research 4.24A Follow the research plan to collect 5.24A Follow the research plan to collect data plan to collect information from multiple sources of from a range of print and electronic information from information, both oral and written, resources (e.g., references texts, multiple sources of including: periodicals, web pages, online sources) information, both oral and data from experts. and written, Follow including: Follow THE RESEARCH PLAN TO COLLECT Follow INFORMATION FROM MULTIPLE THE RESEARCH PLAN TO COLLECT SOURCES OF INFORMATION, BOTH DATA FROM A RANGE OF PRINT AND THE RESEARCH ORAL AND WRITTEN ELECTRONIC RESOURCES AND DATA PLAN TO COLLECT FROM EXPERTS INFORMATION Including, but not limited to: FROM MULTIPLE Including, but not limited to: SOURCES OF (i) student-initiated surveys, on-site  Reference texts INFORMATION, inspections, and interviews BOTH ORAL AND  Periodicals WRITTEN Including, but not limited to:  Web pages Including, but not limited  Formal interviews  Online sources to:  Informal interviews

(ii) data from (ii) data from experts, reference texts, experts, and online searches reference texts, and online (iii) visual sources of (iii) visual sources of information (e.g., information (e.g., GRADE 3 GRADE 4 GRADE 5 maps, timelines, graphs) where maps, timelines, graphs) where appropriate appropriate

3.26B Use skimming and scanning techniques 4.24B Use skimming and scanning techniques to identify data by looking at text to identify data by looking at text features (e.g., bold print, captions, key features (e.g., bold print, italics). words, italics). Use Use SKIMMING AND SCANNING SKIMMING AND SCANNING TECHNIQUES TO IDENTIFY DATA BY TECHNIQUES TO IDENTIFY DATA BY LOOKING AT TEXT FEATURES LOOKING AT TEXT FEATURES Text features include, but are not limited to: Text features include, but are not limited to:  Bold print  Bold print  Captions  Captions  Key words  Key words  Italics  Italics  Titles  Titles  Headings  Headings  Sub headings  Sub headings  Illustrations  Illustrations  Table of contents  Table of contents Skimming - quick reading to identify the Skimming - quick reading to identify the main ideas of a text main ideas of a text Scanning - searching for key words or Scanning - searching for key words or ideas; the reader knows what he/she is ideas; the reader knows what he/she is looking for so concentration is on finding a looking for so concentration is on finding a particular answer (e.g., looking up words in particular answer (e.g., looking up words in a telephone book or dictionary). a telephone book or dictionary). GRADE 3 GRADE 4 GRADE 5 5.24B Differentiate between primary and secondary sources.

Differentiate

BETWEEN PRIMARY AND SECONDARY SOURCES

Primary source - a source from the time in which an event being studied occurred (actual records that have survived from the past)

Secondary source - a source that is a step removed from the original accounts of an event or experience

Note: Primary and secondary sources can appear in the form of books, personal papers, government documents, letters, oral accounts, diaries, maps, photographs, reports, novels, short stories, artifacts, coins, stamps, etc. (Historians call these clues from the past “historical records”.) 3.26C Take simple notes and sort evidence 4.24C Take simple notes and sort evidence 5.24C Record data, utilizing available into provided categories or an organizer. into provided categories or an organizer. technology (e.g., word processors) in order to see the relationships between Take Take ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into SIMPLE NOTES SIMPLE NOTES written notes.

Including, but not limited to: Including, but not limited to: Record  Notes in own words  Notes in own words DATA, UTILIZING AVAILABLE  Information is short and to the point  Information is short and to the point TECHNOLOGY IN ORDER TO SEE THE RELATIONSHIPS AMONG IDEAS GRADE 3 GRADE 4 GRADE 5  Information makes sense  Information makes sense Including, but not limited to:  Information is related to the question  Information is related to the question and purpose and purpose  Use word processers to record data  Group ideas and information into Sort Sort logical groups within categories EVIDENCE INTO PROVIDED EVIDENCE INTO PROVIDED  Arrange and rearrange the information CATEGORIES OR AN ORGNAIZER CATEGORIES OR AN ORGNAIZER until patterns or some kind of picture begins to emerge Note-taking - the study skill of outlining or Note-taking - the study skill of outlining or summarizing the ideas of a lecture, a book, summarizing the ideas of a lecture, a book, Convert or another source of information to aid in or another source of information to aid in the retention of ideas the retention of ideas GRAPHIC/VISUAL DATA INTO WRITTEN NOTES

Including, but not limited to:  Charts  Diagrams  Timelines 3.26D Identify the author, title, publisher, and 4.24D Identify the author, title, publisher, and 5.24D Identify the source of notes (e.g., author, publication year of sources. publication year of sources. title, page number) and record bibliographic information concerning Identify Identify those sources according to a standard format. THE AUTHOR, TITLE, PUBLISHER, AND THE AUTHOR, TITLE, PUBLISHER, AND PUBLICATION YEAR OF SOURCES PUBLICATION YEAR OF SOURCES Identify

Including, but not limited to: Including, but not limited to: THE SOURCE OF NOTES  Create a bibliography by listing  Create a bibliography by listing sources and their citations in sources and their citations in Including, but not limited to: alphabetical order by author alphabetical order by author  Author  Title  Page number GRADE 3 GRADE 4 GRADE 5 Record

BIBLIOGRAPHIC INFORMATION CONCERNING THOSE SOURCES ACCORDING TO A STANDARD FORMAT

Including, but not limited to:  Use MLA form for bibliographical information

Bibliographic information - the locating information about a source (e.g., book, journal, periodical, or Web site) Differentiate between paraphrasing and 4.24E Differentiate between paraphrasing and 5.24E Differentiate between paraphrasing and plagiarism and identify the importance plagiarism and identify the importance plagiarism and identify the importance of citing valid and reliable sources. of citing valid and reliable sources. of citing valid and reliable sources.

Differentiate Differentiate Differentiate

BETWEEN PARAPHRASING AND BETWEEN PARAPHRASING AND BETWEEN PARAPHRASING AND PLAGIARISM AND IDENTIFY THE PLAGIARISM AND IDENTIFY THE PLAGIARISM AND IDENTIFY THE IMPORTANCE OF CITING VALID AND IMPORTANCE OF CITING VALID AND IMPORTANCE OF CITING VALID AND RELIABLE SOURCES RELIABLE SOURCES RELIABLE SOURCES

In order to determine the reliability and In order to determine the reliability and In order to determine the reliability and validity of a source, the following must be validity of a source, the following must be validity of a source, the following must be evaluated: evaluated: evaluated:  Author’s credentials  Author’s credentials  Author’s credentials  Date of the publication (copyright,  Date of the publication (copyright,  Date of the publication (copyright, publication, created or last updated publication, created or last updated publication, created or last updated date) date) date)  Sources of information  Sources of information  Sources of information  Citations  Citations  Citations  Purpose  Purpose  Purpose G GRADE 4 GRADE 5  Bias R  Bias  Bias

Ask questions about Ask questions about sources that include, Ask questions about sources that include, sources that include, but are not limited to: but are not limited to: but are not limited to:  Is the author a respected authority on  Is the author a respected authority on  Is the author a the subject? the subject? respected authority  Does the author support opinions with  Does the author support opinions with on the subject? strong argumentation and reasoning? strong argumentation and reasoning?  Does the author  How current is the information?  How current is the information? support opinions with strong Paraphrasing - to restate the meaning of Paraphrasing - to restate the meaning of argumentation and something in different words. reasoning? something in different words. Paraphrasing alters the exact wording of Paraphrasing alters the exact wording of  How current is the the source and transmits its ideas or the source and transmits its ideas or information? information without evaluation or information without evaluation or interpretation. interpretation. Paraphrasing - to restate the meaning of Plagiarism - to present the ideas or word Plagiarism - to present the ideas or word something in different of another as one’s own without of another as one’s own without words. Paraphrasing crediting the source crediting the source alters the exact wording of the source Reliable source - a credible or believable Reliable source - a credible or believable and transmits its ideas source source or information without Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. E/LAS: V. Research: B.2. Evaluate the validity and reliability of sources. B.3. Synthesize and organize information effectively. 3.27A Improve the 4.25A Improve the focus of research as a 5.25A Refine the major research question, if focus of research result of consulting expert sources (e.g., necessary, guided by the answers to a as a reference librarians and local experts on secondary set of questions. result of consulting the topic). expert sources (e.g., Refine reference librarians Improve and local experts on THE MAJOR RESEARCH QUESTION, IF the topic). THE FOCUS OF RESEARCH AS A NECESSARY, GUIDED BY THE RESULT OF CONSULTING EXPERT ANSWERS TO A SECONDARY SET OF I GRADE 3 GRADE 4 GRADE 5 SOURCES SOURCES QUESTIONS

Including, but not limited to: Including, but not limited to: Including, but not limited to:  Reference librarians  Reference librarians  Evaluate the research question for  Local experts on the topic  Local experts on the topic focus, specificity, viability, etc.  Decide if more information is needed before proceeding to the reporting stage 5.25B Evaluate the relevance, validity, and reliability of sources for the research.

Evaluate

THE RELEVANCE, VALIDITY, AND RELIABILITY OF SOURCES FOR THE RESEARCH

Elements that demonstrate the relevance, validity, and reliability of sources include, but are not limited to:  Author’s bias (Does the bias affect the reliability?)  Author’s credibility (sources of information, citations)  Date of the publication (copyright, publication, created or last updated date)  Purpose

Validity - correct and/or truthful

Reliability - credible and/or believable G GRADE 4 GRADE 5 3.28 Research/OrganizingR 4.26 Research/Organizing and Presenting 5.26 Research/Organizing and Presenting and Presenting Ideas. Ideas. Students organize and present Ideas. Students organize and present Students organize and their ideas and information according to their ideas and information according to present their ideas and the purpose of the research and their the purpose of the research and their information according audience. Students are expected to: audience. Students are expected to to synthesize the research into a written or the purpose of the an oral presentation that: research and their E/LAS: V. Research: C. Produce and design a document. (Grades 3, 4, 5) 3.28A Draw conclusions 4.26A Draw conclusions through a brief through a brief written written explanation and create a works- explanation and cited page from notes, including the create a works- cited author, title, publisher, and publication page from notes, year for each source used. including the author, title, publisher, Draw Conclusions and publication year for each source THROUGH A BRIEF WRITTEN used. EXPLANATION

Draw Conclusions Create

THROUGH A A WORKS-CITED PAGE FROM NOTES BRIEF WRITTEN A bibliographical page in alphabetical order EXPLANATI by author for each source used including: ON  Author Create  Title  Publisher A WORKS-CITED PAGE FROM NOTES  Publication year

A bibliographical page in Works-cited page - a reference to a source alphabetical order by that is published or unpublished author for each source used including: Bibliographic information - the locating information about a source (i.e., book,  Author GRADE 3 GRADE 4 GRADE 5 journal, periodical, or Web site). For journal, periodical, or Web site). For example, a book’s bibliographic example, a book’s bibliographic information consists of author, title, information consists of author, title, place of publication, publisher, and date place of publication, publisher, and date of publication. of publication. 5.26A Compiles important information from multiple sources. Compiles

IMPORTANT INFORMATION FROM MULTIPLE SOURCES

Including, but not limited to:  Create notes cards and source cards with complete and correct bibliographical information for each source  Organize and categorize the notes cards into a logical sequence for writing an outline and supporting a thesis statement. 5.26B Develops a topic sentence, summarizes findings, and uses evidence to support conclusions.

Develop

A TOPIC SENTENCE

Summarize

FINDINGS AND USE EVIDENCE TO SUPPORT CONCLUSIONS

Topic sentence (thesis) - is developed from GRADE 3 GRADE 4 GRADE 5 the research question; therefore, it is specific to the main idea of the paper, and it is supported with specific evidence 5.26C Presents the findings in a consistent format

Presents

THE FINDINGS IN A CONSISTENT FORMAT 5.26D Uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works, cited).

Use

QUOTATIONS TO SUPPORT IDEAS AND AN APPROPRIATE FORM OF DOCUMENTATION TO ACKNOWLEDGE SOURCES

Including, but not limited to:  Bibliography according to MLA citations  Use MLA citations

Quote - to repeat the exact words from a source; credit should be given to the original source

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