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Reference, Research & Reading

Learning Resources & Instructional MaterialsSecondary SessionJanuary 16th, 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

Uses a variety of reference materials

Synthesizes information into useful information such note cards, spreadsheets and outlines.

Student checks the validity and accuracy of information, strong vs. weak argument

Grades 6-8 Old LA.A 2.3.5 2.3.6 2.3.7 2.3.8



Locates, organizes and interprets information

Uses a variety of reference materials

Synthesizes information into useful information such note cards, spreadsheets and outlines.

Synthesizes information from multiple sources to draw conclusions.

Grades 9-10 Old LA.A. 2.4.4 LA.A. 2.4.6 LA.A.2.4.8

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.)

(currently under revision)

Cognitive Complexity

Sunshine State Standards BenchmarksGrades 6-8

Item Type

Grade 6Item Type

Grade 7Item Type

Grade 8

LA. A.2.3.5LA.A.2.3.6LA.A.2.3.7LA.A.2.3.8

Multiple Choice

Multiple Choice

Multiple ChoiceShort Response Extended Response

FCAT Item Specifications for Reference and Research

Cluster 4

FCAT Item Specifications for Reference and Research Cluster

Sunshine State Standards BenchmarksGrades 9-10

Item Type

Grade 9Item Type

Grade 10

LA. A.2.4.4.LA.A.2.4.6.LA.A.2.4.8.

Multiple Choice

Multiple Choice Short Response Extended Response

Grade 8 Sample Short Response

• 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

• What information in the article supports the author’s statement…. Use details and information from the article to support your answer

Grade 10 Sample Short Response

• You have been asked to write a science report summarizing information found in the article. In your report include a brief summary of the main points and why the information might be useful for future study.

Teaching Implications

When checking comprehension and questioning avoid “literal” references:

Low Level Questions to AVOID!

On what page? In which chapter? In what kind of reference book would you find information about?

Teaching Implications 6-8

• Practice locating and verifying details, critically analyzing text

• Practice drawing correct conclusions, strong arguments to support answers

• Understanding of text structure and supporting details

• Use of graphic organizers, note-taking, summarizing skills, reading a variety of text

Teaching Implications 9-10

• Practice analyzing author’s intent

• Practice evaluating text and identifying supporting details that supports the premise

• Introduce companion poetry to instruction, compare two or more texts, identify metaphors, tone imagery and voice

Typical Distracters for Cluster 4

• Incorrect use of reference materials

• Incorrect or irrelevant information from the resource material

• Incorrect conclusions or generalizations based on the stimulus

Take time to discuss the “why” behind wrong answers

FCAT Analysis 2007 Grade 6

FCAT Passage Attributes

• Passage and sources should focus on one or more topics

• Include grade appropriate sources, maps, charts, photos, excerpts, reference materials

• Reference materials should look like those found in textbooks or library reference materials.

• Refer the FCAT Topics for Core Subjects when designing media lessons and projects.

When selecting resources for your instruction:

Forms of Text

Source: FCAT Handbook––A Resource for Educators

Cluster 4 Passage Distribution


Cluster 4 Distribution


Lessons Learned

Students who can make connections and draw successful conclusions find success in FCAT Cluster 4.

Grade 6 Cluster 4 Successful students can….

• Draw conclusions; AND

• Identify supporting details that verify the conclusion

• Distinguish between strong and weak support

Source: FCAT Lessons Learned -Data Analyses and Instructional Implications

http://fcat.fldoe.org/lessonslearned.asp



• • Differentiate between validity and accuracy

• • Go back to the text to confirm conclusion

• • Differentiate between characters in a text

Source: FCAT Lessons Learned -Data Analyses and Instructional Implicationshttp://fcat.fldoe.org/lessonslearned.asp



• • Differentiate between validity and accuracy when considering facts

• • Include relevant details to support a response




Grades 9-10 Cluster 4Successful students can..

• Read the entire text

• Make connections between author text and character quotations, validate a quotation

• Determine voice or tone of poem

• Determine character traits

• Interpret figurative language



Reference, Research, & Reading

Florida Research Model

FINDS & 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)

Use FINDSto guide

your studentsthrough

the researchprocess and

inquiry 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?

NOTESNOTES

How 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 theinformation 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-Text

Text -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

© Bruce Laurance/Getty Images

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, 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.

FINDS: Novel Extensions

Google Lit Trips

combine digital

literacy, technolog

y and reading skills.

FINDS: Novel Extensions

BEEP resource: teachingbooks.net Author Interviews

Multimedia presentations of research through podcasts, student created videos and

Jack Gantos

FINDS & Informational Text

FINDS & Fiction

FINDS & Novel Extensions

FINDS Re-cap

LRIM workshops

Online course with Virtual University on FINDS model.

Where can I learn more aboutFINDS and Reference & Research?

• FCAT Item Specifications

http://fcat.fldoe.org/fcatis01.asp

• Reports on the 2007 Assessment

http://fcat.fldoe.org/fcatflwrites.asp

• FCAT Lessons Learned -Data Analyses and Instructional Implications


• FCAT Released Tests & Questions

http://fcat.fldoe.org/fcatrelease.asp

• Florida Achieves

http://cim.florida-achieves.com/

State Instructional Resources:

reference research secondary 01revleslearned 1233335774105732 3

Education

useful information

accuracy of information

irrelevant information

fcat cluster

fcat lessons

fcat item specifications

variety of reference

fcat topics