"What inquiry looks like by grade"
Grade 9-12 Connect Brainstorm previous knowledge Share ideas and ask questions Scope, awareness of public presentation of information including depth, vastness, protect yourself Wonder Identify key issues, events, & generate questions After done with background info, come up with thesis statement Formulate specific questions Determine type of info needed Formulate tentative thesis Acknowledge intellectual property/ownership Answer a question Address a problem Refine topic, problem or question Investigate Authority Web evaluation-navigation tools Currency Bias Choose appropriate database Advanced search tools/techniques Reliability of source-currency, opinion/viewpoint/bias/expression, reading/audience level, authority Knowledge of subscription databases/database “help”/learn subtle differences Ethical use of info Boolean search Identify best sources for info need Construct Create a system of organizing info Select relevant info within a source Connect ideas between sources Effective search strategies: Boolean operators and synonyms Google tips & tricks Identify gaps in info and get more “stuff” Finalize thesis statement Ethical use of info Word processing, PowerPoint, Excel Express Choose the best product to represent your newfound knowledge Word processing, PowerPoint, Excel Responsible use of Internet/Email etiquette Revision Citation conventions Create product Reflect Evaluate changes in your inquiry process Develop a rubric, peer editing, personal journalism, revise processes, class discussion Creating evaluation criteria Self-evaluation Evaluate strengths and weaknesses in your process & product For group work, evaluate the group dynamics, how well you worked together and reflect how to improve the process Grade 6-8 Connect Use a KWL chart for prior knowledge Brainstorm for prior knowledge Use encyclopedias as reference tools for overview of a topic Identify info needed Identify genres Encourage exploration of personal interests Appropriate assignment Topic relevance Translation lesson fo library “language” and technology “language” What bias or preconceptions do I bring to this research Wonder Make predictions Identify sources Think alouds with nonfiction informational resources Narrow/broaden topic, refine questions Investigate Narrow topic Currency/accuracy/bias/ Authority of website Identify discrepancies Venn diagramming to learn about info searching/retrieving Idependent use of OPAC Narrow search to key words Table of contents, index, headings Recognize gaps in information independently Follow a timeline Summarize and paraphrase Notetaking strategies Construct Scripting a podcast or video production Find supporting details and examples Recognize gaps in information independently KWriting survey questions to be used to poll the class for opoinions on research Evaluation of tag clouds Use info to create something Develop a plan of action based on research Express Citing sources Copyright & plagiarism Using the writing process for research Creative expression of ideas Create an audio/video production Create a graph and chart to depict survey results Use info ina publishing format Reflect Uses feedback from others to modify/revise products Identifies own strengths and sets goals for improvements Using a graph, organize to compare new knowledge gained to prior knowledge base and prediction/hypothesis Reflect on literature for enjoyment Structured self-evaluation Peer evaluation Grade 3-5 Connect Formulate question KWL Predictions-using OPAC, predictions what you will find and wondering how you find them Author visits, author studies Recognizing illustrator style Pick your topic of interest Read alouds Wonder Elements of genres, plots, setting characters, etc. Knowledge of source types-What source is possibly best to answer your question? Create a rubric for evaluation with guidance Recnogizing personal interests Formulate subtopics/ask questions to clarify topic Recognize purpose of inquiry-historical, scientific, literacy Investigate Database features (specific to db), do navigation (specific to db) Identify facts vs. opinion and point of view Able to use BOB index Determine importance of information Use of index, table of contents, alphabetical order, glossary Creating the list of sources and choosing appropriate ones Structure of web page-how to move through the site Authority-who is putting this info on the web. Do they have an agenda, sponsoring organization Did the site give you the information you needed; Segue strategies for other sources Navigate a website, lings, five W’s Last name search, author and title search Develop good search terms Note taking skills Able to paraphrase and recognize gaps in info with guidance Construct Teach correct PowerPoint Citing sources Using graphic organizers-Kidspiration, etc, to organize information Use schema to create new meaning Infer from text, visual media and auditory input What is main idea Express Key locations & combinations (keyboarding) Teach how to speak in front of a group Able to write topic sentence/elements of good PowerPoint slide Follow outline to draft presentation Identify elements in bibliographic citation Reflect Be able to use a rubric to evaluate one’s work Rubrics Peer evaluation through modeling Get feedback Self reflective questioning, journaling Using OPAC-were more sources sufficient & appropriate Grade K-2 Connect Connect literature to self (experiences, knowledge Realize how personal experiences connect to discussion KWL or similar chart Basic keyboard & computer skills Wonder Asking questions that pertain to the text What do I want to know? KWL Investigate Simple OPAC searches Using online resources appropriate to the age Fact vs. fiction Locating sources Listen for story elements Construct Visualizing Retelling/main idea Cause/effect I think______because_____, _____, _____. Facts/elements in studied literature Express KidPix, PowerPoint Use computer graphics to illustrate Simple email communication Reflect Why did you use…..” peer pressure & review KWHL What did I learn?