What inquiry looks like by grade by xiagong0815


									   Grade 9-12
       Brainstorm previous knowledge
       Share ideas and ask questions
       Scope, awareness of public presentation of information including depth,
         vastness, protect yourself

   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

    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

       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
    Choose the best product to represent your newfound knowledge
    Word processing, PowerPoint, Excel
    Responsible use of Internet/Email etiquette
    Revision
    Citation conventions
    Create product

    Evaluate changes in your inquiry process
    Develop a rubric, peer editing, personal journalism, revise processes, class
    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

    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
    Make predictions
    Identify sources
    Think alouds with nonfiction informational resources
    Narrow/broaden topic, refine questions
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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 literature to self (experiences, knowledge
    Realize how personal experiences connect to discussion
    KWL or similar chart
    Basic keyboard & computer skills
    Asking questions that pertain to the text
    What do I want to know? KWL
    Simple OPAC searches
    Using online resources appropriate to the age
    Fact vs. fiction
    Locating sources
    Listen for story elements
    Visualizing
    Retelling/main idea
    Cause/effect
    I think______because_____, _____, _____. Facts/elements in studied literature
    KidPix, PowerPoint
    Use computer graphics to illustrate
    Simple email communication
    Why did you use…..” peer pressure & review
    KWHL What did I learn?

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