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Practical Steps to the Research Process for Elementary School [Mīkstie vāki]

  • Formāts: Paperback / softback, 262 pages, 1 Paperback / softback
  • Izdošanas datums: 15-Dec-2001
  • Izdevniecība: Libraries Unlimited Inc
  • ISBN-10: 1563087642
  • ISBN-13: 9781563087646
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  • Mīkstie vāki
  • Cena: 46,90 €
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Practical Steps to the Research Process for Elementary SchoolPalielināt
  • Formāts: Paperback / softback, 262 pages, 1 Paperback / softback
  • Izdošanas datums: 15-Dec-2001
  • Izdevniecība: Libraries Unlimited Inc
  • ISBN-10: 1563087642
  • ISBN-13: 9781563087646
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781563087646.html
Keywords:
The third and final book in Stanley's three-volume group for all grade levels, this work simplifies teaching the research process with step-by-step instructions that are adaptable and comprehensive, geared especially for your youngest students. If Stanley's practical steps to the research process for middle and high schools are already a hit with your students, reach for this book next.

This resource for teachers offers step-by-step instructions and complete lessons plans for every step of the research process from finding topics to presenting the final research project. In addition to the lesson plans, which are tailored to different grade levels, there are overhead-ready worksheets, specifically adapted notetaking worksheets, and reproducibles for student handouts. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Figures
xi
Acknowledgments xv
Introduction xvii
Section 1: Planning and Preparation 1(52)
What Is the Research Process?
3(14)
Another Theory?
5(4)
Do You See the Connections?
9(1)
How Do You Eat an Elephant?
10(3)
Time
10(1)
Money
10(1)
Training
10(1)
You
11(2)
The Missing Link
13(2)
What It Is
15(1)
What It Is Not
15(1)
The Total Package
15(2)
Collaborative Planning
17(14)
Making Time for Collaborative Planning
19(1)
The Microwave Oven Syndrome
19(1)
Billboarding Yourself
20(1)
Selling Yourself
20(1)
Supporting Teaching Styles
20(1)
Adjusting
20(1)
The Role of the LMC Master Calendar
21(6)
Color Coding
21(2)
Aligning the Calendars
23(1)
Posting the Directions
23(1)
Signing Up
23(2)
Pencils Only
25(2)
Let's Do Lunch
27(2)
Purposeful Planning
29(2)
Teaching Preparations
31(22)
Research Instruction
33(9)
How Many Lessons?
33(2)
Preparing the Setting
35(2)
Preparing Sources
37(2)
Preparing Equipment/Technology
39(1)
Preparing for the Unit and Lessons
40(2)
Intermediate Instructional Materials
42(1)
Primary Instructional Materials
43(10)
Section 2: The Research process 53(152)
Developing a Topic: Lesson 1, Part 1
55(20)
Chapter Concepts
57(1)
Where Do Topics Come From?
57(1)
What Makes a Topic Good?
57(1)
Does the Topic Match the Student?
57(1)
What is the Role of the Instructors?
57(1)
Intermediate Lesson Guidelines
58(10)
Where Do Topics Come From?
58(1)
What Makes a Topic Good?
59(1)
Does the Topic Match the Student?
60(2)
What Is the Role of the Instructors?
62(4)
Extension: Narrowing or Broadening a Topic
66(2)
Sample Intermediate Lesson
68(4)
Preparing for Research
68(1)
What Makes a Topic Good?
69(1)
What Is the Role of the Instructors?
69(3)
Primary Lesson Guidelines
72(3)
A Topic Supports a Unit of Study
72(1)
Topic Information Must Come from More Than One Source
72(3)
Developing Subtopics: Lesson 1, Part 2
75(20)
Chapter Concepts
77(2)
What Do You Want to Know?
77(1)
Why Subtopics Are Essential
77(1)
Developing Subtopics
77(1)
Matching Subtopics to Student Needs
77(2)
Intermediate Lesson Guidelines
79(7)
What Do You Want to Know?
79(1)
``Pre-search'' Before ``Re-search''
79(1)
Why Subtopics Are Essential
80(1)
Developing Subtopics
81(2)
Matching Subtopics to Student Needs
83(1)
Instructor Techniques
84(1)
Student Accountability
84(2)
Sample Intermediate Lesson
86(6)
What Do You Want to Know?
86(1)
Why Subtopics Are Essential
86(1)
Developing Subtopics
87(2)
Matching Subtopics to Student Needs
89(1)
Student Accountability
89(3)
Primary Lesson Guidelines
92(3)
Subtopics Support the Topic
92(1)
Subtopics Come from Brainstorming or from Sources
93(2)
Looking at Sources: Lesson 2
95(36)
Chapter Concepts
97(1)
Copyright and Citations
97(1)
Formats and Sources
97(1)
Source Requirements
97(1)
Intermediate Lesson Guidelines
98(7)
Copyright
98(4)
Citations
102(1)
Formats and Sources
102(3)
Sample Intermediate Lesson
105(8)
Copyright
105(2)
Formats and Sources
107(1)
Source Requirements
108(5)
Student Activity: MLA-Style Citations
113(8)
Getting Started
113(1)
MLA Citation for a Book
113(3)
MLA Citation for a Print Encyclopedia (Reference)
116(2)
MLA Citation for an Internet Web Site
118(1)
Student Accountability
119(2)
Extension Lessons
121(5)
The Finalized Citation List
121(2)
Annotated Citations
123(3)
Primary Lesson Guidelines
126(3)
A Source Has Information About the Topic
126(1)
Using a Variety of Sources
127(1)
Citing Sources Means Not Stealing Information
127(2)
Notes
129(2)
Reading, Thinking, Selecting: Lesson 3, Part 1
131(18)
Chapter Concepts
133(1)
Promoting Literacy and Information Literacy
133(1)
Students Must Read to Access Information
133(1)
Students Must Think About Reading to Comprehend and Evaluate Information
133(1)
Students Must Select Important Ideas and Keywords to Use Information
133(1)
Intermediate Lesson Guidelines
134(7)
Promoting Literacy and Information Literacy
134(1)
Students Must Read to Access Information
134(1)
Students Must Think About Reading to Comprehend and Evaluate Information
135(2)
Students Must Select Important Ideas and Keywords to Use Information
137(1)
Instructor Techniques
137(1)
Adaptations for Special and Advanced Students
138(3)
Sample Intermediate Lesson
141(6)
Transition
141(1)
Reading
141(2)
Thinking
143(1)
Selecting
144(3)
Primary Lesson Guidelines
147(2)
How to Read an Entire ``Chunk'' with Pencils Down
147(1)
How to Think About What Was Read
147(1)
How to Select Important Information to Match Subtopics
147(2)
Notetaking: Lesson 3, Part 2
149(36)
Chapter Concepts
151(1)
The Key to Information Ownership
151(1)
The Key to Literacy and Learning
151(1)
The Keys to Good Notetaking
151(1)
Intermediate Lesson Guidelines
152(13)
The Key to Information Ownership
152(1)
The Key to Literacy and Learning
152(1)
The Keys to Good Notetaking
153(4)
Notes: The Kinds and the Strategies
157(2)
Adaptations for Special Students
159(2)
Extension Lessons: Beyond Note Cards
161(2)
Instructional Strategies
163(2)
Sample Intermediate Lesson
165(17)
The Key to Information Ownership
165(2)
The Keys to Good Notetaking
167(4)
Notes: The Kinds and the Strategies
171(11)
Primary Lesson Guidelines
182(3)
What a Note Is
182(1)
Preparing for Notetaking
182(3)
Sorting and Numbering Notes: Lesson 3, Part 3
185(20)
Chapter Concepts
187(1)
What's So Important About Sorting Notes?
187(1)
Reading Notes
187(1)
Thinking About Notes
187(1)
Numbering Notes
187(1)
Intermediate Lesson Guidelines
188(5)
What's So Important About Sorting Notes?
188(1)
Reading Notes
188(1)
Thinking About Notes
189(1)
Numbering Notes
189(1)
Student Accountability
189(4)
Sample Intermediate Lesson
193(9)
What's So Important About Sorting Notes?
193(2)
Reading Notes
195(2)
Thinking About and Sorting Notes
197(1)
Numbering Notes
197(5)
Primary Lesson Guidelines
202(3)
How to Read and Sort Notes by Subtopic
202(1)
How to Arrange Notes in Logical Order
202(1)
How to Number Notes
203(2)
Section 3: Application and Accountability 205(30)
Hands-on Research: Locational Directions
207(8)
Intermediate Guidelines
209(2)
Balancing Instruction with Student Work Time
209(1)
Using Dewey/Boolean Handouts
209(2)
Sample Intermediate Instructions
211(4)
Print Sources: Understanding Dewey
211(1)
Electronic Sources: Understanding Boolean
212(3)
Writing the Rough Draft
215(10)
Making Time for Writing
217(3)
Getting Started
217(2)
Writing an Introduction
219(1)
Process Writing
220(5)
Prewriting
220(1)
Composing
221(4)
Tracking and Evaluation
225(10)
Student Accountability
227(5)
The Importance of Tracking
227(1)
Prerequisites for Effective Tracking
227(4)
Role of the LMT in Student Tracking
231(1)
Unit Accountability
232(3)
Section 4: Enrichment and Extension 235(20)
Technology and the Creative Final Project
237(8)
Beyond Writing
239(2)
Technology Enriches Writing
241(4)
Exciting Writing!
241(4)
Connections
245(10)
Ties to Standards, Literacy, and Information Literacy
247(2)
Using the Research Process Supports Content-Area Standards
247(1)
Using the Research Process Supports Quintessential Literacy
248(1)
Using the Research Process Supports Information Literacy Standards
249(1)
Information Literacy Standards: Sample Research Projects for Each Objective
249(4)
Category I: Information Literacy
249(2)
Category II: Independent Learning
251(1)
Category III: Social Responsibility
252(1)
Magic Bullet
253(2)
Sources 255(2)
References 257(2)
Index 259
DEBORAH B. STANLEY is Library Media Teacher, Riverside Unified School District, Riverside, California, and she frequently speaks on the research process.