Alberta Assessment Consorti Um

LANGUAGE ARTS

GRADES 4 - 6

ALBERTA ASSESSMENT CONSORTI UM

JANUARY 1998

OVERVIEW

Generic research project incorporating:

·  overview of steps in research

·  research plan

·  information retrieval

·  information sharing

·  evaluation

BACKGROUND INFORMATION

·  library skills

·  questioning techniques

GENERAL OUTCOMES

Students will listen, speak, read, write, view and represent to

3 Manage ideas and information.

4 Enhance the clarity and artistry of communication.

SPECIFIC OUTCOMES

3 .1 Plan and focus

3 .2 Select and process

3.3 Organize, record and evaluate

4 .1 Generate and focus

4 .2 Enhance and improve

4 .3 Attend to conventions

4.4 Present and share

MATERIALS NEEDED

·  teacher choice

·  library

TIME REQUIRED - 3 weeks

SCORING

TEACHER INFORMATION

Teachers can use the research format in integrated or separate subject areas such as:

·  issue writing

·  biographical studies of predators, explorers, inventors, authors, etc.

·  Native studies

·  Canadian geographical regions

Teachers may first choose to model the research plan. In doing so, they can specifically teach:

1. The research format

·  planning

·  retrieving information

·  processing information

·  sharing information

·  evaluation

2. Library resources and how to use them

·  card catalog

·  reference materials - encyclopedias, dictionaries, periodicals, atlases. thesaurus, almanacs, CD ROM.

3.  Note-taking skills

4.  Bibliographies

Alberta Education's, "Focus on Research", and the school's teacher/librarian are excellent resources to assist you in this area.

Early in the project plan, teachers and students should decide what the final presentation format should be.

Arrange the following phrases in the correct order that you would use to do a research project.

Go to the library to find sources of information.

Take notes and record bibliographic information (title, author, and publisher, and sources of information).

Write your first draft.

Decide on heading for the information you have found. (web, outline)

Revise/edit your rough draft.

Go the library to see if there is enough information on your topic.

Choose a topic.

Write a good copy.

ACTIVITY 2 - RESEARCH PLAN

Complete the following Research Plan.
Purpose of project:

Topic:

Audience (circle): class, parents, judges, other classes

Presentation format (circle):

paragraph/written report interview

data chart debate

lists story

graph(s) poem

essay poster

List other types of format used:

Evaluation: (Teacher chosen Rubric or Scoring Guide)

Information I already know: (In point form)

4.

6.

8.

9. 10.

Using the questions you have generated above, groups the questions together that have similar ideas.

Heading A: Question Numbers

Heading B: Question Numbers

Heading C: Question Numbers

Heading D: Question Numbers

Decide on a heading for each of your groups of questions. Write those headings below. (Headings need capital letters).

Heading: Heading:

Heading: Heading:

Transfer your headings and questions to your data sheet.

ACTIVITY 3: INFORMATION RETRIEVAL

Check the sources you plan to use to gather information:

card catalog audiovisual catalogue

encyclopedias periodical index

dictionary CD ROM

atlas an expert

thesaurus newspaper

vertical files (pamphlets,

pictures, etc.)

As you begin gathering information for your project, do not hesitate to ask your teacher or teacher/librarian for assistance.

Before you begin to collect data, locate a general source of information such as an encyclopedia. Browse through the article to ensure that your library has sufficient information for you to complete your report. If there isn't enough information, discuss some options with your teacher, or choose a different topic.

Note-Taking:

§  Jot information in the correct box on the data chart.

§  Use Line 1 on the data chart to record data from one source

§  Use another line to record data from another source.

§  Do not copy.

§  If you must copy information, use footnotes (ask your teacher).

§  Use point form, not sentences.

§  Remember to list the title, author, volume and page numbers that you used.

Bibliography: (Each teacher may choose their own bibliography format)

Using the examples given below, complete a bibliography for the reference materials you have used in your project.

Pamphlet: Author, ed. Title Place of Publication: Publisher, date

Book: Author, Title. Place of Publication: Publisher, Year of Publication.

Encyclopedia: "Title of Article", Name of Encyclopedia. Year of Publication. Volume Number: Page number(s)

Filmstrip, Kit, Video: "Title of Filmstrip", Title of kit (if different) or video. (filmstrip) (video) (kit), Producer, Year of Publication

ACTIVITY 4: PROCESSING INFORMATION

1. Compose your first draft.

§  Write an exciting introduction.

§  Use all the information under one heading (a vertical column) for one paragraph.

§  Use all the information under another heading for another paragraph.

§  continue writing your draft in this manner using all the information you have on your data chart.

§  Develop a summary or conclusion.

2.  Even if you plan to make an oral or video presentation, you must prepare a written draft.

3.  Draw any maps, diagrams, pictures, posters, etc. 4 . Revise/edit your report.

5.  Ensure that all maps, graphs, pictures, title pages etc. have labels, titles, and all details done clearly and neatly.

6.  Prepare your good copy.

As decided by teacher and students.

EVALUATION

NAME:

TOPIC:

GATHERING

§  neatness

§  question - covers topic, useful

§  references - variety, number

§  point form

______35

WRITTEN REPORT

§  neatness

§  good sentences/paragraphs

§  logical, pleasing flow of ideas

§  free of errors

§  shows imagination

______35

PRESENTATION

§  neatness 5

§  shows imagination

§  references - correct, neat

§  effective use of color, space, lettering

§  delivery - volume, expression

§ extras - story, recipe, costume

______30

______TOTAL 100

CREATIVE OPTIONS RUBRICS

EFFORT RUBRIC

Level / Description
4 / • / project shows excellent effort.
3 / • / project shows good effort.
2 / • / project shows some appropriate effort.
1 / • / project shows limited effort

CREATIVITY RUBRIC

Level / Description
4 / • / project is unique and shows originality.
3 / • / project is accurate and complete.
2 / • / project is somewhat accurate and complete.
1 / • / project is incomplete and inaccurate.

CONTENT RUBRIC

Level / Description
4 / • project is superior, well-organized and comprehensive.
3 / • project is accurate, well-organized and comprehensive.
2 / • project is adequate and shows some organization.
1 / • project is limited in organization and scope.

STUDENT EDITING CHECKLIST

CAPITALIZATION

·  Each sentence begins with a capital letter.

·  Title words are capitalized (not small words like a, and, the)

PUNCTUATION

Each sentence has either a period, question mark or exclamation
mark.
Quotation marks are used correctly. (Refer to notes or free reading
book)
Commas are used to separate list words, or parts of sentences
Contractions or ownership words have apostrophes (isn't, Bob's)

GENERAL

My name is on my work.
The date is on my work.
The title has been underlined.
Pages have been numbered correctly.
My final draft is written in by best handwriting.
My work is completed.
My work appears in the proper order.
Each sentence is a complete sentence.
I have used the dictionary, or other sources to check spelling.

COOPERATIVE LEARNING
INDIVIDUAL PROCESSING GUIDE

IN MY GROUP, I: / YES / SOME-
TIMES / NO
1. Contribute ideas
2. Ask questions
3. Express feelings
4. Actively listen
5. Support ideas
6. Accept ideas
7. Encourage others
8. Participate freely

COOPERATIVE LEARNING
GROUP PROCESSING GUIDE

IN OUR GROUP, WE / AGREE / DISAGREE
1. Work well together
2. Use our time wisely
3. Divide our work evenly
4. Help each other learn
5. Listen to each other
6. Encourage each other
7. Accept each other's ideas
8. Never use "put-downs"

NAME:

______

1.
2. / TITLE PAGE / -1
-1
-1
-1 / ______
4
a.
b.
c.
d. / Appropriate
Neat
Color/contrast
Name/date
BODY
a. / Introduction
is there one? / 1
interesting? / 1
adequate amount / 1
relevant to report / 1 / ______
4
b. / Information
adequate amount / 5
well explained / 4
own words vs. copied / 3 / ______
12
c. / Conclusion
is there one? / 1
nteresting / 1
adequate length / 1
elevant to report / 1 / ______
4
d. Mechanics
paragraphing / 1
spelling / 2
sentence structure / 2
neat / 2
nk used / 1 / ______
8
e. / Diagrams
two plus title page / 2
neat / 1
labelled / 1
color/contrast / 2 / ______
6
3. / OTHER
a. / Mind maps/ outline / -2
b. / Rough copy / -2
c. / Bibliography / -5
d. / Transparencies / -3 / ______

12

Use this checklist to check off the areas you have reviewed in the report.

OVERALL EFFECTIVENESS

accuracy of facts
strong topic sentences
logical sequence of ideas
strong conclusion
reader (or audience) response
other:

USAGE

appropriate word choice
correct syntax
other:

MECHANICS

punctuation
spelling
capitalization
correct tense
verb agreement
complete sentences
other:

DATE:

This is to certify that my son/daughter

wrote his/her report on
on the computer:

by himself/herself, with help from
OR

without help from anyone .

Signed,