Practical Steps to the Research Process for Elementary School

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ISBN: 9781563087646 | 1563087642
Cover: Paperback
Copyright: 12/15/2001

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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.

Figures

Acknowledgments

Introduction

xvii

Section 1: Planning and Preparation

(52)

What Is the Research Process?

(14)

Another Theory?

(4)

Do You See the Connections?

(1)

How Do You Eat an Elephant?

(3)

Time

(1)

Money

(1)

Training

(1)

You

(2)

The Missing Link

(2)

What It Is

(1)

What It Is Not

(1)

The Total Package

(2)

Collaborative Planning

(14)

Making Time for Collaborative Planning

(1)

The Microwave Oven Syndrome

(1)

Billboarding Yourself

(1)

Selling Yourself

(1)

Supporting Teaching Styles

(1)

Adjusting

(1)

The Role of the LMC Master Calendar

(6)

Color Coding

(2)

Aligning the Calendars

(1)

Posting the Directions

(1)

Signing Up

(2)

Pencils Only

(2)

Let's Do Lunch

(2)

Purposeful Planning

(2)

Teaching Preparations

(22)

Research Instruction

(9)

How Many Lessons?

(2)

Preparing the Setting

(2)

Preparing Sources

(2)

Preparing Equipment/Technology

(1)

Preparing for the Unit and Lessons

(2)

Intermediate Instructional Materials

(1)

Primary Instructional Materials

(10)

Section 2: The Research process

(152)

Developing a Topic: Lesson 1, Part 1

(20)

Chapter Concepts

(1)

Where Do Topics Come From?

(1)

What Makes a Topic Good?

(1)

Does the Topic Match the Student?

(1)

What is the Role of the Instructors?

(1)

Intermediate Lesson Guidelines

(10)

Where Do Topics Come From?

(1)

What Makes a Topic Good?

(1)

Does the Topic Match the Student?

(2)

What Is the Role of the Instructors?

(4)

Extension: Narrowing or Broadening a Topic

(2)

Sample Intermediate Lesson

(4)

Preparing for Research

(1)

What Makes a Topic Good?

(1)

What Is the Role of the Instructors?

(3)

Primary Lesson Guidelines

(3)

A Topic Supports a Unit of Study

(1)

Topic Information Must Come from More Than One Source

(3)

Developing Subtopics: Lesson 1, Part 2

(20)

Chapter Concepts

(2)

What Do You Want to Know?

(1)

Why Subtopics Are Essential

(1)

Developing Subtopics

(1)

Matching Subtopics to Student Needs

(2)

Intermediate Lesson Guidelines

(7)

What Do You Want to Know?

(1)

``Pre-search'' Before ``Re-search''

(1)

Why Subtopics Are Essential

(1)

Developing Subtopics

(2)

Matching Subtopics to Student Needs

(1)

Instructor Techniques

(1)

Student Accountability

(2)

Sample Intermediate Lesson

(6)

What Do You Want to Know?

(1)

Why Subtopics Are Essential

(1)

Developing Subtopics

(2)

Matching Subtopics to Student Needs

(1)

Student Accountability

(3)

Primary Lesson Guidelines

(3)

Subtopics Support the Topic

(1)

Subtopics Come from Brainstorming or from Sources

(2)

Looking at Sources: Lesson 2

(36)

Chapter Concepts

(1)

Formats and Sources

(1)

Source Requirements

(1)

Intermediate Lesson Guidelines

(7)

(4)

Citations

102

(1)

Formats and Sources

102

(3)

Sample Intermediate Lesson

105

(8)

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

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Practical Steps to the Research Process for Elementary School

Summary

Author Biography

Table of Contents

Supplemental Materials