1. 1 REFERENCE & RESEARCH AN FCAT STORY

2. 2 RESEARCH AND REFERENCE BENCHMARKS MEASURE STUDENT’S ABILITY TO: STUDENT’S ABILITY TO: LOCATE LOCATE ANALYZE ANALYZE INTERPRET INTERPRET EVALUATE EVALUATE SYNTHESIZE SYNTHESIZE

3. 3 WHAT IS THE STUDENT’S JOB? The student must show their ability to locate, gather, analyze, evaluate and synthesize written information for a variety of purposes. The student must show their ability to locate, gather, analyze, evaluate and synthesize written information for a variety of purposes. The student must show their ability to select and use appropriate study and research skills and tools according to the type of information being gathered or organized. The student must show their ability to select and use appropriate study and research skills and tools according to the type of information being gathered or organized. The student must show their ability to synthesize information from multiple sources to draw conclusions. The student must show their ability to synthesize information from multiple sources to draw conclusions.

4. 4 WHAT CAN TEACHERS DO? Teachers should model expected outcomes or direct students as to how to obtain information by providing proper stimulus. For example: text, maps, tables, charts, magazines, newspapers, indexes, and/or other graphics. Also include: illustrations, advertisements, schedules, and diagrams. Stimuli should include appropriate labels, legends, keys/captions. Teachers should model expected outcomes or direct students as to how to obtain information by providing proper stimulus. For example: text, maps, tables, charts, magazines, newspapers, indexes, and/or other graphics. Also include: illustrations, advertisements, schedules, and diagrams. Stimuli should include appropriate labels, legends, keys/captions. Informational sources should include both primary and secondary. (Almanacs, government publications, news sources, informational sources, diaries, memos, letters, speeches…..etc….) Informational sources should include both primary and secondary. (Almanacs, government publications, news sources, informational sources, diaries, memos, letters, speeches…..etc….) Passages used may be literary or informational text. Students often have less experience with informational text, therefore, provisions should be made for more practice in these types of text to increase comprehension. Passages used may be literary or informational text. Students often have less experience with informational text, therefore, provisions should be made for more practice in these types of text to increase comprehension.

5. 5 HOW CAN TEACHERS HELP? Provide students with more post-reading activities related to analyzing and synthesizing content. For example: Answering written questions and completing written summaries. Provide students with more post-reading activities related to analyzing and synthesizing content. For example: Answering written questions and completing written summaries. Provide students with explicit instructions involved in completing written summaries. Provide students with explicit instructions involved in completing written summaries. Provide students with intense interaction with a wider variety of references. Provide students with intense interaction with a wider variety of references.

6. 6 WHAT ELSE CAN TEACHERS DO? Be aware of the forms of Informational and Literary Text that may be represented on the FCAT. Be aware of the forms of Informational and Literary Text that may be represented on the FCAT. Informational: Subject area, magazines, newspaper articles, diaries, editorials, informational essays, biographies, autobiographies, primary sources, how-to-do articles, advertisements, tables, graphics, illustrations, photographs and captions. Informational: Subject area, magazines, newspaper articles, diaries, editorials, informational essays, biographies, autobiographies, primary sources, how-to-do articles, advertisements, tables, graphics, illustrations, photographs and captions. Literary: short stories, literary essays (critiques, personal narratives) excerpts, poems, historical fiction, fables, folk tales, and plays. Literary: short stories, literary essays (critiques, personal narratives) excerpts, poems, historical fiction, fables, folk tales, and plays. Be aware that the FCAT items and tasks are based on Bloom’s Taxonomy of Cognitive Objectives. Be aware that the FCAT items and tasks are based on Bloom’s Taxonomy of Cognitive Objectives.

7. 7 SOME EXAMPLES OF IMPLEMENTING THESE FCAT TASKS & ITEMS INTO CONTENT AREAS SOME EXAMPLES OF IMPLEMENTING THESE FCAT TASKS & ITEMS INTO CONTENT AREAS SOCIAL STUDIES: MOCK ELECTION SOCIAL STUDIES: MOCK ELECTION SCIENCE: LABS, EXPERIMENTS SCIENCE: LABS, EXPERIMENTS MATH: DATA COLLECTION-MOCK ELECTION MATH: DATA COLLECTION-MOCK ELECTION ENGLISH: RESEARCHING AUTHORS, POETS ENGLISH: RESEARCHING AUTHORS, POETS ART/MUSIC/DRAMA: RESEARCH ON ARTISTS, MUSICIANS, ACTORS ART/MUSIC/DRAMA: RESEARCH ON ARTISTS, MUSICIANS, ACTORS LANGUAGE: TRANSLATING FROM ONE LANGUAGE TO ANOTHER, RESEARCH COUNTRIES AND CULTURES LANGUAGE: TRANSLATING FROM ONE LANGUAGE TO ANOTHER, RESEARCH COUNTRIES AND CULTURES VOCATIONAL: PRACTICING REAL WORLD TASKS VOCATIONAL: PRACTICING REAL WORLD TASKS

8. 8 SUPER RESOURCES Reference & Research Primary/Secondary Source Guide: Primary/Secondary Source Guide: http://www.lib.berkeley.edu/TeachingLib/Guides/PrimaryS ources.html http://www.lib.berkeley.edu/TeachingLib/Guides/PrimaryS ources.html Steps In Preparing The Research Paper: Student Guide Steps In Preparing The Research Paper: Student Guide http://www.scarborough.k12.me.us/high/projects/rcircle/mai n.html http://www.scarborough.k12.me.us/high/projects/rcircle/mai n.html Graphic Organizers: Graphic Organizers: http://www.teachervision.fen.com/lesson-plans/lesson- 6293.html?wtlAC=Imo702 http://www.teachervision.fen.com/lesson-plans/lesson- 6293.html?wtlAC=Imo702

9. 9 MORE RESOURCES BLOOM’S TAXONOMY BLOOM’S TAXONOMY http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm Science Lesson Plan Science Lesson Plan http://collier.k12.us/WebLessons/WebQuest/coralreefs/t- fcat_connections.htm http://collier.k12.us/WebLessons/WebQuest/coralreefs/t- fcat_connections.htm FCAT Question Patterns for Literary Text FCAT Question Patterns for Literary Text http://www.sarasota.k12.fl.us/sarasota/questpattrnlit.htm FCAT Question Patterns for Informational Text FCAT Question Patterns for Informational Text http://www.sarasota.k12.fl.us/sarasota/questjpattrnsinfo.htm Reading Strategies That Assist Content Area Reading Reading Strategies That Assist Content Area Reading http://www.sarasota.k12.fl.us/sarasota/interdiscrdg.htm

10. 10 More Resources Science, Social Studies, Art, Music Lesson Plans Science, Social Studies, Art, Music Lesson Plans http://www.marcopoloeducation.org/teacher/new_l essons.aspx http://www.marcopoloeducation.org/teacher/new_l essons.aspx