1. BUILDING COMMON CORE SKILLS USING DATABASES AND ADVANCED INTERNET TOOLS RESEARCH READY KIDS Amy Jo Southworth Bay Shore High School Library asouthworth@bayshoreschools.orgasouthworth@bayshoreschools.org

2. Fifth Grade SkillsNinth Grade Skills W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question ) or solve a problem ; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources ; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively ; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. INQUIRY IS AT THE HEART OF THE COMMON CORE COMMON CORE REVIVES RESEARCH

3. http://www.edweek.org/ew/articles/2011/06/03/33tests_ep.h30.html?tkn=SOSFVr5HKu%2FnSzyddQR3pWcrcovfm qOjvQNu&cmp=clp-edweek “The two groups tasked with developing the common-core assessments have been thinking about students with disabilities from the time they first won the grants from the U.S. Department of Education to design the tests. That’s a sharp departure from what’s been the norm in standardized testing, which has been to consider accommodations for students with disabilities as an afterthought.”

4. “Research Ready??”

5. How do we teach students to generate and answer questions?

7. Inquiry brings the following features into play: personal experience, the need for further information knowledge creation deep understanding http://www.galileo.org/inquiry-why.html COMMON CORE ??

8. GETTING STARTED WITH INQUIRY INQUIRY RESOURCES A Research Question Rubric: not all research questions are created equal. Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic. Primary example: My research is about an animal. Secondary example: My research is about the economy of Minnesota. Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question. Primary example: What methods has my animal developed to help it survive? Secondary example: What role has manufacturing played in Minnesota’s economic development?

9. Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents. Primary example: What animal would be best for my family to adopt as a pet? Secondary example: How can one best prepare for a career in manufacturing in the Twin Cities area? Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well support conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information. Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community? Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in Minnesota? http://www.doug-johnson.com/dougwri/designing-research-projects-students-and- teachers-love.html Great Inquiry Rubric: http://www.phy.ilstu.edu/pte/311content/inquiry/Inquirylessonscoringrubric.pdf

10. In what ways are humans like animals, and in what way are animals like humans? What possible opportunities could your site placement provide for you? What is it like to be a first-generation Asian in America? Could a war such as World War II occur again? How and why? How do languages influence peoples and their nationalities? What is the Ancient Romans greatest contribution and greatest crime? How could we change_____ to make it more effective?

13. HOW DO I CREATE UNITS??? 1.Super article… either student-selected or teacher selected 2.Methods for tackling that reading… 1.What skills will you highlight? 3.Article can be springboard for inquiry learning 4.Questions generated… 5.Research conducted 1.Technology tools usedTechnology tools used 6.Products? 7.Additional questions generated 8.Reflection throughout 9.TemplateTemplate

14. “Multiple authoritative print and digital sources…”

15. Print vs. Digital

16. SPECIFY TYPES OF SOURCES + +

17. DATABASE VS. THE INTERNET Library databases (paid for by taxpayer dollars) Websites (paid for by ??) Experts and Professionals Who are you? Your qualifications??? Your motives? Published PRINT and digital works (newspaper articles, scholarly journals encyclopedias/reference books) Facts are checked. (Mostly full-text access) Information of all kinds—both truth & lies! Websites not always checked by experts. (Can’t access ALL content!) Creates the citation for you! Just copy and paste! Websites may not provide thorough information—you have to create the citation yourself!! ? ? OTHER? Narrows topic/ suggests related subjects! Specialized databases for specific topics ( Biography Resource Center, Hoovers) ( Searchable by Keywords, Subject, Author, Title, etc.) Often aren't organized to support your research needs. You need to know how to filter and narrow. YIKES! Updated frequently and include date of publication. World Book Student HomeWorld Book Student Home | Online Tutorial | Educators' Tools | Site Contents | Help | TRAINING GUIDE World Book and NASA | Accessibility Statement | Contact and Support | Terms & Conditions | Privacy PolicyOnline TutorialEducators' ToolsSite ContentsHelpTRAINING GUIDEAccessibility StatementContact and SupportTerms & ConditionsPrivacy Policy © 2012 World Book, Inc. All rights reserved. WORLD BOOK and the GLOBE DEVICE are registered trademarks or trademarks of World Book, Inc. May not show date updated, or don’t update often! homehome | visit | learn | join | give | volunteer | shop | about | contact | sitemapvisitlearnjoingivevolunteershopaboutcontactsitemap © 2009 Susan B. Anthony House |IntelliSites, the smart choice for web designIntelliSites

18. GET STUDENTS TO CONSIDER PURPOSE… When should I use an Online Database for research? When should I use the Internet for research?  When you don’t want to spend valuable research time evaluating your resources!  When you don’t mind evaluating the content of the Website!  When looking for full-text newspaper, journal, or magazine articles.  When looking for biographical information.  When looking for primary resources, maps, or statistics.  When seeking information from a government or non-profit organization.  When going to a specific Website.  When looking for information on a unique or obscure topic.  When comparison shopping.  When looking for very current news. Wikipedia is a wonderful gateway resource. Point out the “References“ and “External Links”

19. VIRTUAL REFERENCE COLLECTION Google “Virtual Reference Collection” http://xaaa. calypso.scoolaid.net/bin/vrc/vrcList?level=hs&p=h1 CultureGrams General OneFile English Language Learner Reference Center Science Online World Book Online Username: bay shorehs Password: bshs Begin with great KEYWORDS…

20. I want to do my project about some kind of ocean mammal such as whales or dolphins. Pull out key words and phrases in the sentences above and list them separately: ocean mammal whales Dolphins Expand the list with related terms and synonyms: ocean --> sea --> marine mammals --> warm-blooded animals ocean mammal --> marine mammal whales --> cetaceans dolphins --> porpoises Are there any larger categories that might lead you to information? ocean mammal --> ocean life, marine life, mammals, animals Are there any words or phrases that are more specific? whales --> blue whale, killer whale, humpback whale dolphins --> bottle nose dolphin Now you have a beginning list of key words and phrases to begin searching for information. You can organize them: Synonyms and Related Terms ocean sea marine ocean mammal marine mammal whales cetaceans dolphins porpoises Larger Categories ocean life marine life mammals animals Smaller Categories blue whale killer whale humpback whale bottle nose dolphin http://www.crlsresearchguide.org/02_Listing_Key_Words.asp

21. GOOGLE ADVANCED SEARCH

22. EVALUATING SOURCES AND UNDERSTANDING TYPES OF SOURCES Classzone Berkeley

23. YOUR LIBRARIAN CAN… Help you shape research assignments Help you/your students locate readings Guide you/students to best databases Help students navigate information Work with a small group of advanced or slower students Work with individual students Grade portions of work like “Works Cited” page… This helps create another audience And much more!! Ask for help! Visit often! Send students Encourage a culture of literacy This helps students become proficient at using these important research tools!