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1st Grade Student Proficiency Levels: Standard 6 Research Reading
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by Danielle Calvin 5 years, 5 months ago
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1st Grade Proficiency Levels
Standard 6: Research
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Students will engage in inquiry to acquire, refine, and share knowledge.
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READING: Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.
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Understanding
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Objectives
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Approaching
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1.6.R.1
Students can choose the best resources for their topic of interest.
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1.6.R.1 Students will decide who can
answer questions about their topic or
what resources they will need to find
the information.
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Developing
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1.6.R.1
Students can choose the best resources
for their topic of interest with guidance
and support.
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1.6.R.1
Students recognize that there are multiple resources to find information for a topic
but may need help identifying the best resources for their topic.
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1.6.R.2
Students can identify some graphic features in a text with help from a teacher.
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1.6.R.2
Students can identify some graphic features but may need
help using them to understand
a text.
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1.6.R.2
Students can identify some graphic features to understand a text.
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1.6.R.2 Students will identify graphic
features including photos, illustrations, titles, labels, headings, charts, and graphs to understand a text.
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1.6.R.3
Students can identify the location and purpose of resources with guidance and support.
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1.6.R.3
Students can identify the location of resources but may need help
identifying the purpose.
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1.6.R.3
Students can identify the location and purpose of various reference sources.
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1.6.R.3
Students can identify the location
and purpose of various reference sources.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
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| Developing |
Brainstorm topics of interest, have students give a list of possible resources. Discuss the resources, identify their purposes, decide together if the resource fits the topic, and discuss why or why not. Help locate resources and model using a resource and its graphic features to find answers. Provide opportunities for students to locate and use resources with guidance. When introducing a theme or topic, activate students prior knowledge to find out what they know and find any misconceptions. Ask students what they would like to learn about the topic and resources to find information. List resources, discuss uses, and choose best resources for the topic. Discuss locations of resources, model finding and using the resources and their graphic features to find answers. Inquiry charts or 3-2-1 charts may be used for organization of questions and research. Provide opportunities for students to locate and use resources with partners, in small groups, and independently. When reading a text to the class, provide opportunities to locate graphic features, then use think alouds to explain how they add meaning to the text.
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| Approaching |
When reading a text, give opportunities to locate graphic features and tell how they add meaning to the text.
Provide opportunities to work with partners or in small groups, locating graphic features in texts and discussing meaning. Mark features with a Post-It note or tab to share with the class. Brainstorm topics of interest, have students give a list of possible resources. Discuss resources, identifying their purposes, decide together if resources fits the topic, and discuss why or why not. Model using resources and graphic features to find answers. Provide opportunities for students to work in small groups or with partners using graphic features to add meaning to resource information.
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| Understanding |
Provide opportunities for students to complete simple research projects with partners, in small groups, or individually. Allow time for students to share or present research with the class.
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Deeper
Acquisition
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Introduce additional graphic features (e.g. labels, graphs, subheadings), model identifying and connecting graphic features to text for greater understanding. Provide opportunities to work with texts that contain these graphic features, identifying features and using for additional understanding. Model constructing questions to for a research topic. Provide guidance while students practice constructing their own questions. Provide opportunities to work with partners, creating research questions for a topic of interest. Use think alouds to show how to find information within a resource relevant to their topic of interest. Provide opportunities to research topics of interest with partners or individually. Students should begin research by creating questions for the topic of interest. Encourage students to use graphic features when presenting research to the class. |
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1st Grade Proficiency Levels
1st Grade Student Proficiency Levels: Standard 6 Research Reading
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