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4th Grade Student Proficiency Levels: Standard 6 Research Reading
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by Danielle Calvin 5 years, 5 months ago
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4th 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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4.6.R.1
Students can utilize their own viable research questions to find information about a specific topic.
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4.6.R.1
Students will use their own viable research questions to find information about a specific topic.
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Developing
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4.6.R.1
Students can ask their own questions but may need help finding information on their topic.
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4.6.R.1
Students can choose a topic but may need help constructing questions and using resources to find information.
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4.6.R.2
Students can locate graphic features to define a text with help from a teacher.
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4.6.R.2
Students can use graphic features to explain the meaning of a text with help from a teacher.
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4.6.R.2
Students can use graphic features to interpret a text.
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4.6.R.2
Students will use graphic features including photos, illustrations, captions, titles, labels, headings, subheadings, italics, sidebars, charts, graphs, and legends to interpret a text.
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4.6.R.3
Students can evaluate the importance of information gathered but may need help establishing credibility.
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4.6.R.3
Students can evaluate the importance and credibility of information gathered with help from a teacher.
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4.6.R.3
Students can evaluate the relevance and reliability of information gathered.
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4.6.R.3
Students will determine the relevance and reliability of the information gathered.
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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 |
Show a picture of a fidget spinner on the board. Ask students what they know about the picture. They will probably respond with answers about fidget spinners being the hottest toy and are used by rotating between the user’s fingers. If we wanted to learn more about the invention of the fidget spinner and how it works, what are some questions that we might ask? The class will brainstorm questions while you write them on the board.
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| Approaching |
Explain that while these are good questions, some of the questions on the brainstorm list might make better research questions than others. Introduce the meaning of viable research questions. When something is “viable”, it is capable of working successfully. When being asked to form viable research questions you should focus on constructing “open” questions. Open questions require a long answer and often begin with, “how” or “why”. Open questions make the best research questions because they don’t require “yes” and “no” answers and often require us to consult several different reference sources. Display t T-Chart on a document camera, chart paper, SmartBoard, etc. Sort the questions they came up with during brainstorming on the correct sections of the T-Chart. Discuss why specific questions would fall under the open or closed sections.
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| Understanding |
Students create their own list of questions over their topic of interest. They will use a print out of the T-Chart above to identify which questions are open or closed. The teacher will check to see if the student has correctly identified his or her questions as open or closed.
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Deeper
Acquisition
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Students will choose which viable research questions they will use to conduct research on their topic of interest and share them with a partner.
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4th Grade Proficiency Levels
4th Grade Student Proficiency Levels: Standard 6 Research Reading
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