The Lost World:

1. The Lost World: Teaching Research and Reference Presented by MDMSA

2. Connecting with Teachers • The pressure is on: Miami-Dade is data & numbers driven district and in order to compete for teachers time, we have to bring something to the table. • What’s the first thing to come to mind? How do we impact FCAT scores? What is in our curriculum that is tested?

3. Teaching to the test?! • NO! But, we do need to know what is tested so we ask questions that are similar. It is a way to get teachers into the media center. • Our CBCs for the district can be found at: http://www2.dadeschools.net/students/cbc/library.asp

4. Sample FCAT QuestionsMiddle Level • The information in this article could best be used for a student research project about • Living in the West • history of transportation • Construction of train engines

5. Middle Level • How does the author organize the article about Gail Devers? F. He presents the symptoms of Graves’ disease and then shows how Devers’ life and career were affected by it. G. He describes one of Devers’ successful races and then retraces the challenges she overcame to achieve her big win. _ H. He begins with a quotation from Devers about how important her Olympic medals are to her and then describes Devers’ Olympic feats in detail. I. He describes events in the order in which they happened, beginning with Devers’ early Olympic training and ending with her winning the gold medal

6. Middle Level • Which sentence best summarizes what happens in “Poppa and the Spruce Tree”? • Basic summary styled question. • When teaching note-taking, teach how to summarize and things to look for.

7. Middle Level • The information about Caesar and Nero in this story could BEST be used for a student research paper on • The history of Rome • The lives of rulers • The power of the senate • The history of Egypt

8. Middle Level • Which source would you most likely use to find out what the world’s record for swimming the English Channel was in 2001? • An atlas containing maps of England and France • A sports encyclopedia • A Web site for a company that manufactures swimsuits • A weekly news magazine

9. Middle Level • If this article were published in a newspaper, which would be the most informative headline? F. “Oldest Known Earthworks Discovered in Louisiana” G. “Research Uncovers Evidence of New Native American Groups” H. “Jones and Saunders Publish Findings After Four Years of Research” I. “Striking Similarities Found Between Watson Brake and Poverty Point”

10. Sample FCAT QuestionsSenior High Level • Which is the best indication that the information in this article is reliable? A. The author provides historical background for each cliche. B. The author quotes scientific facts from several animal experts. C. The author shows a sense of humor when presenting information. D. The author explains the origin of cliches that are familiar to many readers.

11. Senior High Level • This selection is considered a primary source because • It is a true story • The author only quotes reliable sources • The author is a first-hand witness to the events he describes • It describes an event in American history

12. Senior High Level • What is the author’s main purpose for writing this article? • To persuade readers to eat more chocolate • To entertain readers with stories about chocolate throughout history • To inform readers about the evolution of chocolate • To express the opinion that chocolate promotes peace

13. Senior High Level • How does the author organize the article “Swing is the Thing!”? F. She traces the impact of history and politics on both swing music and contemporary music. G. She compares the achievements of early swing musicians with those of current musical artists. H. She uses a progression of dates and events to document the relationship between jazz and swing music. I. She describes swing music and its most influential musicians from the time swing music was introduced to modern times

14. Senior High Level • How is the information in the article presented differently from the information in the poem? A. The information in the article is factual, while the information in the poem is emotional. _ B. The article focuses on O’Keeffe’s childhood, while the poem focuses on the artist’s adult life. C. The article is based on a personal experience, while the poem provides historical facts about O’Keeffe. D. The article is written from a woman’s perspective, while the poem is written from a painter’s perspective.

15. Senior High Level • This article would probably be useful for someone doing research on A. new UFO theories. B. stellar map-making. C. the search for space dust. D. the effects of radio waves.

16. FCAT Questions for Study Skills • The type of research project for which the passage would be useful • Where you might find similar information • How you could organize the data in a passage for research purposes

17. Research Model #1 • FINDS • FOCUS on the information needed • INVESTIGATE resources to search for answers to information questions • NOTE and evaluate facts and ideas to answer the search question • DEVELOP information into knowledge for presentation • SCORE presentation and search process

18. FINDS • http://www.sunlink.ucf.edu/finds/

19. Research Model #2 • BIG 6 • Task definition • Information seeking strategies • Location and access • Use of information • Synthesis • Evaluation

20. Big 6 • http://www.big6.com/index.php • http://nb.wsd.wednet.edu/big6/big6_resources.htm

21. FINDS vs. Big 6 • Your choice – the important thing is to get teachers to “buy into” your research model • The steps have a lot of similarities, so you can use the resources interchangeably

22. Orientation & Parts of a Book • Maria Castle And Corinne Robbins created orientation worksheets • Maria-Elena Villarejo’s Scavenger Hunt • Orientation Jeopardy PowerPoint by Karen Ursino • Carol Peckins “books-interactive” goes through the parts of a book • Magical Library Lessons - nice worksheet on parts of a book

23. Reference ResourcesLessons • Main resources: Almanacs, Anthologies, Atlases, Databases, Dictionaries, Encyclopedias, Periodicals, Thesaurus’ Lesson Examples: • mini-lessons with a flip book as a final product • Include a definition, the arrangement (alpha, index, etc), uses and title examples • Stations with different resources and activities at each (idea by Sherry Riley)

24. More Reference Resource Ideas • Flavors of Information Resources by Martha Gomez • Carol Peckins sent “Marice” - a student designed powerpoint • Rating Reference by Lisa O-Leary, printed in School Library Media Activities Monthly • Final Review BINGO game - what reference book would you use to find…by Karen Ursino • Homework: FCAT passage with reference questions in FCAT style • http://mdmsa.info

25. Books for Reference Lessons • Magical Library Lessons by Lynne Farrell Stover, published by Upstart, grade. 4-8 • Look It Up! By Jennifer O-Neil Plummer, published by Scholastic, grade. 3-6

26. Teaching Databases • http://mediamatters.cc/index.shtml Grolier lessons created by Belinda Pinto • “I use the data bases using The Amazing Reference Race.  I have clues and the students are sent on their way to fine the answers.  When they get one correct I give them another clue.” - Mary Cooper

27. Research Lessons • Topics to Cover: plagiarism, note-taking, a research model, creating a bibliography, website evaluation, writing a report • Not all steps have to be taught in the same subject area

28. A Place to Begin • Linda LaClair developed a wonderful PowerPoint on developing a research paper – it even goes into how to find information in the media center • Look for her PowerPoint file on http://mdmsa.info

29. Plagiarism vs.. Summarizing • http://library.acadiau.ca/tutorials/plagiarism • Lorna Smith – lesson, test and PowerPoint • OWL worksheet for the kids to decide if something is common knowledge or not • Plagiarism PowerPoint by Joyce Valenza

30. Summarizing Idea • “I'm having students copy and paste the article into a Word document. Then then are using the Format tool and the Strikethrough feature to eliminate the information that they don't need in their summary of the one page that they are reading. Their goal is to write a 2-3 sentence summary of the page.” • “Using this strategy, they are NOW reading the article. After they do the strikethrough, they can go back using the Review toolbar and get the highlighter and pick the most important ideas they want to include in their summary....still aiming for a 2-3 sentence summary. In addition, they must look up and include the glossary words in their notes.” • This is taken from a BLOG • http://teachingtechie.typepad.com/learning/2004/01/started_a_publi.html

31. Note-taking • How do you handle all the internet information? Copy & paste is available, but how do you get the students to take notes? • What To Note • Main points, supporting detail, glossary words, key phrases, one or two examples, diagrams, formulas

32. Bibliography • Citing Sources - MLA or APA • Linda LaClair and Lorna Smith shared their PowerPoints and handouts • Annotated Bibliography Project by Karen Ursino • Magical Library Lessons – “A Beastly Bibliography: Citing Your Source” uses a Harry Potter theme

33. Websites • Searching • http://searchengineshowdown.com/strat/basicsearch.html (this is a tutorial) • Evaluation • Marci Almon created PowerPoints for teacher and student lessons • Lorna Smith’s PPT is Evaluating Info Sources

34. Other • Mastering the Thesaurus by World Almanac Education - grade specific editions available • Fantastic worksheets!