LIBRARY RESEARCHPROGRAMGRADE 2

July 2010Locust Valley Central School

DistrictBayville Primary School

Ann MacArthur Primary School

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Locust Valley Central School District

DEPARTMENTLibrary Media

COURSE NAMEElementary Research Program

BOARD OF EDUCATIONJack Dolce, President

Suzanne Sgueglia, Vice PresidentPhilip Bellisari

Erika BrunoDr. Yao Chu

Joseph MadsenRonald J. Walsh

CENTRAL OFFICE ADMINISTRATORSDr. Anna F. Hunderfund, Superintendent of Schools

Dr. Judith Marino, Assistant Superintendent for Educational Operations

ELEMENTARY SCHOOL ADMINISTRATORSScott McElhiney, Principal, Bayville Intermediate School

Dr. Sophia Gary, Principal, Locust Valley Intermediate SchoolDorothy McManus, Assistant Principal, Bayville Primary School

Michele Salerno, Assistant Principal, Ann MacArthur Primary School

CURRICULUM WRITERS:Jacquie Galano 2005, 2010

Stefanie Lipsey 2005Tonya Becker 2005

PROJECT SUPERVISOR:Barbara Mierlak 2005, 2010

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1st edition July 2005, 2nd edition July 2010

Abstract

The library research program is integrated into the core curriculum in the primary schools of the Locust Valley Central School District. The classroom teacher and library media specialist collaborate and assimilate research and technology skills into every student’s elementary academic experience. Through the included units of study and projects, students will practice locating, evaluating, organizing and presenting information in a variety of forms. The research program is connected to the New York State Learning Standards, the National Information Literacy Standards, and the Super3 Research Process Model (an adaptation of the Big6 Research Model developed by Michael Eisenberg and Robert Berkowitz). The library research program encourages students to develop strategies to satisfy their information needs and become lifelong learners.

Keywords:

Library Research Program, Technology, New York State Learning Standards, National Information Literacy Standards, Big6Research Model, Super3 Research Model, Rubric, KWL Chart

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Table of Contents

Major Desired Learning Outcomes 5

National Information Literacy Standards 6

New York State Learning Standards 7

Unit of Study 8

Unit Objectives 10

Project Timeline and Pacing Calendar 11

Student Objectives 13

Super3 Research Assignment Checklist 14

KWHL Charts 15

Venn Diagram 17

Super3Works Cited Format 18

Super3 Research Organizer 19 Note-taking Sheet 20

Assessment Rubric 21

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Research Reflection 22

Works Cited 24

Major Desired Learning Outcomes

Literate people must be able to collect, understand, and present information on a variety of subjects through a number of different vehicles. Information literacy is a process by which one accesses, evaluates, and uses information to answer a question or solve a problem. Information literacy requires students to be active learners and apply higher level thinking skills. To be effective information users, students must have frequent opportunities to handle all kinds of information.

A library research program that is truly integrated into the curriculum is important to ensure all students master information literacy skills. Information literacy and technology skills are learned most effectively within curriculum-based inquiry units addressing meaningful questions or problems. This requires that library media specialists and classroom teachers become collaborative partners in the shared goal of providing successful inquiry-based learning experiences. The second grade research program will allow all students to develop essential research and technology skills to produce a project and develop strategies to become lifelong learners.

The second grade library research program will be:

Connected to the New York State Learning Standards Connected to the National Information Literacy Standards Connected to the second grade core curriculum Connected to the Super3 Research Process Model (an adaptation of the

Big6™ Research Process Model developed by Michael Eisenberg and Robert Berkowitz)

Connected to the technology skills as outlined in the District Educational Technology Plan

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Developed to incorporate collaboration between the library media specialists and classroom teachers

Developed to ensure that research and technology skills are systematically reviewed and added to from year to year

Differentiated to address a variety of reading levels and learning styles

The goal of the second grade library research program is to practice skills that will enable all students to become active and creative locators, evaluators, and users of information to solve problems, think critically, and to satisfy their own curiosity through research and reading experiences.

National Information Literacy Standards

The Information Literacy Skills Curriculum supports the following National Standards for Information Literacy as defined by the American Association of School Librarians in Information Power: Building Partnerships for Learning:

Information LiteracyStandard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Independent LearningStandard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility

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Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

New York State Learning Standards

New York State Learning Standards PracticedThe Living EnvironmentSample Topic: Insects

NYS Learning Standards for Mathematics, Science and Technology

Standard 4: ScienceStudents will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

New York State Learning Standards Practiced During General Research Process

NYS Learning Standards for Mathematics, Science and Technology

Standard 2: Information SystemsStudents will access, generate, process, and transfer information using appropriate technologies.

NYS Learning Standards for English Language Arts

Standard 1: Language for Information and UnderstandingStudents will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships concepts, and generalizations; and use knowledge generated from oral, written, and

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electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

NYS Learning Standards for the Arts

Standard 1: Creating, Performing, and Participating in the ArtsStudents will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about the make use of the materials and resources available for participation in the arts in various roles.

UNIT OF STUDY: LIVING ENVIRONMENT – Sample Topic: Insects

The research project will address these essential questions based on the New York State Mathematics, Science, and Technology Learning Standards.

SCIENCE

How are living things both similar to and different from each other and nonliving things?Example: How are insects similar and different from nonliving and other living things?What is an insect?

What continuity of structure and function is passed between parents and offspring?Example: How is a specific insect species similar and different from other insects?

How do individual organisms and species change over time?Example: How does the particular environment match the traits of the specific species of insect? How is the continuity of life sustained?Example: What are the major stages in the life cycle of a specific insect species?

How do organisms maintain a dynamic equilibrium that sustains life?Example: What other living things or factors are enemies of a specific insect species?What are the defenses of the specific insect species?

How do plants and animals depend on each other and their physical environment?Example: In what ways do insects, plants, animals and humans depend upon each other?

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Have human decisions and activities had an impact on the physical and living environment?Example: Have the actions of humans had an impact on the survival of the specific insect species?

Suggested Topics for Sample Research Project on Insects:

The scientific investigation could focus on (but would not be limited to) the following insects:

*fly *cricket *dragonfly*ant *bee *ladybug*moth *mosquito *beetle*butterfly *termite *praying mantis*flea *cockroach *walking stick*grasshopper *fruit fly *wasp*firefly *water strider *mayfly

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UNIT OBJECTIVES

RESEARCH AND TECHNOLOGY SKILLSAs outlined in the LVCSD Information Literacy Skills

SCOPE and SEQUENCE K-12

The library research program will integrate library research/technology skills and the Super3 Research Process.

1. Plan – Beginning1.1 Define the problem (Reinforced)1.2 Relate to prior knowledge: KWLs (Reinforced)1.3 Formulate questions (Reinforced)1.4 Determine possible sources (Reinforced)

a. Print Sources – Arrangement of library materials (Reinforced) b.Online Sources (Reinforced)

c.Encyclopedia (Introduced)1.5 Locate Sources (Reinforced)1.6 Online Public Access Catalog (OPAC) (Introduced)1.7 Identify key words to help locate information (Reinforced)1.8 Find information within a source (Reinforced)1.9 Identify parts of a non-fiction book (Reinforced)

2. Do – Middle2.1 Extract information (Reinforced)2.2 Note-taking (Reinforced) 2.3 Use graphic organizer (Reinforced)2.4 Organize information (Reinforced)2.5 List sources of information (Reinforced)2.6 Present the information (Reinforced)

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3. Review - End 3.1 Reflect on product and process with rubric (Reinforced)

PROJECT TIMELINE AND PACING CALENDAR

In addition to the regularly scheduled library periods, all classroom teachers will collaborate with the library media specialist and schedule additional periods throughout the school year for completion of this research project. The project will integrate research and information skills, the Big6™ Research Process Model (adapted to the Super3 for this level), technology skills, and the second grade curriculum.

RESEARCH AND TECHNOLOGY SKILLS(As outline in the LVCSD Information Literacy Skills SCOPE and SEQUENCE K-12)

Research and information skills students will acquire will include:

THE SUPER31. Plan – Beginning (Classroom and/or Library Media Center) (Two to Three Sessions)

1.1 Task definition1.2 Frame the research with a question; explain the need/restate the assignment

(Reinforced)a. Formulate guiding and essential questions to frame the research. (Reinforced)b. Use graphic organizers such as a KWL, Venn diagram, Kidspiration, or

the Super3 Research Organizer to further define the question and need for research. (Reinforced)

c. Identify what further information is needed. (Reinforced)d. Decide what the final product will look like including a word-processed

document enhanced by a poster, model, picture, diorama, Kidpix presentation (Reinforced)

1.2 Strategies for location of information (Library Media Center, Classroom, and Computer Lab) (Two to Three Sessions)

a. Construct strategies for location of information in sources such as books, the Internet, magazines, encyclopedias, videos, posters, charts and other

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nonprint sources including realia and interviews. (Introduction to more in depth features and reinforcement of some sources)

b. Recognize that in the Dewey Decimal system books of the same subject are grouped together within the library. (Reinforced)

c. Recognize parts of a book including cover, spine, title page, author, and illustrator. (Reinforced)

d. Recognize parts of a book including table of contents, index, and picture captions. (Reinforced)

e. Use key words to locate information in a variety of sources. (Reinforced)f. Use keyword searching to locate information using the Online Public

Access Catalog (OPAC) (Introduced)1. Do – Middle (Library Media Center, Classroom, and Computer Lab) (Four to six

sessions)2.1 Use of information

a. Practice strategies for using information from chosen sources. These strategies include skim and scan techniques, use of picture clues, listening for information as it is read by a teacher, listening to and observing informational videos, and marking passages with post-it notes. (Reinforced)

b. Practice note taking in a graphic organizer, paraphrasing and summarizing to cull information (Reinforced)

c. Synthesize and sequence ideas from a variety of sources to provide organization of information to produce a final project. Word-process information in own words in full sentences and edit for spelling and grammatical errors. Choose graphics to enhance project. (Reinforced)

2. Review – End (Library Media Center and/or classroom) (Two to Three Sessions)3.1 Reflectiona. Reflect on work in order to decide how a finished product could be improved.

Reflection accomplished with the aid of a rubric. (Reinforced)b. Share finished products as oral presentation with the class. (Reinforced)c. Share finished products as other media (Introduced)

Total time estimated: Ten to fifteen one-hour periods

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STUDENT OBJECTIVES

1. Students will formulate questions for their topic.

2. Students will plan their project on a Super3 Research Organizer. Students’ research will be guided by essential questions.

3. Students will locate information using the Online Library Catalog (OPAC) and Internet. Students will locate information within nonfiction books using features including the table of contents, index, and keywords in bold print. Students will locate information within an encyclopedia volume.

4. Students will take notes within a graphic organizer from several sources.

5. Students will organize the information in their own words in complete sentences and edit their work for spelling and grammatical errors.

6. Students will create a final product including a word-processed report that will be enhanced with a picture, diagram, poster, or diorama.

7. Students will compile a Works Cited list according to the Super3 format.

8. Students will present their projects to the class.

9. Students will reflect upon their research and final product with the help of a rubric.

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Super3 Research Assignment Checklist for Teachers

Does your assignment include at least four types of thinking from Bloom’s Taxonomy?

*Knowledge: Who what, where, when questions; list, define, tell, describe, etc.*Comprehension: What, why questions; summarize, interpret, associate, discuss, etc.*Application: Modify, solve, change, apply, illustrate, demonstrate, etc.*Analysis: What do you think and why questions; predict, compare, contrast, explain, analyze, infer, etc.*Synthesis: What if questions; create, construct, plan, role-play, etc.*Evaluation: What is your opinion questions; criticize, summarize, assess, decide, recommend, convince, select, judge, etc.

If it does not, what changes can you make to your assignment?Remember that projects stressing higher level thinking skills encourage students’ originality and creativity and discourage plagiarism!

Plan – BeginningDoes the assignment ask students to gather facts and opinions and utilize them to create new knowledge?Has the assignment been clearly defined? Is there a rubric?Is there an essential question?Will students develop their own questions?

Do – MiddleIs the information needed available and accessible?Does the assignment require that students use a variety of print and electronic resources?Do students know how to use the online library catalog?Does the assignment require that students use a variety of print and electronic resources? Do students identify keywords throughout the research process that will lead them to relevant information?Are students required to use note-taking sheets so that they can organize their information and credit their sources? Does the assignment encourage students to present information in a variety of forms including pictures, posters, and dioramas?Does the assignment integrate technology?Are students required to include a Works Cited page?

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Review – EndWere students provided with a clear and thorough rubric?What modifications should be made to this assignment in the future?

Big6™ Research Assignment Checklist for Teachers was inspired by Chariho Middle School Library Media Specialists <http://www.chariho.k12.ri.us/hv/Infolittem.htm>. It was revised and edited for Locust Valley CSD by Barbara Mierlak, 8/2004 and adapted by this committee 7/2005.

Name Class

INSECT KWHL

What do I know about insects?

What do I want to know about insects?

How will I find out about insects?

What have I learned about insects?

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Name Class

KWHL Chart for (Topic):

What do I know?

What do I want to know?

How will I find out about my topic?

What have I learned about my topic?

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Name____________________________________________________

Venn Diagram

________________________________ ___________________________

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Grade 2 Works Cited Format

The “Works Cited” is at the end of a research project. It lists all the sources of information used to research the topic. Sources should be listed in alphabetical order by the author’s last name. The citation forms are adapted from The MLA Handbook for Writers of Research Papers (Seventh Edition). Everything that is italicized in the examples should be underlined if writing long hand and not using a computer.

Works Cited

BOOKAuthor’s Last Name, First Name. Title of Book. Print.Example: Ehlert, Lois. Waiting for Wings. Print.

ENCYCLOPEDIA“Article.” Name of Encyclopedia. Print.Example: “Insects.” The World Book Encyclopedia. Print.

VIDEOTitle of Video. Film.Example: Magic School Bus in a Bee Hive. Film.

INTERNET SITEURL. Web.http://www.enchantedlearning.com.Web.

MAGAZINEAuthor’s Last Name, First Name. “Article.” Title of Magazine. Publication Date. Print.Example: Lees, David. “Creature Features.” Ranger Rick. June 2010. Print.

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The Living Environment Super3 Research Organizer

Name___________________________________ Class ______________ What is my question/topic?

Plan What am I supposed to do?

What is my final project? What will it look like if I do a good job? Generate rubric.

Do Follow my plan steps. Use the rubric for guidance. Ask for help when I need it.

ReviewHow did I do? Use rubric to assess. What could I have done to make this project better?

Where will I find my information?

What information do I need to find?

How will I use this information?

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Wanted! Big reward for INSECT at large. This is what the creature looks like:

INSECT FACTS

Name of insect: __________________________________________________

Appearance: ______________________________________________________________________________________________________________________________________________________

Habitat: ______________________________________________________________________________________________________________________________________________________

Diet: ____________________________________________________________________________________________________

Enemies and defenses: ____________________________________________________________________________________________________

Other interesting facts: _____________________________________________________________________________________________________________________________

Your Name______________________

Class___________________________

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3 2 1 Research Rubric Name ______________________________

Project Title _________________________

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Step 1: PLANNING

I understood the question and what I was supposed to do. I wrote my own research questions.

I understood the question and what I was supposed to do.

I did not understand the question.

I found and used information from a variety of resources including nonfiction books, web sites andencyclopedias.

I found and used a nonfiction book, a web site and an encyclopedia.

I found and used only one or two resources.

I took notes in a graphic organizer and included multiple details and examples.

I took notes in a graphic organizer.

I did not take notes.

Step 2: APPLICATION

I used my own words to create a final project that is organized, accurate, neat and very creative with many supporting details.

I used my own words to create a final project that is accurate, neat and organized.

I did not put all the information in my own words. My project is disorganized and inaccurate.

My project has few spelling and/or grammatical errors.

My project has some spelling and/or grammatical errors.

My project has many spelling and/or grammatical errors.

I compiled a works cited list using the appropriate format.

I compiled a list of all the resources I used, but it was not in the appropriateformat.

I did not include a works cited list.

I presented my project to the class and it was easy for others to understand.

I presented my project to the class, but some parts were confusing.

I did not present my final project.

Step 3: REFLECTION

I spent time reflecting on my project. I used my research organizer to make sure I did everything. I am proud of my work.

I used the research organizer, but I could have done a better job.

I did not complete the research organizer and do not feel proud of my work.

ADDITIONAL COMMENTS:

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Name_____________________________________Class_______

Name of Insect_________________________________

Insect Research Reflection

Thinking about your finished research project, circle one:

I did my best and I am proud of my work

I could have done a better job.

I did not try and am not proud of my work.

Name one tool that was helpful in doing research: (index, glossary, table of contents)

The most interesting thing I learned about the insect I researched was:

The most interesting thing I learned about an insect someone else researched was:

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My favorite part of doing research was: (formulating questions, finding information, taking notes, writing, revising, spelling, illustrating, making the works cited list, presenting the project)

My least favorite part of doing research was: (formulating questions, finding information, taking notes, writing, revising, spelling, illustrating, making the works cited list, presenting the project)__________________________________________________________

__________________________________________________________

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Works Cited

American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998. Print.

Bloom, Benjamin S. , ed. Taxonomy of Educational Objectives; the Classification of Educational Goals. New York: McKay, 1956. Print.

Chariho Middle School Library Media Specialists. “Research Assignment Checklist for Teachers.” <http://chariho.k12.ri.us/cms-library.htm.> 1 May 2009. Web. 30 June 2010.

Eisenberg, Michael B., et al. Information Literacy: Essential Skills for the Information Age. Westport, Connecticut: Libraries Unlimited, 2004. Print.

MLA Handbook for Writers of Research Papers. New York: Modern Language Association of America, 2009. Print.

New York Board of Regents. “Learning Standards for New York State.” <http://www.emsc.nysed.gov/nysatl/standards.html> Web. 30 June 2010.

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