2.1+Skills+in+Practice

=2.1 Skills in Practice =

ELEMENTARY IDEAS AND CONCEPTS
(2.1.2) International Research An elementary school student could use a graphic "information web" organizer to organize information about a country. In the center is the name of the country and webbed to that are different aspects to study (economic industries, geography, population make up, communications, transporation). I created the example below with "Smart Art" in powerpoint. (Kristen Moore)

Example of a Final Product: [|graphic_organizer_2.1.2.jpg]

2.1.1 One way to help students meet this indicator is to teach them to be able to infer from the information they gather (take the new information and make conclusions/inferences that take them to more information.) April Heine

When the students have met this indicator they will gather their information and then be able to make inferences about the information. (I think you will see them thinking more about the information they are gaining-kind of like seeing the wheels turning so to speak.) April Heine

2.1.2 - Students should be taught to organize their ideas with charts, timelines, graphic organizers etc. teaching them to do this will help them to meet the indicator. April Heine - You know they have mastered it when they begin bringing in their own timelines, charts, lists and graphic organizers to gather and organize their ideas. April Heine -In order to demonstrate simple organizational skills such as sorting and categorizing, elementary school students could develop and implement memory games about school subjects that require students to mentally organize information for recall and use again when needed. Lauren Hill

-Students can use different organizational patterns as appropriate for specified subjects (cause and effect charts, compare and contrast charts, etc). They can experiment with devising their own organizational method or structure that works best for their needs. Lauren Hill

2.1.3 To me this means teaching kids to make text to world connections-for those in elementary you probably know what this is. April Heine -Kids master it when they take the knowledge and information they are learning and apply it to real world or text to world situations. April Heine

2.1.4 -Teaching kids to use word processing, flip video cameras, power point. April Heine

-They have mastered it when they do these things on their own and use it in other projects. April Heine ​ -Utilize common productivity software. For example, features such as spellchecker and thesaurus to ensure accuracy of documents; using formulas and creating charts in spreadsheets; and inserting pictures, videos, sounds and charts into presentation software in order to enhance communication to an audience, promote productivity and support creativity. Lauren Hill

2.1.4 Use technology and other information tools to analyze and organize information. Grade Kindergarten Annette ​
 * What does it look like when the indicatore is met?** Students will be able to arrange, organize and graph collected information.
 * What will you observe students doing?** After discussing and reviewing colors, letters, and objects in the classroom. in the library the students will participate in matching cards to sort by theme and catagory. Once students have sorted the cards into categories, the students will use a graphic organizer to graph, arrange and organize the number of colors, letters and objects on the interavtive white board.
 * How will you help students to meet the indicator?** the teacher will model, guide and prompt the information being analyzed and help students organize reach the goal by guiding the information on a graphic organizer as a group and put the information on the interactive white board. **What will you have done?** the teacher will have prepard the assorted cards of numbers, colors, and objects, set up the computer and interactive white board activitiy.

MIDDLE SCHOOL IDEAS AND CONCEPTS
(2.1.3) Current events Project:

Students will first practice using the Five W’s (who, where, when, what, and why of the story) by highlighting and labeling the areas of the story that tell each of the five Ws.Students will then rewrite the opening paragraph of a news story based on that information.Finally students will research elements of article and create an article from their findings. Librarian will help students locate newspapers or online newspapers to use for project.Librarian will also model activity for student. Librarian will have facilitated the analysis and synthesis process and helped students apply knowledge of current events to further investigations. (Joseph Hayes)

HIGH SCHOOL IDEAS AND CONCEPTS
( 2.1.1) Document Based Questions (DBQ) Project:

Students will be able to analyze primary source documentation and use analysis to develop a structured essay proving or disproving a thesis statement.Students will review six to eight primary source documents including: political cartoons, pictures, essays, speeches, autobiographies and artifacts. Students will then answer analysis/evaluative questions for each artifact.Students will construct an essay by organizing and synthesizing document content and using outside knowledge. Librarians will research a topic and find primary source materials that relate to topic for students to use.Librarians will construct a thesis for students to prove or disprove using documentation and outside knowledge. (Joseph Hayes)

Example of a DBQ: [|DBQ Example.docx]

DBQ Rubric: [|DBQ Rubric.docx]