1. Research / Information Literacy in the Elementary Curriculum
Elementary Students Can and Should Learn to Research!

2. Mindset Question: What is Research?
For children it starts with asking “why”.
Exploration
Investigation
Inquiry
Questioning
Problem Solving

3. Mindset Question: Why should elementary students do research?
Vision:
Produce the Nation’s Best
Mission:
We exist to prepare each student academically and socially to be a:
critical thinker
problem solver; and
responsible and productive citizen.
Research promotes:
literacy, higher level thinking, independent learning, problem solving.
the development of information literacy skills.
Research prepares students for:
more complex research assignments at the secondary level.
life-long learning.

4. Mindset Question: Can elementary students really do research?
Elementary students are naturally curious about the world around them and seek information / understanding through questioning.
Group Discussion – What are your past experiences with elementary student research? Problems? Success Stories?

5. Mindset Question: Can research be integrated into the curriculum?
It can be. It should be.
The TEKS for language arts, reading, social studies, technology applications, and other content areas require it starting with KINDERGARTEN!
The TEKS clearly outline expectations for developing students’ critical thinking, communication, and problem solving skills through exposure to and use of information in a variety of formats and the use of technology.

6. TEKS: Kindergarten Lang. Arts/Reading
Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to:
(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);
(B) use pictures, print, and people to gather information and answer questions (K-1);
(C) draw conclusions from information gathered (K-3); and
(D) locate important areas of the library/media center (K-1).

7. TEKS: 1st Grade Lang. Arts/Reading
Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. The student is expected to:
(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3);
(B) use pictures, print, and people to gather information and answer questions (K-1);
(C) draw conclusions from information gathered (K-3);
(D) use alphabetical order to locate information (1-3);
(E) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); and
(F) locate important areas of the library/media center (K-1).

8. TEKS: 2nd Grade Lang. Arts/Reading
Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to:
(A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K-3);
(B) use alphabetical order to locate information (1-3);
(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);
(D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3);

9. TEKS: 2nd Grade Lang. Arts/Reading (cont.)
(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);
(F) locate and use important areas of the library media center (2-3);
(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and
(H) draw conclusions from information gathered (K-3).

10. TEKS: 4th Grade Lang. Arts/Reading
Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:
(A) form and revise questions for investigations, including questions arising from interests and units of study (4-5);
(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);
(D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5);

11. TEKS: 4th Grade Lang. Arts/Reading (cont.)
(E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8);
(F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-5);
(G) draw conclusions from information gathered from multiple sources (4-8); and
(H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

12. TEKS: Kindergarten – Grade 1 S.S.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and print sources.

13. TEKS: Kindergarten/Grade 1 Cont.
Social studies skills. The student uses problem- solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

14. TEKS: Grade 2
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts;
(C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;
(D) sequence and categorize information; and
(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.

15. TEKS – Grade 2 Continued
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

16. TEKS – Grade 3
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources;
(B) sequence and categorize information;
(C) interpret oral, visual, and print material by identifying the main idea, identifying cause and effect, and comparing and contrasting;
(D) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;
(E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps; and
(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

17. TEKS – Grade 3 Continued
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

18. TEKS: Grade 4 - 5
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue or topic;
(E) identify the elements of frame of reference that influenced the participants in an event; and
(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

19. TEKS: Grade 4 - 5 Continued
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

20. Rethinking Research for Young Students
Research does not need to be
A formal assignment
A lengthy assignment
An individual assignment
A complete project

21. Rethinking Research for Young Students
Research can be:
thought of as questioning and incorporated into all instruction / learning.
thought of as problem solving and incorporated into all instruction / learning.
used to encourage children’s natural curiosity.
taught, in small doses, through repetition and opportunity for practice.
fun for students and teachers!

22. Learning to Drive / Driving to Work
You were not born knowing how to drive.
You had to learn and practice the various steps involved in driving.
Driving to work in the morning is now (or should be) an automatic process. You do not think about each step in the process!

23. Research experiences should be highly structured to facilitate success.
Students are not born knowing how to do research. The research process is learned slowly, throughout a student’s school career.
Many research opportunities must be provided starting in the elementary grades.
This process must be internalized and should be second nature to our students when they graduate from high school.

24. Research Models
Research models move students beyond “Information Shopping Trips”.
Research models provide structure for students until the research process is internalized.

25. What is Big6™?
Big6™ is an information problem-solving strategy used by people of all ages to work through any type of personal or academic problem, assignment, decision, or task.
All Aldine librarians have received training in Big6™. Ask your librarian to work with you to plan research activities for your students!

26. Big6™ Steps Task Definition Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation
*Each step can be broken down into two sub-steps (see handout).

27. The Big6™ Process
People go through the Big6 stages—consciously or not—when they seek or apply information to solve a problem or make a decision.
It’s not necessary to complete these stages in a linear order, and a given stage doesn’t have to take a lot of time.
Almost all successful problem-solving situations address all stages of the process.

28. What is the Super 3? Simplified version of the Big6™ (see handouts)
Designed for younger learners in preschool through 2nd grades
Three Steps
Beginning: PLAN
Middle: DO
End: REVIEW

33. Big6™Resources www.big6.com Lessons Newsletter Handouts
Links to other resources

34. Aldine ISD Social Studies K-5 (These are all great starting points for inquiry lessons!)
Kindergarten: Community Helpers
1st Grade: My Family
2nd Grade: Citizenship
3rd Grade: Houston and Aldine
4th Grade: Texas History
5th Grade: American History

35. Why Use Aldine’s Online Databases?
Aldine provides subscriptions to a wealth of resources not available for free on the Internet (see handout). These resources are:
Age appropriate for elementary students (many are Lexiled)
Authoritative
Relevant to curriculum (many are correlated to TEKS)

36. Curriculum Related Research Resources
Click on “Students”
Click on “Internet resources”
Select databases from the alphabetical list
All resources can be accessed from within the district and from outside the district

38. EBSCO
Multiple interfaces to make information accessible to students in all grades (two for elementary students)
Multiple formats of information
Periodical resources, reference sources, nonfiction book collection
Primary and secondary source material

41. Encyclopedia Britannica School Edition
Provides a variety of resources for all age levels in both English and Spanish.
Provides resources for teachers.
Many articles are correlated to the TEKS.

44. Facts on File
Use Curriculum Resources: Junior Edition for elementary level
Format of resources
Maps and charts
Primary and secondary sources
Brief articles
Images
Printable curriculum resources/handouts

46. Grolier Includes seven different databases Encyclopedia Americana
Grolier Multimedia Encyclopedia
New Book of Knowledge Online
Nueva Enciclopedia Cumbre En Linea
New Book of Popular Science
Lands & Peoples
America the Beautiful -

48. Maps101
Includes over 4,000 online resources and maps, optimized for printing and immediate classroom use.
historical maps
outline map sets
reference atlases
lesson plans, current events, games and skill builders for students, and other classroom resources

50. netTrekker Educational search engine
Provides fast and easy access to more than 180,000 high quality, pre-screened, and educationally relevant K-12 online resources
Resources are aligned with TEKS

52. Research Word Wall
Librarians will have this word wall in the library (see handouts).
Librarians and teachers can both work to teach research terms to students throughout the school year.

53. Teacher-Librarian Collaboration
Collaboration between teachers and the librarian is the key to:
successfully introducing elementary students to research,
and to providing multiple opportunities for students to internalize the research process.

54. Final Thoughts
“Why” = inquiry = an opportunity to learn research / information literacy skills
It’s all in the process –help your students make it an automatic process!
Information Literacy is the key to success for all students!
It all boils down to THINKING! Are we teaching our students how to THINK?