see the writing rubrics
balanced assessment practices flowchart
Anja Junginger's List: Curriculum
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Oct 20, 09
possible resource for supporting inquiry and research skills
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give to Heather
consider as outcome for PI - find other possibilities
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Oct 30, 09
" 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize informati -
Oct 30, 09
links to int'l literacy standards
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taught effective note-taking strategies and given an authentic task that requires higher level manipulation of the located information
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Reading for specific information and taking notes may be the most challenging step in the information problem-solving process.
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Oct 30, 09
example of lesson that focuses on accessing information
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Information inquiry involves the processes of searching for information and applying information to answer questions we raise personally and questions that are addressed to us. Techniques for gaining meaningful information may involve reading, listening, viewing, observing, interviewing, surveying, testing and more.
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Questions in information inquiry may range from the most basic, factual reference questions to the most complex puzzles of life for which there are no answers. Questions tend be tied to one or more of three information environments: Personal, Academic, and Workplace.
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Nov 02, 09
reading standard
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Nov 05, 09
example of what's to come!
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