Research Skills- Grade 7
Task Definition
Define the information problem
Identify information needed
1
Select a manageable topic (The Underground Railroad vs. Slaves during the Civil War)
Create an essential question (What was the purpose of the Underground Railroad and
was it successful?)
Identify the central issue
Paraphrase the problem
uestions to ask yourself
roblem
Refine your topic by making a list of q
Follow multi-step written directions
to complete a project, report, debate an issue, solve a p
Create timeline/action plan for your research project
Information Seeking Strategies
Determine all possible sources
Select the best sources
2
Analyze and evaluate the appropriateness of sources to see if they have the information
you need and defend your choices
Select information from a variety of sources to investigate a topic (books, newspapers,
websites, catalogs, Yellow Pages, schedules, promotional materials, atlas, dictionary,
thesaurus, magazines, memo,
directory)
Develop search strategies
Identify appropriate people to gain information
Distinguish between primary and secondary sources
Location and Access
Locate sources
(intellectually and physically)
Find information within sources
3
Identify key words
Use text & organizational features, such as headings & numberings to locate and
access information
Use electronic sources such as Internet, web-based data sources, CD-ROM, pull-
down menus, key word searches, and icons
to locate and access information
Use sources with multiple perspectives
Use of Information
Engage with the information
(Read, hear, view, touch)
4
Use reading comprehension and vocabulary strategies to understand the text
Adjust reading rate to comprehend the text (skimming, scanning, careful reading)
a and supporting details
Identify main ide
Summarize text
rmation
Determine and extract relevant info
, enter data
Take notes, paraphrase
Use prior knowledge
atures
Interpret and draw conclusions from text & text fe
Use evidence to verify meaning
Verify content validity, credibility & authenticity
Determine between fact & opinion
Sort information gathered and decide if it will be useful
Determine au
thor’s purpose
, biased, inaccurate)
Judge the validity of the evidence (dated
Identify and define content area vocabulary critical to the meaning of the text and use it in
your writing
Draw conclusions from grade-level text
Synthesis
Organize from multiple sources
Present the information
5
Organize information in a graphic organizer, outline, etc.
Organize information to support a prediction or inference in a self-created graphic organizer
(list, sequence, description, compare/contrast, chronological order, cause/effect, order of
importance, process or procedural)
Cite passages from text to confirm or defend predictions/inferences
ties & differences within and between texts
Find and analyze similari
Use text-based evidence
Analyze, interpret, and synthesize information from a variety of texts
Generalize about processes and concepts after reading multiple texts
Predict consequences & provide evidence to support the best solution or your belief
arch; cite passages from the text to defend your
Revise predictions based on evidence from rese
position
Create a thesis statement from a narrow topic
ails
Complete a pre-write, using relevant information that will support your thesis (use det
relevant to topic to support opinions and ideas
drafts of your paper from your pre-write
Produce multiple hand-written or electronic
Include information audience needs to know about topic; do not assume background
knowledge
dentify needed changes (e.g., writing guide, adult, peer, criteria
y teacher, thesaurus)
Reread, revise, and edit paper several times
Use multiple resources to i
and/or checklist provided b
,
Uses multiple resources to edit (e.g., dictionary, peer, adult, technology, writing/style guide
4-Strand rubric, textbook)
Proofreads draft for errors
Creates a finished product for intended audience as specified by teacher (extended writing
project, research report, PowerPoint, brochure, information poster, etc.)
Uses technology to create and enhance product
Uses writing GLEs and 4-Strand Rubric for content, organization, style and conventions
Evaluation
Judge the product (effectiveness)
Judge the process (efficiency)
6
Monitor progress toward implementing the plan & making adjustments and corrections as
needed
Analyze and evaluate the product using established criteria (teacher requirements for the
research project, class created research rubric, etc.)
n writing using criteria such as checklists, anchor
Explain accuracy of content and vocabulary for specific curricular areas
Explain strengths and weaknesses of ow
papers, rubric, content scoring guides
en met; analyze personal growth
Provide evidence that goals have be
nt
Set goals for further improveme
Monitor and evaluate progress