Research Skills- Grade 8
Task Definition
Define the information problem
Identify information needed
Select a manageable topic (The Underground Railroad vs. Slaves during the Civil
War)
1
Create an essential question (What was the purpose of the Underground
Railroad and was it successful?)
Identify the central issue
n directions to complete a project (report, debate an
Refine your topic by making a list of questions to ask yourself
Follow multi-step writte
issue, solve a problem)
Create a 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 and graphics, 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 and
transfer knowledge of vocabulary to comprehend other grade-level text
Adjust reading rate to comprehend the text (skimming, scanning, careful read)
Identify main idea and supporting details
Summarize text
rmation
Determine and extract relevant info
Take notes, paraphrase, enter data
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 autho
r’s purpose
of the evidence (dated, biased, inaccurate)
Make connections and judge the validity
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
Make inferences based on implicit and explicit information and provide justification for
those inferences
Synthesis
Organize from multiple sources
Present the information
5
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
Revise predictions based on evidence from research; cite passages from the text to defend
your position; draw conclusions
uctory statement, main ideas, and
Create an informational summary that includes an introd
supporting text-based details
as from the entire text
Make connections among key ide
Use your own words in an objective voice
Remain accurate to original text
Avoid interpretation or judgment of facts
oad understanding of the
Compare & contrast information from multiple sources to gain a br
topic
Examine author’s logic; cite reasons
Judge author’s effectiveness in use of persuasion and propaganda
Make judgments about author’s effectiveness in supporting her/his beliefs
pre-write, using relevant information that will support your thesis (use details
as
Create a thesis statement from a narrow topic
Complete a
relevant to topic to support opinions and ide
Produce multiple hand-written or electronic drafts of your paper from your pre-write
Include information audience needs to know about topic; do not assume background
knowledge
per several times
Reread, revise, and edit pa
Use multiple resources to identify needed changes (e.g., writing guide, adult, peer, criteria
and/or checklist provided by teacher, thesaurus)
writing/style guide,
Use multiple resources to edit (e.g., dictionary, peer, adult, technology,
4-Strand rubric, textbook)
Proofread draft for errors
Creates a finished product for intended audience as specified by teacher (extended writing
project, research report, PowerPoint, brochure, information poster, etc.)
Use technology to create and enhance product
Use 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