Research Skills – High School
Task Definition
Define the information problem
Identify information needed
1
Select a manageable topic
Create an essential question
ourself
Refine your topic by making a list of questions to ask y
schools, purchase goods
and services, plan vacations, and locate people and places
Create timeline/action plan for your research project
Use research to find employment, research college or trade
2.
Information Seeking Strategies
Determine all possible sources
Select the best sources
2
Select information from a variety of sources (print and electronic- Proquest &
databases purchased for CBAs and Argumentative Paper to investigate a topic)
Analyze and evaluate the appropriateness of sources to see if they have the
information you need and defend your choices
Develop search strategies
Identify appropriate people to gain information
Location and Access
Locate sources
(intellectually and physically)
Find information within sources
3
Identify key words (synonyms & bold words)
Distinguish between primary and secondary sources
ll-
ns to locate and access information
Use text & organizational features and graphics, such as headings & numberings to
locate and access information to research a topic and verify meaning
Use electronic sources such as Internet, web-based data sources, CD-ROM, pu
down menus, key word searches, and ico
,
s,
nic
technology manuals, bills of lading, medical charts, mechanical manuals)
Use sources with multiple perspectives
Use multiple sources, such as encyclopedia & other reference materials, pamphlets
book excerpts, newspaper and magazine articles, letters to an editor, oral record
research summaries, scientific and trade journals, tables, blueprints, electro
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 vs. deep read)
Identify main idea and supporting details
cludes an introductory statement, main
Summarize text (Cornell Notes or others)
Create an informational summary that in
ideas, and supporting text-based details
rmation
Determine and extract relevant info
Take notes, paraphrase, enter data
Use prior knowledge
s
Interpret and draw conclusions from text & text feature
Use evidence to verify meaning
Verify content validity, credibility & authenticity, bias
a graphic organ zer
Determine between fact & opinion
Arrange information in
i
ocabu ary critical to the meaning of the text and
Make connections and transfer this information to new situations
Identify and define content area v
l
use it in your writing
d explicit information and provi
de
Make inferences based on implicit an
justification for those inferences
thor’s
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
Judge the accuracy of the information in a text, citing text-based evidence, au
use of expert authority, author’s credibility to defend the evaluation
Synthesis
Organize from multiple sources
Present the information
5
Organize information in an appropriate graphic organizer or outline of the
student’s choosing (list, sequence, description, compare/contrast, chronological
order, cause/effect, order of importance, process or procedural, pro/con)
Analyze similarities & differences within and between texts (common knowledge)
Analyze, interpret, and synthesize information from a variety of texts
ences & provide evidence to support the best solution or your belief
cite passages
o thesis; draw conclusions
Generalize about processes and concepts after reading multiple texts
Predict consequ
(call to action)
Revise predictions & inferences based on evidence from research;
from the text to defend your position r
Use own words in an objective voice
Remain accurate to original text
Compare & contrast information from multiple sources to gain a broad
understanding of the topic
ch
Read several accounts of the same event and make inferences about the impact ea
would have on the reader
hor’s
spective and world views
Integrate information from different sources to form conclusions about aut
assumptions, biases, credibility, cultural and social per
Compare and contrast the logic and use of evidence (existing and missing
information; primary sources and secondary sources)
lete a pre-write, using relevant information that will support your thesis (use
ritten or elect nic drafts of your paper from your pre-
Create a thesis statement from a narrow topic
Comp
details relevant to topic to support opinions and ideas
Produce multiple hand-w
ro
write
Include information audience needs to know about topic; do not assume
background knowledge
Reread, revise, and edit paper several times
entify needed changes (e.g., writing guide, adult, peer,
Creates a finished product for intended audience as specified by teacher (extended
writing project, research report, Power
er, etc.)
Uses technology to create and enhance product Use writing GLEs and 4-Strand
Rubric for content, organization, style and conventions
Use multiple resources to id
criteria and/or checklist provided by teacher, thesaurus)
Uses multiple resources to edit (e.g., dictionary, peer, adult, technology,
writing/style guide, 4-Strand rubric, textbook)
Proofreads draft for errors
Point, brochure, information post
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.)
Explain strengths and weaknesses of own writing using criteria such as checklists,
anchor papers, rubric, content scoring guides
en met; analyze personal growth
Set goals for further improvement
Provide evidence that goals have be