6-12 Standards Skills Chart
ELAR TEKS (English Language Arts & Reading/Texas
AASL
SBISD
(American Association School Librarians)
Essential Knowledge & Skills)
Research Strand Across Grade Levels CCRS Standard (College Career Readiness Standard)
Skill mastery - by grade
Standards for 21 Century Learner
http://www.unity.net.au/padwheel/padwheelposterV3.pdf
http://www.ala.org/aasl/standards‐guidelines
ISTE NETS
P-21
(National Educational Technology
(Partnership for 21st
Standards)
Century Skills)
Advancing Digital Age Learning
Framework for 21Century Learning
http://www.iste.org/docs/pdfs/nets‐s‐standards.pdf?sfvrsn=2
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandar http://www.iste.org/docs/pdfs/nets‐s‐2007‐student‐profiles‐ ds/learningstandards/AASL_LearningStandards.pdf en.pdf?sfvrsn=4
http://englishspanishteks.net/files/standards/TEKS/ELAR_TEKS_K‐12.pdf
http://www.p21.org/overview http://www.p21.org/storage/documents/1. __p21_framework_2‐pager.pdf
12th Grade Comparison Chart Research/Research Plan.
1. Inquire, think critically and gain knowledge.
Students ask open‐ended research questions and develop a plan for answering them. Students are expected to:
3. Research and information fluency 4. Critical thinking, problem solving, and decision making
Learning and Innovation Skills
Students apply digital tools to gather, evaluate, and use information.
* Creativity and innovation *Critical thinking and Problem solving *Communication and collaboration
1.1.1 Follow an inquiry‐based process in seeking knowledge in 3.a Plan strategies to guide inquiry With guidance use an inquiry based process (Big 6 or KWL) to investigate a topic of curricular subjects, and make the real‐world connection for using this 20.a: brainstorm, consult with others, decide upon a topic, and formulate a 4.a Identify and define authentic problems and significant personal interest. Independently formulate questions that will help narrow the focus of the process in own life. 1.1.3 develop and refine a range of questions to major research questions to address the major research topic: questions for investigation. research. frame the search for new understanding.
20.b: formulate a plan for engaging in research on a complex, multi‐faceted Analyze a Varity of texts for theme and point of view. Use a variety of organizational topic. structures to categorize information and draw conclusions.
2.1.1 Continue an inquiry‐based research process by applying critical‐ thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real‐world situations, and further investigations.
Research/Gathering Sources.
2. Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
3. Research and information fluency 4. Critical thinking, problem solving, and decision making
Information, Media and Technology Skills
3. Students apply digital tools to gather, evaluate, and use *Information Literacy Use different clues (placement in text, signal words, focal point of illustration) to determine 2.1.1 Continue an inquiry‐based research process by applying critical‐ information. 4. Students use critical thinking skills to plan and *Media literacy important ideas in illustrations and text. Identify facts and details that support main ideas. thinking skills (analysis, synthesis, evaluation, organization) to conduct research, manage projects, solve problems, and *ICT (Information, Communications Restate and respond with detailed answers to factual questions. Find similar bid ideas in information and knowledge in order to construct new make informed decisions using appropriate digital tools and and Technology) Literacy. understandings, draw conclusions, and create new knowledge. more that one source. With guidance make inferences. resources.
2.1.1 Continue an inquiry‐based research process by applying critical‐ thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new 21.a: follow the research plan to gather evidence from experts on topic and b. Locate, organize. Analyze, evaluate, synthesize, and Analyze a Varity of texts for theme and point of view. With guidance, use digital resources understandings, draw conclusions, and create new knowledge. 1.1.8 text written for informed audiences in the field, distinguishing between ethically use information from a variety of sources and media. and social networking tools, to collect information using a variety of search strategies. Demonstrate mastery of technology tools for accessing information reliable sources and avoiding over‐reliance on one source; and pursuing inquiry.
21.b: systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual Use web 2.0 tools, to enhance communication and collaboration and promote maps/timelines, and separated factual data from complex inferences; productivity, and support creativity.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
21.c: paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
3.1.6 Use information and technology ethically and responsibly
Document and cite all sources. Follow acceptable use policy in all respects and use the internet responsibly and safely.
b. Plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
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Copyright © 2013 SBISD. All rights reserved. Permission granted to reproduce for nonprofit educational purposes.
6-12 Standards Skills Chart
2. Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Research/Synthesizing Information.
*Information Literacy 3.b. Locate, organize, analyze, evaluate, synthesize, and *Media literacy ethically use information from a variety of sources and media. *ICT (Information, Communications and Technology) Literacy.
Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
22.a: modify the major research question as necessary to refocus the research plan;
Set clear, high standards for work, establishing a criteria for self‐assessment. With guidance, establish revision strategies for their own work.
3.1.1 Conclude an inquiry‐based research process by sharing new understandings and reflecting on the learning
22.b: differentiate between theories and the evidence that supports them Build conceptual framework by synthesizing ideas gathered from multiple texts. Resolve 2.2.2 Use both divergent and convergent thinking to formulate and determine whether the evidence found is weak or strong and how that conflicting evidence or clarify reasons for differing interpretations of information and ideas alternative conclusions and test them against the evidence. evidence helps create a cogent argument; 22.c: critique the research process at each step to implement changes as the need occurs and is identified.
Information, Media and Technology Skills
Organize information independently, deciding the structure based on the relationships among ideas and general patterns discovered.
3.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4.d. Uses multiple processes and diverse perspectives to explore alternative solutions.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn 3. Share knowledge and participate ethically and productively as members of our democratic society.
Research/Organizing and Presenting Ideas.
Life and Career Skills *Flexibility and adaptability *Initiative and self‐direction *Social and cross‐cultural skills *Productivity and accountability *Leadership and responsibility
Students organize and present their ideas and information according to the Present information clearly so main points are evident. Use information appropriate to task 3.1.1 Conclude an inquiry‐based research process by sharing new purpose of the research and their audience. Students are expected to and audience. Identify and evaluate the important features for a good product. Reflect at understandings and reflecting on the learning synthesize the research into a written or an oral presentation that: the end of inquiry experience about what ideas would still be interesting to pursue.
23.c: develops an argument that incorporates the complexities of and Set clear, high standards for work, establishing a criteria for self‐assessment. With discrepancies in information from multiple sources and perspectives while guidance, establish revision strategies for their own work. anticipating and refuting counter‐arguments;
3.1.1 Conclude an inquiry‐based research process by sharing new understandings and reflecting on the learning
23.a: provides an analysis that supports and develops personal opinions, as Analyze a variety of texts for theme and point of view. opposed to simply restating existing information;
2.1.2 Organize knowledge so that it is useful. 1.1.4 Find, evaluate, and select appropriate sources to answer questions
23.b: uses a variety of formats and rhetorical strategies to argue for the thesis;
Use a variety of formats and media to communicate information and ideas effectively.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
23.d: uses a style manual (e.g., Modern Language Association, Chicago Manual of Style ) to document sources and format written materials;
Use a variety of formats and media to communicate information and ideas effectively.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 3.1.6 Use information and technology ethically and responsibly.
Critically evaluate information and understand that the information can be influenced by the source. Ask does my information adequately cover my topic.
3.1.1 Conclude an inquiry‐based research process by sharing new understandings and reflecting on the learning
23.e: is of sufficient length and complexity to address the topic.
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3.d. Process data and report results.
Copyright © 2013 SBISD. All rights reserved. Permission granted to reproduce for nonprofit educational purposes.
