- English Language Arts and Reading
- Grade 4
- Inquiry and research
identify and gather relevant information from a variety of sources;
Consider pairing SE 4.13.C and 4.13.E and assess both SEs at the same time. With SE 4.13.C, students will identify and gather information, and with SE 4.13.E, students will demonstrate their understanding of that information. Provide students with different ways to organize research using tools such as an outline, K-W-L chart, mapping, or other graphic organizers. As students ask and answer new questions that arise, assist them in filtering resources to find the information they need. Encourage students to evaluate the resources for accuracy and, finally, process sources of information to make thoughtful decisions. Further support students as they compile and organize the information gathered in a format that enables them to share the information. This work can tie to content-area lessons such as gathering information about American Indian groups in Texas and North America for social studies.
Students are expected to know how to search for and locate source material that supports their research. Students should be able to sort through information to determine what is relevant to their specific objectives.
1. Bober, T. (2018). The power of primary sources: Tips for introducing historic documents to younger students. American Libraries, 49(9–10), 56. Retrieved from https://link.galegroup.com/apps/doc/A553402618/PROF?u=tea&sid=PROF&xid=bea5115e
Summary: This brief article that presents practical ideas for introducing younger students to primary sources.
2. Larson, L. C. (2010). Digital readers: the next chapter in e-book reading and response. The Reading Teacher, 64(1), 15+. Retrieved from https://link.galegroup.com/apps/doc/A237732988/PROF?u=tea&sid=PROF&xid=fe8547d6
Summary: This is a classroom study, with the results focused upon two second grade students' response to an ebook recommended for grades 2–4. The study examined five categories of response, including understanding based upon retelling, character identification, questioning, answering, and responding to the text. The study considers the benefits of reading a digital text over standard texts, considers implications for the classroom, and offers guidance to teachers in the use of digital texts.