Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements.

Students will collect, organize, display, analyze, or interpret data to make decisions or predictions.

Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.

When using this type of resource with an individual or group of students (including the OPAC to locate a book) verbalize the decisions you are making as you navigate the resource. Identify the search term you used and why you chose that term; tell the students why you chose the item you did from the list of hits; etc. By doing this, you are raising their awareness of what is involved in using these resources efficiently and effectively.

A.2.c. Recognize there are advantages and disadvantages related to using print, non-print, and computer/online resources

When setting up equipment to use non-print or computer/online resources with students, comment on the need to have special equipment to be able to use the resource. Make comparisons to the requirements for using a book or other printed resource. When appropriate, comment on the value of color or motion to facilitate understanding of a concept (advantage of live action or animation motion media).

3.0 Collect Information

A.1-3 Use print, non-print and computer/online resources effectively

Much of what will happen related to collecting information will involve students participating in adult controlled activities. Focus on verbalizing your own decision-making and search behaviors related to zeroing in on needed information. When working with a student if you are using an index in a book, explain what word you are looking for and how the index tells you what page the information will be on etc. The underlying message to students at this stage is that materials are organized in a systematic way in the library and that information is organized within each resource. Specific skills can be introduced to selected students, as they become readers that are more independent and gain an understanding of the systems used to organize materials within the library media center and within a specific resource.

A.4-6 Evaluate content of specific resources

Through discussion of stories and informational passages, introduce concepts and strategies for applying various thinking skills and problem solving strategies. Asking students to predict what will happen next is actually asking them to make an inference. Learning to visualize in their mind what the words are describing is essential to developing comprehension skills. Do not always show the pictures as you read. Ask students what picture they see in their mind as your read the story. Then share the illustrator’s idea of what the words mean by showing the picture. Encourage students to make text-to-self connections with the content of the story or passage being read in order to encourage students to make a personal connection. Asking open-ended questions related to elements of the story or passage encourages critical and creative thinking. To encourage multiple answers to open-ended questions it is important to respond to students in a way that accepts their response but does not give the impression that it is the one and only correct answer you are looking for. Instead of saying,”Yes that’s right” or “Great answer”, respond with, “Good idea, does anybody have another idea?” or “That is one possible answer, anyone have another suggestion?” When a student gives an off the wall answer, gently remind them of the known facts and ask them if their response fits the facts. Give them a chance to revise their answer. Create an environment in which students begin to realize you are equally, or maybe more interested in their reason for their answer than the answer itself.

Created by Catherine Ditzell and Stephanie Willett

Last update: June, 2006