List of Benchmarks for Language Arts | | Standard 4. | Gathers and uses information for research purposes | | | Level Pre-K (Grade Pre-K) | | | 1. | Not appropriate for this level | | | Level I (Grade K-2) | | | 1. | Researches topics of personal interest (e.g., generate questions about a topic, participates in shared research projects, records observations). | | | 2. | Uses a variety of sources to gather information (e.g., informational books, pictures, charts, indexes, videos, television programs, guest speakers, Internet, own observation) | | | Level II (Grade 3-5) | | | 1. | Uses a variety of strategies to plan research (e.g., identifies possible topic by brainstorming, listing questions, using idea webs; organizes prior knowledge about a topic; develops a course of action; determines how to locate necessary information) | | | 2. | Uses encyclopedias to gather information for research topics | | | 3. | Uses dictionaries to gather information for research topics | | | 4. | Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, videos, pull-down menus, word searches) | | | 5. | Uses key words, guide words, alphabetical and numerical order, indexes, cross-references, and letters on volumes to find information for research topics | | | 6. | Uses multiple representations of information (e.g., maps, charts, photos, diagrams, tables) to find information for research topics | | | 7. | Uses strategies to gather and record information for research topics (e.g., uses notes, maps, charts, graphs, tables, and other graphic organizers; paraphrases and summarizes information; gathers direct quotes; provides narrative descriptions) | | | 8. | Uses strategies to compile information into written reports or summaries (e.g., incorporates notes into a finished product; includes simple facts, details, explanations, and examples; draws conclusions from relationships and patterns that emerge from data from different sources; uses appropriate visual aids and media) | | | 9. | Cites information sources (e.g., quotes or paraphrases information sources, lists resources used by title) | | | Level III (Grade 6-8) | | | 1. | Gathers data for research topics from interviews (e.g., prepares and asks relevant questions, makes notes of responses, compiles responses) | | | 2. | Uses a variety of resource materials to gather information for research topics (e.g., magazines, newspapers, dictionaries, schedules, journals, surveys, globes, atlases, almanacs, websites, databases, podcasts) | | | 3. | Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations) | | | 4. | Writes research papers (e.g., asks research questions, defines a topic, organizes information into major components and examines relationships among these components, addresses different perspectives on a topic, achieves balance between research information and original ideas, integrates a variety of information into a whole, draws conclusions) | | | 5. | Uses appropriate methods to cite and document reference sources (e.g., footnotes, bibliography) | | | Level IV (Grade 9-12) | | | 1. | Uses appropriate research methodology (e.g., formulates questions and refines topics, develops a plan for research; organizes what is known about a topic; uses appropriate research methods, such as questionnaires, experiments, field studies; collects information to narrow and develop a topic and support a thesis) | | | 2. | Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, and newspapers; government publications and microfiche; library databases; field studies; speeches; technical documents; periodicals; Internet sources, such as web sites, podcasts, blogs, and electronic bullentin boards) | | | 3. | Uses a variety of primary sources to gather information for research topics | | | 4. | Uses a variety of criteria to evaluate the validity, reliability, and usefulness of primary and secondary source information (e.g., the motives and perspectives of the author; credibility of author and sources; date of publication; use of logic, propaganda, bias, and language; comprehensiveness of evidence; strengths and limitations of the source relative to audience and purpose) | | | 5. | Synthesizes information from multiple sources to draw conclusions that go beyond those found in any of the individual sources | | | 6. | Uses systematic strategies (e.g., anecdotal scripting, annotated bibliographies, graphics, conceptual maps, learning logs, notes, outlines, technology) to organize and record information | | | 7. | Scans a passage to determine whether it contains relevant information | | | 8. | Writes research papers (e.g., includes a thesis statement; synthesizes information into a logical sequence; paraphrases ideas and connects them to other sources and related topics; identifies complexities and discrepancies in information; addresses different perspectives; organizes and converts information into different forms such as charts, graphs, and drawings; integrates quotations and citations into flow of paper; adapts researched material for presentation to different audiences and for different purposes) | | | 9. | Use standard format and methodology for documenting reference sources (e.g., credits quotations and paraphrased ideas; understands the meaning and consequences of plagiarism; distinguishes own ideas from others; uses a style sheet method for citing sources, such as the Modern Language Association, American Psychological Association, or Chicago Manual of Style; includes a bibliography of reference material) |
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