Research Building Blocks: "Cite Those Sources!"

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Research Building Blocks: "Cite Those Sources!"

Description:

Children are naturally curious-they want to know "how" and "why." Teaching research skills can help students find answers for themselves. This lesson is taken from a research skills unit where the students complete a written report on a state symbol. Here, students learn the importance of citing their sources to give credit to the authors of their information as well as learn about plagiarism. They explore a Website about plagiarism to learn the when and where of citing sources as well as times when citing sources is not necessary. They look at examples of acceptable and unacceptable paraphrasing. Finally, students practice citing sources and creating a bibliography.

Education Levels:

3, 4, 5

Subject:

Process Skills, Writing (composition)

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

ReadWriteThink

Show more properties

Keywords:

Plagiarism, Citing sources, Research skills, Citations, Paraphrasing, Bibliographies

Mediator:

Elementary school teachers

Publisher:

ReadWriteThink

Contributor:

Lisa Storm Fink

Is Part Of:

http://www.readwritethink.org/classroom-resources/lesson-plans/

Language:

English

Subjects/Topics

P21 Subject:

Information and Communication Skills, Language Arts, English

Learning Outcomes:

Learning Outcomes:

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

This data provided by the Achievement Standards Network

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