QueSPER Information Literacy Curriculum
Essential Questions & Goals and Objectives
May Watts - Draft 7/30/01 ã
Carol J. Fox , 2001
Grade 3: Where do I find different kinds of recorded information?
The student will:
Review definition of information and process of how we learn.
Review pattern seeking methods: LOOK FOR PATTERNS: Question, Describe, Compare, Match, Conclude, Report, Evaluate, Reflect.
Review retrieval strategies: Spelling, Keywords, and Guidewords, Guide numbers, Between, Z search.
Focus on pattern-seeking in recorded information sources: Using an index, a catalog, guide words, guide letters, guide numbers, a nonfiction trade book, an encyclopedia article, an atlas, an almanac, a web page, a web site.
Focus on category making and ordering: Alphabetical order, Numerical order, and Subject order, Type order (Fiction & Nonfiction, Dewey categories).
Focus on deeper understanding of search strategies: SMLKA (spelling, meaning, last names, keywords, do it again, then ask).
Focus on using research process for a FIRST SEARCH inquiry: QueSPER: question, search, produce, evaluate, reflect.
Develop relationship between student questions and information to be learned (e.g.: characteristics of types of animals; basic questions in geographical exploration and culture examination; characteristics of types of habitats; fundamentals of living in the United States).
Develop beginning strategies for note taking.
Develop knowledge of author ad creator of recorded information.
Develop knowledge of credit due an author of recorded information for his/her work.
Develop beginning strategies for reporting, reflecting, and self-evaluating.
Develop beginning strategies for citation of sources.
Develop connection between home and school learning.
Develop knowledge of personal independence and responsibility in using the LMC.
Develop knowledge of computer as a tool to help us learn (parts of computer, programs for production, web site investigation, online encyclopedias, and dictionaries).