The fact that this project is based on the 8Ws Model really set me up nicely to meet the literacy standards. The 8Ws allows the student to move through the standards at a self-guided pace. I think that the more experience and practice that students get with this model, the more proficient they will become with the standards. Here are some examples of the Information Literacy Standards that I met during this project.
Standard One Inquire, think critically, and gain knowledge.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
Standard Two Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.1.4 Use technology and other information tools to analyze and organize information.
Standard Three
Share knowledge and participate ethically and productively as members of our democratic society.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.4 Create products that apply to authentic, real-world contexts.
Standard Four
Pursue personal and aesthetic growth.
4.1.6 Organize personal knowledge in a way that can be called upon easily.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
I think that students would probably approach the topic of California in a similar fashion. For elementary students, I would offer suggestions and guidance as they journey through the 8Ws. Maybe I would supply a chart with a few questions to get them started. This would be a fabulous topic because it is broad and could take many different paths. Students could choose to focus on history, National Parks, cities or interesting sites. Another idea is to have students work in groups on different topics about California.
Here are some grade 3 content standards that apply:
Standard 2: READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material.
Structural Features of Informational and Technical Materials
3.2.1 Use titles, table of contents, chapter headings, a glossary, or an index to locate information in text.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text 3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.
3.2.3 Show understanding by identifying answers in the text. 3.2.4 Recall major points in the text and make and revise predictions about what is read. 3.2.5 Distinguish the main idea and supporting details in expository (informational) text. 3.2.6 Locate appropriate and significant information from the text, including problems and solutions.
Standard 4: WRITING: Writing Processes and Features
Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
Organization and Focus
3.4.1 Find ideas for writing stories and descriptions in conversations with others, and in books, magazines, school textbooks, or on the Internet.
3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
Research Process and Technology
3.4.4 Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).
3.4.5 Use a computer to draft, revise, and publish writing.
Evaluation and Revision
3.4.6 Review, evaluate, and revise writing for meaning and clarity.
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