3. Think of students as “Infotectives... a student thinker capable of asking great questions about data in order to convert the data into information and eventually insight .” Creating Critical Thinkers McKenzie, Jamie. (1998). Grazing the Net: Raising a Generation of Free Range Students

6. Cognitive Complexity

7. FCAT Item Specifications for Reference and Research Cluster 4 Sunshine State Standards Benchmarks Grades 6-8 Item Type Grade 6 Item Type Grade 7 Item Type Grade 8 LA. A.2.3.5 LA.A.2.3.6 LA.A.2.3.7 LA.A.2.3.8 Multiple Choice Multiple Choice Multiple Choice Short Response Extended Response

12. FCAT Analysis 2007 Grade 6

14. Forms of Text Source: FCAT Handbook––A Resource for Educators

15. Cluster 4 Passage Distribution Source: FCAT Handbook––A Resource for Educators

16. Cluster 4 Distribution Source: FCAT Handbook––A Resource for Educators

21. Reference, Research, & Reading

22. Florida Research Model

24. Use FINDS to guide your students through the research process and inquiry based learning. FINDS http://www. sunlink . ucf . edu /

25. What is my assignment or problem to be solved? What are my questions? What information is needed? FOCUS

26. Investigate Where are my sources located? What sources should I use? Where is the information within each source?

27. NOTES How do I take notes in my own words? Which facts do I need to create a citation? Do I have all the information I need?

28. DEVELOP INFORMATION FOR PRESENTATION How do I present the information? Are my conclusions based on research? How do I integrate technology to enrich, publish, or present my project?

29. SCORE Was my research process efficient and effective? Did I present the information in the best way?

31. FINDS and Informational Text Pre-Reading: Check out the Framework

32. FINDS and Informational Text During reading: Connect to the main idea with a graphic organizer such as a fishbone for cause and effect

33. FINDS and Informational Text After reading: Connect to the main idea by using higher level questioning that requires students to “create” their answer through application, analysis, synthesis, and evaluation.

34. FINDS: Digging Deeper with Fiction “ Many children are not so engaged when they read. They don’t know when they’re comprehending. They don’t know when they are not. They don’t know whether it is critical for them to comprehend a given piece. And if they don’t comprehend, they don’t know what to do about it.” Keene, Ellin Oliver and Zimmerman, Susan. Mosaic of Thought . Portsmouth, NH: Heinemann, 1997.

35. According to Mosaic of Thought, proficient readers: Make different types of connections to the text Text-to-Self Text-to-Text Text -to-World

37. FINDS and Fiction Make connections between different types of passages with common themes After reading informational text on a topic, have students read a literary piece or poem and identify the connection between the texts TEXT-TO-TEXT CONNECTION © Bruce Laurance/Getty Images

38. FINDS: Novel Extensions Identify a theme or topic that requires further research, exploration, or cross-curricular study. Turn passive readers into active readers by integrating technology and inquiry-based learning into reading instruction. Podcasts, Google Lit Trips, E-Zines, wikis and blogs are just a few examples of how technology can be used to extend novels, giving students a chance for real world application.

39. FINDS: Novel Extensions Google Lit Trips combine digital literacy, technology and reading skills.

40. FINDS: Novel Extensions BEEP resource: teachingbooks.net Author Interviews Multimedia presentations of research through podcasts, student created videos and Jack Gantos