REFERENCE

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REFERENCE RESEARCH

• AN FCAT STORY

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RESEARCH AND REFERENCE BENCHMARKS MEASURE

• STUDENTS ABILITY TO
• LOCATE
• ANALYZE
• INTERPRET
• EVALUATE
• SYNTHESIZE

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WHAT IS THE STUDENTS JOB?

• The student must show their ability to locate,
  gather, analyze, evaluate and synthesize written
  information for a variety of purposes.
• The student must show their ability to select and
  use appropriate study and research skills and
  tools according to the type of information being
  gathered or organized.
• The student must show their ability to
  synthesize information from multiple sources to
  draw conclusions.

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WHAT CAN TEACHERS DO?

• Teachers should model expected outcomes or direct
  students as to how to obtain information by
  providing proper stimulus. For example text,
  maps, tables, charts, magazines, newspapers,
  indexes, and/or other graphics. Also include
  illustrations, advertisements, schedules, and
  diagrams. Stimuli should include appropriate
  labels, legends, keys/captions.
• Informational sources should include both primary
  and secondary. (Almanacs, government
  publications, news sources, informational
  sources, diaries, memos, letters,
  speeches..etc.)
• Passages used may be literary or informational
  text. Students often have less experience with
  informational text, therefore, provisions should
  be made for more practice in these types of text
  to increase comprehension.

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HOW CAN TEACHERS HELP?

• Provide students with more post-reading
  activities related to analyzing and synthesizing
  content. For example Answering written
  questions and completing written summaries.
• Provide students with explicit instructions
  involved in completing written summaries.
• Provide students with intense interaction with a
  wider variety of references.

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WHAT ELSE CAN TEACHERS DO?

• Be aware of the forms of Informational and
  Literary Text that may be represented on the
  FCAT.
• Informational Subject area, magazines,
  newspaper articles, diaries, editorials,
  informational essays, biographies,
  autobiographies, primary sources, how-to-do
  articles, advertisements, tables, graphics,
  illustrations, photographs and captions.
• Literary short stories, literary essays
  (critiques, personal narratives) excerpts, poems,
  historical fiction, fables, folk tales, and
  plays.
• Be aware that the FCAT items and tasks are based
  on Blooms Taxonomy of Cognitive Objectives.

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SOME EXAMPLES OF IMPLEMENTING THESE FCAT TASKS
ITEMS INTO CONTENT AREAS

• SOCIAL STUDIES MOCK ELECTION
• SCIENCE LABS, EXPERIMENTS
• MATH DATA COLLECTION-MOCK ELECTION
• ENGLISH RESEARCHING AUTHORS, POETS
• ART/MUSIC/DRAMA RESEARCH ON ARTISTS, MUSICIANS,
  ACTORS
• LANGUAGE TRANSLATING FROM ONE LANGUAGE TO
  ANOTHER, RESEARCH COUNTRIES AND CULTURES
• VOCATIONAL PRACTICING REAL WORLD TASKS

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SUPER RESOURCES Reference Research

• Primary/Secondary Source Guide
• http//www.lib.berkeley.edu/TeachingLib/Guides/Pr
  imarySources.html
• Steps In Preparing The Research Paper Student
  Guide
• http//www.scarborough.k12.me.us/high/projects/rc
  ircle/main.html
• Graphic Organizers
• http//www.teachervision.fen.com/lesson-plans/les
  son-6293.html?wtlACImo702

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MORE RESOURCES

• BLOOMS TAXONOMY
• http//www.kcmetro.cc.mo.us/longview/ctac/blooms.h
  tm
• Science Lesson Plan
• http//collier.k12.us/WebLessons/WebQuest/coralree
  fs/t-fcat_connections.htm
• FCAT Question Patterns for Literary Text
• http//www.sarasota.k12.fl.us/sarasota/questpattrn
  lit.htm
• FCAT Question Patterns for Informational Text
• http//www.sarasota.k12.fl.us/sarasota/questjpattr
  nsinfo.htm
• Reading Strategies That Assist Content Area
  Reading
• http//www.sarasota.k12.fl.us/sarasota/interdiscrd
  g.htm

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More Resources

• Science, Social Studies, Art, Music Lesson Plans
• http//www.marcopoloeducation.org/teacher/new_les
  sons.aspx