Go to page
AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review terms and ideas relating to magazines.
  • Understand information in a magazine.
Practice Book
Practice Book 3.1 p. 80
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE ORGANIZING COLLECTIONS
Use the following 5-day plan to help students conduct this week's Internet
inquiry activity on organizing collections. Remind students to follow classroom
rules when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the topic, organizing and displaying collections. Brainstorm ideas for specific inquiry questions about ways to organize. For example, students might want to find out the best way to organize sports cards or display stuffed animals. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Review how to begin a simple Internet search using a student-friendly search engine. Have students type keywords related to their inquiry questions. Explain to students the meanings of endings in URLs. Tell students that addresses ending with .gov are government sites, with .edu are education sites, with .mil are military sites, and with .com are commercial sites which offer current news as well as people trying to sell products. Point out that knowing what these URL endings mean will help determine the credibility of the Web site.
Analyze Students will explore the Web sites they identified on Day 2. Tell them to explore each site for information that helps answer their inquiry questions. Students should analyze information for usefulness. They can print out and then highlight relevant information, or take notes about it.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they combine relevant ideas and information from different sources to develop an answer to their questions.
Communicate Have students share their inquiry results. They can use a drawing or design program to create a diagram that shows how to organize a collection.
DAY 5
RESEARCH/STUDY SKILLS
Magazine/Periodical
TEACH
Ask students what kinds of magazines they have read. Guide them to understand that
many magazines are devoted to a topic, such as fashion, sports, or news. Distribute
magazines to students as you discuss these ideas.
  • Most magazines have a table of contents located near the front. It tells where the
    articles, or stories are located. Often, high-interest articles are highlighted in
    some way in the contents.
  • Articles have titles, usually followed by the writer's name. In most articles the
    questions who, what, where, when, why, and how are answered in the first few paragraphs.
  • Many articles include photographs, usually with captions. The caption describes
    the photograph. Articles can include other graphics, such as graphs, charts, and tables.
  • Magazines are good sources for current events.
Magazine/Periodical Have students work in pairs or small groups
to read a children's magazine article, which
they will briefly summarize for the class. Suggest
that they use who, what, where, when, why and
how in the summary. Before students begin the
activity, provide some questions they should
think about.
  1. What kind of article is it? Who
    would be interested in reading it?
  2. Are there graphics with the article
    that include important information?
Magazine/Periodical
ASSESS
As students work on the summaries, make sure they find the most important ideas.
Check that they can interpret captions and graphics.
For more practice or to assess students, use Practice Book 3.1, p. 80.