The Missouri Reader Vol. 41, Issue 1 - Page 17

17

TITLE

Moreover, reading aloud to teenagers can stimulate their imagination and emotions, enrich their vocabulary and understanding of sophisticated language patterns, make difficult text understandable, and encourage a lifelong enjoyment of reading (Anderson, 2007)

Pair students and tell them to write four questions in Box A they will ask their buddy. Remind them these are to be questions that do not have yes or no answers. Suggest they ask about something they don’t know such as their buddy’s hobbies, family, favorite television shows, and so on. Buddies take turns interviewing each other. The students use Box B to record answers. When they are done, tell each student to read over their buddy’s answers. Using two of the answers, tell them to write two more questions in Box C that ask for more information or detail. They are to again interview their buddy and write the answers in Box D.

3) Using the notes taken while reading information about their topic, show students how to summarize information. Have them compare the information gathered across different resources to demonstrate how to reduce redundancy and double check facts. Did two references give them different information? How will they resolve that problem? The phrases and key words collected by students in response to their questions can be cut apart, arranged in a logical order, and used to outline their writing.

Research is an important skill most of us use every day. Going on a trip? We most likely do some research to get there, stay there, and eat there. Looking to buy a new bike? We might “interview” a friend who is an avid rider. We want students to be efficient and capable researchers. Knowing how to pose questions about a topic, presearch, and then explore a wide array of resources will help them across the curriculum and across the years.

References

Buckner, A, (2013). Nonfiction notebooks: Strategies for informational writing. Portland, ME: Stenhouse.

Desilver, D. (2013). Few students likely to use print books for research. Pew Research Center. Accessed April 30, 2016. http://www.pewresearch.org/fact-tank/2013/07/30/few-students-likely-to-use-print-books-for-research/#

Gardiner, S. (2004). Let students write their masterpiece. Educational Leadership, 71 (7), 67-70.

Goodreads. (2016). Dan Brown Quotes. Accessed April 30, 2016. http://www.goodreads.com/quotes/193166-google-is-not-a-synonym-for-research

Joyce, M.Z. & Tallman, J.I. (1997). Making the writing and research connection with the I-Search process: A how-to-do-it manual for teachers and school librarians. New York: Neal-Schuman Publishers.

Kidd, J.K. (1999). Teaching effective research strategies to elementary school students. In Dugan, J. A. R. (Ed.) & College Reading Association. Advancing the world of literacy: Moving into the 21st century. Carrollton, Ga: College Reading Association, 157-170.

Kingsley, T., Cassady, J., Tancock, S. (2015). Successfully Promoting 21st Century Online Research Skills: Interventions in 5th-Grade Classrooms. Reading Horizons, 54(2), 91-134.

Messner, K. (2011). Real revision: Authors’ strategies to share with student writers. Portland, ME: Stenhouse.

Tompkins, G. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

White, R. W. (2014). Belief dynamics in web search. Journal of The Association for Information Science & Technology, 65(11), 2165-2178.

SEE NEXT PAGE FOR THE AUTHOR

BIOS FOR THIS ARTICLE

CLICK ON BOOK TO VISIT WEB PAGE