3.13.C

ELA3rd GradeThe student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

The Standard

identify and gather relevant information from a variety of sources

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Students use a clear research question to decide which sources and facts are useful. They collect information from different source types, such as books, websites, maps, interviews, or photographs.
What Mastery Looks Like: A student selects useful facts from at least two different source types. The student leaves out unrelated details and explains how each chosen fact answers the research question.
Common Misconceptions: Students may choose facts because they are interesting, even when the facts do not answer the research question. They may rely on one source or copy whole sections instead of selecting useful details.
How to Assess It: Give students a habitat question, a book excerpt, a web page, a map, and an unrelated recipe. Ask them to choose two useful sources and record one relevant fact from each.

Lesson moves

Place books, printed articles, maps, and photographs at stations; students collect one fact from each that answers a question about frogs.
Students answer the prompt, "Which source best explains how weather affects recess, and what detail proves it?"
Play Source Detective Bingo by giving students a research question and source cards, then having them cover only cards with useful information.
Students use seed packets, a garden catalog, and a weather chart to recommend the best plant for the school garden.

Keep exploring

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