Post on 25-Apr-2020
International School
of Kenya
Research Standardsfor the
21st-Century Learner
PK - 12
International School of KenyaResearch Standards
Table of Contents
Topic Page Number
Essential Agreements 2
MS Units Pacing 3
Research Skills Scope and Sequence 5
Essay Construction Scope and Sequence 6
Presentation/Technology Support 7
MLA Essay Sample 8
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
JVL: Curriculum_Research scope/sequence2011-2012
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Students of the 21st century will address authentic problems and
questions that matter, using authoritative information, critical
thinking, and creativity.
International School of KenyaResearch Standards
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
THE ISK RESEARCH PROCESS
The steps:
PLAN:1. PRE-SEARCH2. CONSTRUCT A RESEARCH QUESTION
RESEARCH:3. SELECT & EVALUATE RESOURCES4. COLLECT & SYNTHESIZE INFORMATION
CREATE:5. CREATE & PRESENT FINAL PRODUCT
Explanation of the steps:
PRE-SEARCH• Read for background information • Consider what you already know • Identify key words and concepts• Review assignment parameters and assessment criteria
CONSTRUCT A RESEARCH QUESTION / THESIS STATEMENT• Consider what interests you as you choose an area of focus• Frame a meaningful research question (use Bloom’s higher level questioning) • Consider how you might best answer the question or support a thesis statement
SELECT AND EVALUATE RESOURCES• Identify resources in a variety of formats and from diverse viewpoints• Use key words to search book indexes, library catalog, online resources • Evaluate resources for quality/authority• Determine whether you have sufficient, relevant information to answer your research question
(should you reframe your question?)
COLLECT AND SYNTHESIZE INFORMATION• Take notes using an organizational tool: Two or three-column notes, note cards, or graphic
organizers, highlighters • Identify direct quotes • Paraphrase & summarize information in concise notes• Record your sources as you take notes• Sort/analyze/interpret information/data• Draw conclusions/offer solutions from the information/data
CREATE AND PRESENT FINAL PRODUCT• Create first draft/outline/plan of your final product• Consider purpose and audience• Review and edit (check rubric)• Present or share your findings
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
Elementary School
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
ES Essential Agreements
All teachers agree to the following:
1. Assignments:a. Projects will be designed to require original thinking and creativity from students.b. Projects will be jointly planned with the homeroom teacher, librarian, IT facilitator and
any other specialist as appropriate.c. A variety of modes (oral, written and audio/visual) will be used during the course of the
year(s) to present research findings in ways that require organization and creativity.d. Students will be given a timeline for the project and the final assessment rubric when a
task is assigned.
2. Sources: a. Students will use multiple types of sources, in print and online: books, encyclopedias,
websites, interviews, magazines, etc (as appropriate).b. Students will acknowledge their sources.
3. Note-Taking: a. Students will take bullet-point notes using a pre-assigned format.b. Students will record their sources as part of the note-taking process.
4. Guaranteeing Authentic Work:a. Students will be given ample time for taking notes and writing in school.b. Note-taking and preliminary work will be assessed as well as the final product.c. Original thinking and creativity will be assessed.
JVL: Curriculum_Research scope/sequence2011-2012
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ES Research Scope and Sequence
Pre-K Kindergarten Grade 1
PLA
N
1. Pre-search[Develop an understanding of the topic]
Explore a topic through a variety of means
Use new vocabulary associated with a topic
Share what you already know
Use new vocabulary associated with a topic Share what you already know Understand what a fact is Understand what is meant by “researching a
topic”
Use new vocabulary associated with a topic Understand new concepts related to a topic Share what you already know Understand what a fact is Understand what is meant by “researching a
topic”
2. Construct a Research Question[Focus on one aspect]
Consider what you don’t know Ask questions relevant to a specific topic
Consider what you don’t know Ask relevant questions in response to
observations, interests, information or stories related to a specific topic
Consider areas of interest Consider what you don’t know Generate questions to explore individually or
as a class
RES
EAR
CH
3. Select & Evaluate Resources
Recognize the need for information Understand that libraries and librarians
help us answer questions Distinguish fiction books from nonfiction
books
Recognize the need for information Understand that libraries and librarians help
us answer questions Recognize differences between fiction books
and nonfiction books Locate fiction and nonfiction in the library
Know the difference between fiction and nonfiction
Use resources provided by the teacher to find specific information
Use print encyclopedias (select correct volume)
Seek answers from information experts in the ISK community
4. Collect & Synthesize Information
Understand that words & pictures have owners
Sort related subject matter
With assistance, use books and websites to answer a question
Use an organizational tool to record facts Understand that words and pictures have
owners Identify title & author on a book cover Sort related subject matter
Record facts to answer a query Use an organizational tool to organize
information Locate title & author on a book, and name of
a website Note sources as part of the note-taking
procedure Organize related subject matter
CR
EATE
5. Create & Present Final Product
Retell new information learned Explain a visual related to a new topic Draw a picture reflecting new learning
Share research findings in a specified format Draw a picture to share new learning
Share research findings in specified formats, oral and written
Recognize the benefits of organization & clarity in presenting findings
IT Integration[none] Kidspiration (graphic organizer)
PebbleGo (electronic database for lower ES)
Kidspiration (graphic organizer) PebbleGo (electronic database for lower
ES)
ES Research Scope and Sequence
Grade 2 Grade 3 Grade 4 Grade 5
PLA
N
1. Pre-search
Understand keywords and new concepts
Share what you already know Understand the difference between
fact and opinion
Understand keywords and new concepts
Become familiar with the broad topic through teacher-directed independent background reading
Identify and understand keywords and new concepts
Read independently for background information on a topic, e.g. from an encyclopedia, magazine
Clarify assignment expectations
Read independently for background information on a topic
Develop a mind map to explore what you know
Identify and define keywords and concepts
Clarify assignment expectations
2. Construct a Research Question
Consider areas of interest Consider what you don’t know Create a list of sub-topics related to
the larger topic Generate some questions about
those sub-topics
Consider personal interests related to the broad topic
Generate a list of questions and/or related sub-topics
In consultation with teacher, determine an area of focus
Consider personal interest in choice of topic
In consultation with teacher, determine an area of focus
Write questions to explore the topic [higher level questioning]
Revise, delete, add higher level questions
Consider personal interest in choice of topic
Begin to broaden/narrow a topic Practice writing questions to
explore the topic [higher level questioning]
Revise, delete, add higher level questions
RES
EAR
CH
3. Select & Evaluate Resources
Begin to identify and locate possible sources using the library catalog
Use a table of contents and index to locate information
Use an encyclopedia Use more than one source to answer
questions Locate titles and authors of sources
Practice identifying and locating possible sources in library catalog
Use table of contents, headings and index to locate information
Use more than one source to answer questions
Locate bibliographic details for a source
Practice identifying possible sources in the library catalog
Use table of contents, headings and index to locate information
Demonstrate ability to locate bibliographic details in a book or website
Navigate electronic sources
Identify possible sources in library catalog
Use a selection of teacher-recommended resources
Identify key search terms Use search strategies (books,
web) Discuss evaluation of sources
4. Collect & Synthesize Information
Record facts related to more than one sub-topic or question, using a structured note-taking form
Begin to practice the skill of writing brief notes in own words
Record titles & authors while note-taking
Record facts related to more than one sub-topic or question, using a structured note-taking form
Practice writing brief notes in own words
Record title, author, city, publisher, date of books used
Use a structured note-taking form Introduce different notetaking
skills, e.g. highlighting relevant information
Take brief, relevant and accurate notes in own words
Record bibliographic details for sources
Use a structured note-taking form Organizing notes Summarize findings verbally Identify gaps and seek more
information where needed Record full bibliographic details for
sources Understand concept of plagiarism Practice the skill of paraphrasing
CR
EATE 5. Create &
Present Final Product
Reflect on findings With teacher guidance, draw
conclusions from the research Share findings in a variety of formats
(visual, oral & written), demonstrating organization, creativity and a knowledge of facts
Draw a conclusion from the research
Share findings in a variety of formats (visual, oral & written), demonstrating organization, creativity and a knowledge of facts
Include a list of sources in the final product
Draw a conclusion from the research
Share findings in a variety of formats, demonstrating organization, creativity and a knowledge of facts
Include a bibliography in a research project
Use research to draw conclusions Share findings in a variety of
formats, demonstrating organization, creativity and a knowledge of facts
Create a correctly formatted bibliography
Self-evaluate work using a rubric
IT Integration
Kidspiration (graphic organizer) Use a pre-assigned website
Kidspiration (graphic organizer) Search a set of pre-assigned
Graphic organizer Search an electronic
Graphic organizer Search subscription databases
International School of KenyaResearch Standards
Grade 2 Grade 3 Grade 4 Grade 5 PebbleGo (electronic database for
lower ES)websites encyclopedia
Select & search within a set of websites
Practice using search engine skills
Optional: Noodletools
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
ES Essay Construction Benchmarks
Grade 3 Grade 4 Grade 5
Intr
oduc
tion Write an introduction that informs the reader of
the topic or the paper’s purpose Know that an introduction has a hook and
states the topic and subtopics
Write an introduction that informs the reader of the topic or the paper’s purpose
Know that an introduction has a hook and states the topic and subtopics
Topi
c Se
nten
ces
Use topic sentences for each paragraph Use topic sentences for each paragraph
Bod
y Pa
ragr
aphs
Include details that support the topic sentence Understand that body paragraphs are different
from introduction and conclusion paragraphs
Use transition phrases
Include details that support the topic sentence Understand that body paragraphs are different
from introduction and conclusion paragraphs
Use transition phrases
Con
-cl
usio
n Write a conclusion that demonstrates a sense of closure
Know that a conclusion rephrases the introduction
Write a conclusion that demonstrates a sense of closure
Know that a conclusion rephrases the introduction
JVL: Curriculum_Research scope/sequence2011-2012
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Middle School
International School of KenyaResearch Standards
MS Essential Agreements
All teachers agree to the following:
1. Assignments:a. Projects will be designed to require original thinking and creativity from
students.b. Projects will be jointly planned with the subject-area teacher(s), librarian, IT
facilitator and any other specialist as appropriate.c. Students will be given a timeline for the project and the final assessment
rubric when a task is assigned.d. A set minimum/maximum length will be specified for individual
assignments
2. Sources: a. Students will use primary and secondary sources.b. Students will use multiple types of sources, in print and online: books,
websites, encyclopedias, newspaper and magazines articles, subscription databases, interviews, etc (as appropriate).
c. Students will use high quality sources.d. Students will acknowledge their sources. When students write formal
papers, an MLA Works Cited list will be included
3. Note-Taking: a. Students will take bullet-point notes using a pre-assigned format (2 or 3
column notes).b. Students will record their sources while taking notes.
4. Guaranteeing Authentic Work:a. As time permits, students will write in class from their notes.b. When students write formal papers, notes will be assessed at multiple
checkpoints during the process.c. Original thinking and creativity will be assessed.
JVL: Curriculum_Research scope/sequence2011-2012
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MS Research Scope and Sequence
Grade 6 Grade 7 Grade 8
1. Pre-search
Develop a mind map as you explore what you know Read independently for background information on a topic Identify and define key words and concepts Clarify assignment expectations
Use mind map to explore what you know Read broadly for background information about subject area Select and understand key words and concepts Clarify assignment expectations
Gather background information about subject area using
multiple strategies: interviews, reading Understand key concepts and develop an opinion. Clarify assignment expectations
2. Construct a Research Question
Consider personal interest in choice of topic Choose an area of focus Write questions to explore the topic [higher level
questioning] Revise, delete, add higher level questions Practice broadening/narrowing a topic
Develop a topic within an authentic context
Frame questions to guide research.
Develop a clear topic within an authentic context that demonstrates an application of knowledge.
Construct higher level questions to guide research.
3. Select & Evaluate Resources
Use a variety of teacher recommended resources (including appropriate library subscription databases)
Use key words to search book indexes, library catalog, online resources
Use text features & navigational tools to locate information Discuss evaluation of sources.
Identify and use wide range of sources: (library collection, subscription databases, portals to web, e.g. Best of History Web Sites)
Use text features & navigational tools to locate information Evaluate sources for authority using an evaluation tool
(ABCDs authorship, bias, content: reading level and authority, date)
Identify and use wide range of sources: (Consider using library collection, subscription databases, primary sources, portals to web, e.g. Best of History Web Sites)
Seek diverse viewpoints Use text features & navigational tools to locate information Evaluate sources for authority using an evaluation tool Use annotated Works Cited List to evaluate sources.
4. Collect &
Synthesize Information
Take and sort notes using an organizational tool (e.g. three-column notes, note cards, or graphic organizers, highlighters)
Use bulleted format Respect copyright and acknowledge sources in notes Practice summarizing verbally Begin to outline in order to organize information or
arguments [Teachers: Reinforce concept of Plagiarism]
Extract essential information identifying key words and concepts.
Take notes independently using an organizational tool Collect evidence, draw conclusions Identify sources of direct quotes and paraphrases in notes Practice paraphrasing, summarizing Begin to use outlining to organize information or arguments
[Teachers: Develop discussion of plagiarism.]
Extract essential information identifying key words and concepts.
Collect evidence, draw conclusions Take electronic notes (e.g. using Noodle Tools) Use in-text citation Use paraphrasing, summarizing Use outline or other framework to organize information or
arguments
[Teachers: discuss plagiarism-avoidance strategies.]
5. Create & Present Final Product
From Essay Construction Scope and sequence for 6 th : Translate notes into original sentences and paragraphs in classIntroduction: Clear Focus: What did you want to know/learn? What is the main idea of the paper of final product?Body Paragraphs: Main idea of each paragraph is indicated and/or written at the beginning of the paragraphConclusion: Restate/summarize the main idea. Introduce the idea of extended thinking or application of ideaWorks cited: Some form of citation in all research pieces; Formal works cited expected in at least one assignment
From Essay Construction Scope and sequence for 7 th :Translate notes into original sentences and paragraphs in classIntroduction: Introduce thesis statements
Body Paragraphs: Main idea of each paragraph is indicated and/or written at the beginning of the paragraphConclusion: Restate/summarize the main idea. Introduce the idea of extended thinking or application of ideaWorks cited: include in formal assignments (include citation for illustrations)
From Essay Construction Scope and sequence for 8 th : Translate notes into original sentences and paragraphs in classIntroduction: Continue to develop thesis statement writing.
Body Paragraphs: Main idea of each paragraph is indicated and/or written at the beginning of the paragraphConclusion: Develop the skill of extended thinking or application of data. Works cited include in all assignments as appropriate (include citation for images, charts, interviews, music files)
IT Integration
Noodletools: simple versionInspiration: use for mind maps and introduce outline functionDevelop web searching skills
Noodletools: simple versionInspiration: Begin to use outliningIntroduce Turnitin.com
Noodletools: advanced (Electronic note taking. Annotation of sources.)Inspiration: Demonstrate outline skillsTurnitin: Use for formal papers
International School of KenyaResearch Standards
Essay Construction Benchmarks
Grade 6 Grade 7 Grade 8
Intr
oduc
tion
Know that an introduction has a topic statement, a sentence for each body paragraph and a conclusion sentence
Write an introduction that informs the reader of the topic or the paper’s purpose
Include a hook to engage the reader
Write an introduction that has a thesis statement, a sentence for each body paragraph and a conclusion sentence
Use a hook to engage the reader
Know and apply the required elements of an introduction (titles, authors, thesis)
Develop context in the introduction Use a hook to engage the reader
Thes
is
Write a question that can be turned into a main idea
Understand that a thesis is different from a topic
Understand and write a thesis that is a statement which is related to an original question
Write a thesis that can be argued from a particular point of view
Topi
c Se
nten
ces
Use topic sentences for each paragraph Begin to use topic sentences which are connected to the thesis (begin to make the questions)
Use topic sentences connected to the thesis
Bod
y Pa
ragr
aphs
Include details that support the topic sentence Understand that body paragraphs are different
from introduction and conclusion paragraphs
Use transition phrases Include a reference to a connection made
outside of the text (e.g. text to world or text to text)
Use solid details to support the topic sentence
Begin to use direct quotes in the text
Understand the difference between a paraphrase and a quotation
Understand what makes an effective quotation Use linking sentences and transition sentences
between paragraphs Adjust voice to purpose of the paper (e.g. 1st
person in a persuasive essay, 3rd person in an analytical essay)
Choose solid details that support the thesis
Begin to embed direct quotes in text Understand the difference between a
paraphrase and a quotation Understand what makes an effective quotation Begin to paraphrase Know when to use citations with paraphrasing Know when a personal connection is
appropriate
Con
-cl
usio
n
Know that a conclusion paragraph is not a repetition of the introduction
Demonstrate a sense of closure
Write a conclusion paragraph that is not a repetition of the introduction
Include no new information Demonstrate a sense of closure
Introduce different options for conclusions Evaluate different types of conclusions Include no new information
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
MS Unit Pacing Plan
Quarter 1 Quarter 2 Quarter 3 Quarter 4Grade 6
Plagiarism Presentation to all grade level students with grade level teachers
English
Narratives Expository Writingo Research (L)(T)
Narrativeso Literary Analysis
Expositoryo Research (L)o Multi-Media (T)
JVL: Curriculum_Research scope/sequence2011-2012
Writing Process + Reading and Writing Workshops
15
International School of KenyaResearch Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Social Studies
Early Humans Early Man Groups (L)(T)
Inventions/Firstso Full Research paper (L)(T)o Newspaper articles (L) (T)
Belief Systemso Egyptian gods/goddesses o Trade cardso Hinduism brochure/
Electronic research (L)(T)
Government systemso Hammurabi to Romanso Multi-Media presentation (L)
(T)
ScienceGeosphere Atoms/Elements Cells/Diversity Human Body Electricity/Magnetism Energy Resources Animal Taxonomy
Other
Grade 7Plagiarism Presentation to all grade level students with grade level teachers
English
Personal narrative Individual vs society in literature Formal Essay (T)
Voice Unito Catherine, Called Birdy
Formal Essay (T)
Poetry (L) The structure of writing
Non-fiction – documentary (L)(T)
JVL: Curriculum_Research scope/sequence2011-2012
Quarterly research reports on student-selected topics (L)(T)(LRC)
Writing Process
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International School of KenyaResearch Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Social Studies
Islam (L)(T)o Influence of Islam on the
worldo Debate
Crusades/Middle AgesFormal Research paper (L)(T)
ExplorationTrial/Debate (L)
RevolutionFormal Research Paper (L)
Science Water/Marine Science
Research paper (environmental issues/water) (L)(T)
Waves (Light, sound…)Data collection/spreadsheet (T)
Plant Taxonomy/Soil ScienceCurrent event (L)
UniverseFormal essay/project (L)(T)
Other
Grade 8Plagiarism Presentation to all grade level students with grade level teachers
English
Maasai Short Stories World Myths/Legends
Expository Essay Personal Narrative
African Lit book groups Multicultural short stories
Persuasive Essay
Power of One: Literary analysis, elements of literature, literary deviceso Compare/Contrast essayo Multi-voice journal
Essay form (open choice) Asian novels book groups
Social Studies
Maasai and Cultures impacted by globalizationo Mulitcultural research (L)o People affected by
globalization (T)
World conflict Development of the UN
Superpowers and the cold War Mulitnational corporation
development: The shrinking world (L)
Rise of technology and communication: the ever-shrinking world (T)
NewPowers: the Future (e.g. China, India)o Research project (L)(T)
Science Environmental Globalization &
Its Effectso Investigation (L)(T)o IC Trip
Forces and MotionInvention write-up (L)
Chemistry (Chemical bonding, equations…)Formal Lab Reports (2) (T)
Reproduction and AdaptationDebate (L)
Other
JVL: Curriculum_Research scope/sequence2011-2012
Independent Reading/Book Talks Poetry
17
High School
HS Essential Agreements
1. Assignments:a. Projects will be designed to require original thinking and application of knowledge.b. Librarian and IT facilitator are available to support research projects, extended essays,
discussion of sources and academic honesty, and applications of technology in teaching.
c. Students will be given short and long-term timelines for the project and the final assessment rubric when a task is assigned.
d. Students will reflect on the research process.
2. Sources: a. Teachers will model citing sources, including images and charts, in their own
presentations.b. Students will use and distinguish between primary and secondary sources. c. Students will use multiple types of sources in print and online: books, encyclopedias,
journal articles, subscription databases, web sites, interviews.d. Students will evaluate information and its sources.e. Students will cite their sources.
3. Note-Taking: a. Students will choose a notetaking method appropriate to learning style and the
structure of the information.b. In their notes students will identify what needs to be cited: quotes, ideas, arguments,
charts, images
4. Guaranteeing Authentic Work:a. When students write formal papers, notes will be assessed at some point during the
process.b. Original thinking and application of knowledge will be assessed.
5. Ethical Practice (See also IBO’s Ethical Guidelines for Extended Essays Research and Fieldwork appended to this document)
a. Students will be sensitive to local and international cultures in undertaking research, interviews, fieldwork and CAS projects.
b. Participants must be informed of the aims and objectives of the research or project and be shown the results of the research.
c. Informed consent should be obtained from the people who are the subject of the fieldwork. In the case of children in school, students must obtain written consent from parents and teachers.
d. Anonymity for each participant must be guaranteed.
HS Research Scope and Sequence
Grade 9 Grade 10 Grades 11-12 (IB Extended Essay: Refer to subject guides)
Pre-search
Read assessment criteria Use prior and background knowledge as context for new
learning Undertake preparatory reading for background and context Identify key words and search terms
Read assessment criteria Use prior and background knowledge as context for new
learning Undertake preparatory reading for background and context Identify key words and search terms
Read the assessment criteria Read exemplars to identify strengths and possible pitfalls Undertake preparatory reading for background and context Identify key words and search terms
2. Construct a Research Question
Develop a focused thesis statement related to a research question
Develop and refine a range of questions to frame the search for new understanding
Plan a structure for the final product and determine audience
Develop a focused thesis statement related to a research question
Develop questions to structure and clarify search Plan a structure for the final product and determine
audience
Clearly establish the context for the research question Ensure that the research question leads to systematic
investigation and critical analysis Plan a structure for the final product and determine
audience Ensure availability of evidence
3. Select & Analyze Resources
Use multiple sources and formats Evaluate resources for authority using an evaluation tool Access databases available through the library
(periodicals, magazines, reference materials)
Use multiple sources and formats Evaluate resources for authority using an evaluation tool Access databases available through the library (periodicals,
magazines, reference materials)
Identify how and where material will be gathered Consult an imaginative range of sources Use both primary and secondary sources (if possible) Access academic articles though subscription databases
4. Collect & Organize Information
Use a note-taking strategy to organize main ideas and supporting evidence
Paraphrase and summarize information in concise notes Record sources during the notetaking process (including
images, graphs, arguments, illustrations) Respect concepts of intellectual property
Use a graphic organizer or outline to organize main ideas, supporting evidence the relationship between ideas
Critically evaluate information from multiple sources Paraphrase and summarize information in concise notes Record sources during the notetaking process (including
images, graphs, arguments, illustrations) Respect concepts of intellectual property
Demonstrate knowledge of strategies needed for research (note-taking, outlining, etc.)
Critically evaluate information from multiple sources Annotate sources Accurately cite tables, images, charts, illustrations Differentiate between a bibliography and works cited list Respect concepts of intellectual property
5. Demonstrate Knowledge of Topic and Related Argument
Use solid evidence to support a claim Terminology appropriate to the subject is used accurately
Reasoned and balanced argument is developed Appropriate personal response is integrated Arguments reflect multiple perspectives Terminology appropriate to the subject is used accurately
Argument is presented clearly and logically Solid foundation of specific relevant knowledge is clear Appropriate personal response is integrated Effective and sophisticated application of analytical and
evaluative skills are evident Terminology appropriate to the subject is used accurately
6. Create & Present Final Product
Refer to the following Essay Construction benchmarks Accurately embed citation evidence Conclude research by sharing and reflecting on the process
and the learning Interpret Turnitin results for strategies to avoid plagiarism
Refer to the following Essay Construction benchmarks Accurately embed citation evidence Conclude research by sharing and reflecting on the process
and the learning Interpret Turnitin results for strategies to avoid plagiarism
Refer to the following Essay Construction benchmarks (as applicable)
Apply subject-specific requirements (e.g. lab presentation, etc.)
Context for research is evident Abstract consists of 3 elements: research
question/hypothesis, scope of the essay and the conclusion Abstract is not longer than 300 words
International School of KenyaResearch Standards
Grade 9 Grade 10 Grades 11-12 (IB Extended Essay: Refer to subject guides)
Use TechnologyNoodletoolsIT Integration: Formatting papersExcel, spreadsheets (e.g. for lab reports)
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
Essay Construction
Grade 9 Grade 10 Grade 11 Grade 12
Intr
oduc
tion Know the required elements of an
introduction (titles, authors’ names, thesis)
Develop context in the introduction Set tone for essay within the
introduction
Choose and utilize an appropriate structure depending on type of essay
Order the required elements of an introduction in effective ways
Use interesting, relevant details in an introduction to hook the reader
Weave required elements into the introduction in a concise, creative and/or persuasive manner
Weave required elements into the introduction in a concise, creative and/or persuasive manner
Thes
is
Write a thesis that can be argued from a particular point of view
Develop a thesis that is focused, addresses the topic and drives the essay
Write a thesis statement that addresses multiple works
Write a comprehensive thesis that encompasses multiple possibilities but focuses on one point of view
Topi
c Se
nten
c Write topic sentences connected to the thesis
Develop topic sentences that define the focus of the paragraph and also connect to the thesis
Demonstrate coherence/logic/fluency between topic sentences, paragraphs, arguments and thesis
Demonstrate coherence/logic/fluency between topic sentences, paragraphs, arguments and thesis
Bod
y Pa
ragr
aphs
Choose solid details that support the arguments
Begin to embed direct quotes in text
Develop ability to embed direct quotes
Integrate quotes to support thesis and topic sentences
Integrate quotes to compare/contrast to logically and persuasively support thesis and all topic sentences
Use linking words and phrases to transition from one idea to the next
Use transitions to compare/contrast texts or arguments
Create effective transitions to compare/contrast texts or arguments
Create effective transitions to compare/contrast texts or arguments
Begin to paraphrase Develop the ability to paraphrase Know how to paraphrase Know how to paraphrase effectively
Con
-cl
usio
n Write a conclusion that re-states the thesis, summarizes argument and links ideas to the “bigger picture”
Write a conclusion that redefines thesis and causes reader to think about the topic in a new way
Restate thesis and introduce a new thought or possibility in the conclusion
Conclude by refining thesis and posing a new thought or possibility
JVL: Curriculum_Research scope/sequence2011-2012
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International School of KenyaResearch Standards
HS Research Pacing Plan
Gr. 9 Gr. 10 Gr. 11 Gr. 12
English
Writ
ing
Boo
t Cam
p
Writ
ing
Boo
t Cam
p
Writ
ing
Boo
t Cam
p +
IB E
xten
ded
Ess
ay In
tro.
IB E
xten
ded
Ess
ay W
orks
hop
+ 12
th G
rade
Non
IB R
esea
rch
Pro
ject
?
Social Studies
Science/Health
CAD
Other
JVL: Curriculum_Research scope/sequence2011-2012
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Appendix
Designing Authentic Assignments using Bloom’s New Taxonomy
Remembering
Useful Verbs Sample Question Stems Examples
TellListDescribeRelateLocateWriteFindStateNameIdentifyRecogniseRetrieveOutlineDefineWriteStateMemorize
What happened after?How many?Can you name the…?Describe what happened atFind the meaning ofWhich is true or false?Outline the events
Questions require information recall.
Define the key termsArrange scrambled story pictures in sequential orderRecite a poemLabel a diagram or mapMatch quotations to the characterIdentify the parts of a cellList characteristics
Understanding
Useful Verbs Sample Question Stems Examples
ExplainInterpretOutlineDiscussDistinguishPredictRestateTranslateCompareDescribeParaphraseExpressIllustrateRestateSummariseRewriteClassifyInfer
Can you paraphrase….?Can you summarise….?What happened next?What was the main idea?Who was the key character?Can you distinguish between?Can you provide an example of what you mean?What is the key idea in?Compare …with…Explain your opinion about
Questions require understanding of concept or terms.
“Summarise in a sentence”Use a concept map to compare charactersMake a cartoon strip showing the sequence of eventsPerform a scene from the storyExplain how the main character felt at key points of the storyDescribe osmosis to another student in your own wordsProvide examples Write a sentence using the wordDiscuss content with peers
International School of KenyaResearch Standards
Applying
Useful Verbs Sample Question Stems Examples
SolveShowUseIllustratePredictConstructCompleteExamineClassifyCalculateCarry outModifyDemonstrateImplementDramatizeTeachSketchChartWrite
Do you know another instance where?Could this have happened in?What factors would you change if?Can you apply the method used to some experience of your own?What questions would you ask of…?From the information given, can you develop a set of instructions about…?Classify using characteristics such as…
Questions require prediction of the most likely outcome given a new situation
Keep a journal Make a board game demonstrating the key concepts in the topicIllustrate an event with a diorama, model or drawingApply color theory to a paintingMake a scrapbook about the areas of studyTake a collection of photographs to demonstrate a particular pointWrite a lesson about …for othersDesign a marketing strategy for your product using a known strategy as a modelPerform a scene from a playPredict what happens to X if Y increasesIf you could interview the artist, what questions would you ask?
Analysing
Useful Verbs Sample Question Stems Examples
AnalyseDistinguish betweenExamineCompare ContrastInvestigateCategoriseIdentifyExplainSeparateAdvertiseInferBreak downClassifySortSimplifyDiscover
What do you infer from…?What are the motives behind?What is the theme of..?Which is the odd one out?If …changes what might happen?How does …..compare …with?What are the advantages and disadvantages of?What are the possible outcomes if?How is … similar to?How does …..compare …with?Why did … changes occur?What was the turning point in the game?What was the problem with?
Questions require interpretation of data
Create, compile and analyse a questionnaire Make a family tree or concept map showing relationshipsHow do form, colour and texture function in a work of art?Perform a role playInterpret data, graphs, or figuresAnalyse a case study Compare and contrast two ideas or concepts
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Evaluating
Useful Verbs Sample Question Stems Examples
EvaluateDetermineCriticiseRankConcludeDebateRecommendDefendVerifyAssessDecideChooseGradeJudgeSummariseJustifyPrioritiseDiscussArgueSelectRateCompare
Is there a better solution to?Do you think…is a good or a bad thing?What changes would you recommend?What is the value of?How would you rank…. in order?How effective is?How would you defend a point of view?
Questions require assessment of information in support of an argument
Write a literary critiqueWrite a movie or a dramatic reviewEvaluate a dietary or exercise regimeParticipate in a debateConduct a group discussionWrite an argumentative essayPrepare a list of criteria to judge…Make a booklet about 5 rules you see as important. Convince othersWrite a letter to the editor or editorial…Conduct a class meeting to discuss…Critique an experimental design or a research proposalCreate an anthology of poems. Discuss why you chose eachEvaluate data in support of a hypothesis
Creating
Useful Verbs Sample Question Stems Examples
BlendPlanBuildImproveConstructDeviseComposePredictDesignCombineCreateDevelopFormulateImagineInventOrganizeProposeImplement
Can you design…to…?Why not compose a song?Can you see a possible solution to….?What would happen if…?How many ways can you?Can you create new and unusual uses for?Make improvements toDesign and construct a Imagine how things could be different
Questions require creativity and imagination
PD for teachers: Create questions at each level of Bloom's Taxonomy as a practice test and then take the test
Write a play or story Step into the shoes of an historical figureDevise a scavenger huntChoreograph a danceDesign an inventionDevise a community service project to implement your ideasMarket an ideaDesign a brand identityDevelop an hypothesis or original thesisDesign an experimentCreate a model based on given dataCreate something new using/combining disparate sources of information
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ABCDs OF WEBSITE EVALUATION ADDRESS OR URL:ABCDs CONSIDER USING THIS SITE IF: QUESTION THIS SITE IF:ADDRESS OR URL OF SITE
.gov (government) .edu or .ac (college or university) .org (non-profit organization)
.com or .co (business) .k12 (school) .net, personal site, blog, wiki
AAUTHORSHIPwho created this site?
author seems to be an expert in the field or subject
organization is governmental or non-profit and is a respected organization in this field
author may not have relevant qualifications organization has commercial interest in this
subject
BBIASwhat is the purpose of this site?
information news scholarship
advocacy (promotes a point of view) personal interest advertising
CCONTENThow accurate or trustworthy is this page? is it at my reading level?
previously published in a newspaper, magazine or academic journal and has been subject to peer editing
yes there is a works cited list or bibliography information is consistent with other sources I can read this site with understanding
editing needed. mistakes in spelling or grammar throughout this site
no works cited list or bibliography information may not be consistent with other
sources this site is too difficult for me to read with
understanding, or, it is too simpleD
DATEWhen was page created or updated?
this is a continuously updated page or site links to information work
this site was last updated more than a year ago links to other information are broken
EEVALUATION COMPLETE
_______ total number of checkmarks in column I am comfortable that the information on this site
is reliable
_______ total number of checkmarks in column I probably should not use this site for academic
work
ABCDs OF WEBSITE EVALUATION ADDRESS OR URL:ABCDs CONSIDER USING THIS SITE IF: QUESTION THIS SITE IF:ADDRESS OR URL OF SITE
.gov (government) .edu or .ac (college or university) .org (non-profit organization)
.com or .co (business) .k12 (school) .net, personal site, blog, wiki
AAUTHORSHIPwho created this site?
author seems to be an expert in the field or subject
organization is governmental or non-profit and is a respected organization in this field
author may not have relevant qualifications organization has commercial interest in this
subject
BBIASwhat is the purpose of this site?
information news scholarship
advocacy (promotes a point of view) personal interest advertising
CCONTENThow accurate or trustworthy is this page? is it at my reading level?
previously published in a newspaper, magazine or academic journal and has been subject to peer editing
yes there is a works cited list or bibliography information is consistent with other sources I can read this site with understanding
editing needed. mistakes in spelling or grammar throughout this site
no works cited list or bibliography information may not be consistent with other
sources this site is too difficult for me to read with
understanding, or, it is too simpleD
DATEWhen was page created or updated?
this is a continuously updated page or site links to information work
this site was last updated more than a year ago links to other information are broken
EEVALUATION COMPLETE
_______ total number of checkmarks in column I am comfortable that the information on this site
is reliable
_______ total number of checkmarks in column I probably should not use this site for academic
work
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WELCOME TO THE ISK LIBRARY WEB PAGE:
Most of these online resources are available from home using the usernames and passwords below.
ALEXANDRIAThe library’s online catalog [campus only]
ENCYCLOPAEDIA BRITANNICA with links to selected articles & websites
USERNAME: iskPASSWORD: library
CULTUREGRAMS:History, customs and everyday life of countries of the worldUSERNAME: isklibraryPASSWORD: library
NOODLETOOLS:Cite your sources here. Students create
a web-based account to store bibliographic details & notes linked to
sourcesCreate your own account
PROQUEST PLATINUM:Articles from newspapers, magazines, and academic journals available in full textUSERNAME: isklibraryPASSWORD: library
TURNITIN:Submit your paper for review to find improperly used content, inadvertent
plagiarism, or quotation errorsCreate your own account
HISTORY STUDY CENTER: Collection of primary and secondary sources including study units on world historyUSERNAME: intlschkPASSWORD: welcome
JSTOR:A digital archive of scholarly articles, [campus only]
LEARNING LITERATURE:Collection of literature, criticism, biography, and multimedia resources for the study of literatureUSERNAME: intlschkPASSWORD: welcome
TEEN HEALTH & WELLNESS:Health and science topics for research
and to answer personal questionsUSERNAME: isk
PASSWORD: library
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WORKS CITED
BOOKS Author's Last name, First name. Title. Place of Publication: Publisher, Year. Print.Bentsen, Cheryl. Maasai Days. New York: Anchor, 1991. Print.
BOOK – TWO AUTHORS
Last name, First name, and First name Last name. Title. Place of Publication: Publisher, Year. Print.
Lekuton, Joseph Lemasolai, and Herman Viola. Facing the Lion: Growing up Maasai on the African Savanna. Washington, D.C.: National Geographic, 2003. Print.
EDITED BOOKS Editor's Last name, First name, ed. Title. Place of Publication: Publisher, Year. Print.Rochman, Hazel, ed. Somehow Tenderness Survives: Stories of Southern Africa. New
York: HarperCollins, 1988. Print.
ARTICLES FROM PERIODICAL DATABASE:PROQUEST
Author's Last name, First name. "Title of Article." Name of magazine vol.issue (Date): page no. Name of Database. Web. Date of access.
Coast, Ernestina. "Maasai Marriage a Comparative Study of Kenya and Tanzania." Journal of Comparative Family Studies 37.3 (2006): 322. ProQuest Platinum. Web. 7 Oct. 2010.
ONLINEENCYCLOPEDIA
"Title of Article." Name of Encyclopedia, Publisher, Year ed. Web. Date of Access.“Kenya.” Encyclopaedia Britannica Online School Edition. Encyclopaedia Britannica, 2010.
Web. 7 Oct. 2010.
WEB PAGE Author's Last name, First name (if available). "Title of page." Title of complete work. Publisher. Date of update. Web. Date of access.
“The Massai and Desertification.” GCSE Bitesize. British Broadcasting Corporation. n.d. Web. 7 Oct. 2010.
This ISK handout and works cited generated by NoodleTools are consistent with the MLA Handbook, 7th edition.
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BIBLIOGRAPHY SHEET for grades 4 & 5
As you take notes, record your sources here:
Web Sources:
Print Sources:
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Website Name: ______________________________________________Title of Website Page: ________________________________________URL (up to the first slash): ______________________________________
Website Name: ______________________________________________Title of Website Page: ________________________________________URL (up to the first slash): ______________________________________
Website Name: ______________________________________________Title of Website Page: ________________________________________URL (up to the first slash): ______________________________________
Book Title: __________________________________________________Author: ________________________________________________Publishing Company: _____________________________________City: _____________________________Copyright Year: _____________
Book Title: __________________________________________________Author: ________________________________________________Publishing Company: _____________________________________City: _____________________________Copyright Year: _____________
Encyclopedia Title: ___________________________________________Article Title: ________________________________________________Copyright Year: _____________
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ACADEMIC INTEGRITY CHECKLIST
Notes, outlines, and drafts of my work are readily available to show my teacher.
I have developed a question to guide my research.
Direct quotations are indicated by quotation marks or, if longer, by block format and are cited.
Ideas and arguments gathered from my reading and research are cited.
Text that I have paraphrased is cited.
Data, maps, charts, and images which are not my work are cited.
Apart from material I have cited, I have based my paper or project on my own thinking using my own
words.
Each in-text citation (parenthetical reference) corresponds to an entry in my Works Cited list or
Bibliography.
Each entry in my Works Cited list is referenced in the body of my paper or project.
I have used an approved format (MLA or APA) throughout my paper.
I understand that my paper may be submitted to Turnitin.
_______________________________ __________________________SIGNATURE DATE
ACADEMIC INTEGRITY CHECKLIST
Notes, outlines, and drafts of my work are readily available to show my teacher.
I have developed a question to guide my research.
Direct quotations are indicated by quotation marks or, if longer, by block format and are cited.
Ideas and arguments gathered from my reading and research are cited.
Text that I have paraphrased is cited.
Data, maps, charts, and images which are not my work are cited.
Apart from material I have cited, I have based my paper or project on my own thinking using my own
words.
Each in-text citation (parenthetical reference) corresponds to an entry in my Works Cited list or
Bibliography.
Each entry in my Works Cited list is referenced in the body of my paper or project.
I have used an approved format (MLA or APA) throughout my paper.
I understand that my paper may be submitted to Turnitin.
_______________________________ _________________________SIGNATURE DATE
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Title of Paper…. Last Name 1
Your Name
Teacher’s Name
Class information
Date
MLA Format for Essays
ISK has adopted the Modern Language Association or MLA format as a standard for citation
and formal writing. What follows is an example of formatting for an essay. Using Page Setup set 1 inch
margins at the top, bottom, left and right. Under Format choose Paragraph to indent the first line by one-
half inch. You are now ready to format the heading.
Write your name, your teacher’s name, class information, and date in the top left corner of page
one. On a double-spaced line below the heading, center the essay title. Do not underline, use a different
size or weight of font, or put the title in quotation marks. Do not add extra lines between the title and the
body of your essay. You are now ready to begin your essay. This is the MLA standard format for most
of your class work and essays. However, some of the work you will hand in to IB for outside
assessment will call for a cover page. For example, the cover page for an extended essay should include
the research question, word count, your name, candidate number and the date. (If you use a cover sheet,
include your name and page number in a header so that this information will be included on each page
of your essay including the Works Cited pages.)
Begin your first paragraph one double-spaced line below the title, with a one-half inch
indentation. Use a standard serif typeface such as “Times New Roman” and type size (12 point). The
choice of a serif font as standard has to do with the fact that your essay will be printed. If you are
working on a website or PowerPoint, however, you would more likely use a san-serif font. In an article
for web designers, Andy Hume names three sans-serif fonts (Verdana, Trebuchet and Helvetica) that
work well on a computer screen. Hume explains why Verdana is a good choice for the web. “Note the
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generous amount of space between each character, as well as the amount of whitespace within the
characters (glyphs) themselves. This is what makes Verdana so legible on screen, and an excellent
choice for a sans-serif on the Web.”
Please note that the above quotation and reference to the author has been integrated into the text.
If the quotation were longer, more than four lines, the block of text would be double-spaced and
indented 1” as instructed in the MLA Handbook:
If a quotation runs to more than four lines in your paper, set it off from your text by beginning a
new line, indenting one inch … from the left margin, and typing it double-spaced, without
adding quotation marks. A colon generally introduces a quotation displayed in this way … A
parenthetical reference … follows the last line of the quotation. (110-111)
Full references to the Hume quotation and that from the MLA Handbook should appear on your
Works Cited List. Note that when using parenthetical quotations, the punctuation mark follows the
parenthesis unless the quotation is set off from the body of the essay as a block of text as above. Then
the parenthesis follows the punctuation. Also note that if you use the author’s name to introduce the
quotation, you need only to note the page number in parenthesis.
The second page and all following pages, including the Works Cited List, should be formatted
with a header with your last name and page number in the upper right hand corner. Use Insert on the
tool bar to do so.
The title “Works Cited” should be centered one inch from the top of the page. Each entry on the
list is formatted as a paragraph with a hanging indent of one-half inches. Each line is double-spaced and
the entries are listed in alphabetical order. If you use NoodleBib, the software will take care of
formatting, listing your entries in alphabetical order, and providing guidance to the lastest version of
MLA rules.
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Works Cited
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003. Print.
Hume, Andy. “The Anatomy of Web Fonts.” Site Point. N.p., 8 Dec. 2005. Web. 30 Nov. 2009.
<http://www.sitepoint.com/ article/ anatomy-web-fonts>.
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Bibliography
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Bibliography
Abilock, D. “The Ethical Researcher.” NoodleTools. N.p., 12 Mar. 2009. Web. 28
Apr. 2011.
“Extended Essay Guide (First Exams 2009).” IBO Online Curriculum Center. IBO,
2007. Web. 28 Apr. 2011.
Hall, Jennifer, et al. Researching Together: Engaging Minds. State of Victoria:
Department of Education and Training, 2005. CD-ROM.
“The I-SAIL Standards:.” Illinois Standards Aligned Instruction for Libraries. Illinois
School Media Assn., 2009. Web. 28 Apr. 2011.
“MEMO Information and Technology Literacy Standards.” Minnesota Educational
Media Org. Ed. Marc Johnson. MEMO, 2011. Web. 28 Apr. 2011.
“Recommended Standards for PreK - Grade 12 Information Literacy Skills.”
Massachusetts School Library Association. N.p., 2009. Web. 28 Apr. 2011.
“Standards for the 21st-Century Learner.” American Assn. of School Librarians.
American Lib. Assn., 2007. Web. 28 Apr. 2011.
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