Information Sorting

This is the second lesson in the Critical Thinking Across the Curriculum series, though it can also be delivered independently. In it, students are introduced to the idea of using information sorting to determine whether sources are worth their attention and then to do critical close readings of those that are. After learning and identifying the differences and similarities between the two steps, they learn the characteristics of a reliable source and make a list of companion texts that can be used to determine if a source has those characteristics. After practicing that process, they learn some examples of critical close reading skills and use a possibility grid to do a close reading of a news article. Finally they plan, carry out, and reflect on an information sorting process to make sure they are getting a full and accurate picture of the news story’s topic.

Outcome Chart - Ontario - Collaboration

Overall Expectations:

Collaboration involves the interplay of the cognitive (thinking and reasoning), interpersonal, and intrapersonal competencies needed to work with others effectively and ethically. These skills deepen as they are applied, with increasing versatility, to co-construct knowledge, meaning, and content with others in diverse situations, both physical and virtual, that involve a variety of roles, groups, and perspectives.

Outcome Chart – Nunavut - Reading 10

Strand: Uqausiliriniq

Overall Expectations: Concept A

1. The reader learns that reading can fulfill a variety of important purposes for the reader.

Specific Expectations:

2. becomes aware of the importance of reading for school success, for success in one’s business and social life, and for satisfaction as a leisure activity.

4. increases the level of attention to and active involvement in reading in order to accomplish a purpose.

Prince Edward Island - English Language Arts 7

Reading and Viewing

GCO 4: Select, read, and view with understanding, a range of literature, information, media, and visual texts.

SCO 4: Respond literally, inferentially, and critically to the purpose, structure and characteristics of texts (narrative, expository, persuasive, poetry/lyrics, and visual/multimedia).

Outcome Chart - New Brunswick - Journalism 120

Overall Expectations: Accountability

1.2 participate collaboratively and cooperatively.

2.3 present and produce relevant and engaging news.

3.2 analyze the impact of amateur and professional journalists.

3.3 recognizes the impact of economic, social, historical, and political forces on journalism.

Outcome Chart – Ontario – Science 3

Strand:  A3. Applications, Connections and Contributions

Overall Expectations:

Demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences.

Specific Expectations:

Outcome Chart - New Brunswick - Social Studies 4

Strand: Economics

Big Idea: Systems

Skill Descriptor:

Outline population patterns, communication and transportation networks, and employment across Canada.

Achievement Indicators:

Describe how communication and transportation networks connect Canadians, including online

Outcome Chart – Manitoba – Senior Years Graphic Communication Technology 12

New Brunswick - English Language Arts K

Strand: Interactions

Big Idea: Expression

Skill Descriptor:

Express feelings and opinions and give simple descriptions of experiences.

Achievement Indicators:

    Use descriptive language to express a feeling, opinion, or emotion

    Use new words to describe everyday events and personal experiences

    Use simple sentences and/or full thoughts

Outcome Chart - Nunavut - ELA 3

Strand: Uqausiliriniq

Overall Expectations:

1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.

Specific Expectations:

1.1.1 Use conversation to explore personal understanding

1.1.2 Explain examples of text preferences (oral, print, and other media)

1.2.1 Use prior knowledge and new information to draw conclusions

1.2.2 Explore personal and others' opinions and understandings