Listen, Look, and Learn: An Information-Gathering Process

The ReadWriteThink website provides educators, parents, and afterschool professionals with access to the highest quality practices in reading and language arts instruction by offering the very best in free materials. Learning to extract information from varied sources is essential to the learning process. This lesson models an information-gathering process for primary learners; however, it can be easily modified to address third grade level expectations. Students begin by reading and discussing Helen Lesteru2019s story Score One for the Sloths. Next, students are introduced to an information wheelu2014a circle divided into 3 large pieces, each labeled with a different question about the sloth. Questions include: where does it live? what does it look like? and what does it do ? Then various resources are shared with students as they decide where on the wheel each fact or statement about the sloth should be recorded. Guiding the listening, looking, and learning process helps students gain confidence and develop strategies for gathering information independently.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a...
CCSS.ELA-Literacy.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or...
CLE 3001.3.1
Write in a variety of modes for different audiences and purposes.
GLE 0301.4.1
Identify and narrow a grade-appropriate research topic.
GLE 0301.4.2
Gather information from a variety of sources to support a research topic.
GLE 0301.6.1
Apply appropriate reading strategies to comprehend informational texts.
GLE 0301.6.2
Recognize the different features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Students will:

  • comprehend the nature and the intent of the questions on the information wheel.
  • listen to and look for information that helps to answer each of the questions.
  • determine what fact fragments or notes will be recorded under each question on the information wheel.
  • discuss how the information is similar and different in each of the resources.
  • begin to develop the inital skills of selecting and sorting information leading to increasingly independent application of information-gathering skills.

Lesson Variations

Blooms taxonomy level: 
Applying
Extension suggestions: 
  • The topic could be varied using a bird, fish, reptile, insect, another mammal, amphibian, a plant, a natural event, an invention, or a machine. You'll need to modify the Information Wheel slightly for some of these options, as shown below.
  • Interest in the topic might evolve from a story, a curriculum unit of study, or a class or personal experience. Subsequent Listen, Look and Learn experiences might be in small groups facilitated by an adult, culminating in a group written mini-report.

Helpful Hints

Materials and Technology:

  • Score One For The Sloths by Helen Lester (Houghton Mifflin, 2001)
  • Animal Specialists by Nathan Aaseng (Lerner Publications, 1987)
  • "Sloth" in World Book Student Discovery Encyclopedia, Vol. 10, p. 121 (World Book, Inc., 2000)
     

References

Contributors: