Common Planner
K–12 Standards

Grades 3-5

Other Florida FINDS- Florida's Library Media Research Model sets

Focus on the information need3-5.1

  • 1

    Identify area of inquiry, decide how much information is needed and develop a search plan. 3-5.1.1

    1. 1

      Work to develop a research action plan with timeline, keeping in mind and understanding online navigation procedures (e.g., toolbar, links, favorites or bookmarks). 3-5.1.1.1

      1. a

        Topic and subtopics; 3-5.1.1.1.a

      2. b

         Keywords and alternate terms; 3-5.1.1.1.b

      3. c

         Research questions;3-5.1.1.1.c

      4. d

        Thesis or statement of purpose; 3-5.1.1.1.d

      5. e

        Possible information sources;3-5.1.1.1.e

      6. f

        People to provide assistance with research (e.g., teacher, subject specialists, media specialist and/or public librarian); and3-5.1.1.1.f

      7. g

        Due dates for project. 3-5.1.1.1.g

Investigate resources to search for answers3-5.2

  • 1

    Locate and evaluate relevant and reliable print and digital resources.3-5.2.1

    1. 1

      Use search strategies to locate appropriate resources to answer a personal or academic information need, using assistance if needed.3-5.2.1.1

      1. a

        Information need determines resources selected (e.g., dictionary, encyclopedia, nonfiction, photograph, internet source).3-5.2.1.1.a

      2. b

        Begin to apply predetermined evaluative criteria for selection (e.g., relevancy, currency, readability). 3-5.2.1.1.b

      3. c

        Begin to identify and use primary sources (e.g., letters, family photographs) and secondary sources (e.g., textbooks, biographies, encyclopedias), selecting a variety of information sources in different formats representing a range of viewpoints and formats when appropriate.3-5.2.1.1.c

  • 2

    Demonstrate an understanding of how information is organized and located. 3-5.2.2

    1. 1

      Understand organization of resources:3-5.2.2.1

      1. a

        Headings, captions, keywords, glossaries, tables of contents and indexes; 3-5.2.2.1.a

      2. b

        Alphabetical, numerical, topical, chronological or graphical; and3-5.2.2.1.b

      3. c

        Structure of the library (e.g., Dewey Decimal System).3-5.2.2.1.c

Note and evaluate facts3-5.3

  • 1

    Read, evaluate and select information to answer search need; take notes and record data for citations. 3-5.3.1

    1. 1

      Use literacy skills and content knowledge to select and analyze relevant details and concepts from a text or oral presentation. 3-5.3.1.1

      1. a

        Draw evidence from text features (graphs, charts, tables, diagrams, maps, schedules, illustrations, photographs and other visuals) to answer a search question;3-5.3.1.1.a

      2. b

         Compare topic coverage in multiple sources, noting point of view (e.g., opinion, bias). 3-5.3.1.1.b

    2. 2

      Record sources of materials used (e.g., author, title, place of publication, publisher, date of publication, URL or date of download). 3-5.3.1.2

    3. 3

      Observe ethical practices including paraphrasing and the selective use of quotations (e.g., avoids plagiarism), and recognize intellectual property rights, which includes the responsible use of online resources. 3-5.3.1.3

  • 2

    Analyze information gathered and compare with research need. 3-5.3.2

    1. 1

      Revise and/or add new questions based on information gathered and search for additional information as needed.3-5.3.2.1

    2. 2

      Evaluate information gathered for relevancy and accuracy to answer the search question by comparing topic coverage in multiple sources. 3-5.3.2.2

Develop information into knowledge for presentation3-5.4

  • 1

    Select a presentation format appropriate for the topic, audience and purpose. Communicate information and ideas using a variety of formats and media. 3-5.4.1

    1. 1

      Choose a presentation method from teacher or media specialist choices based on personal preference and audience, identifying strengths and weaknesses of presentation methods as needed.3-5.4.1.1

    2. 2

      Plan product by sequencing facts and ideas using an appropriate organizer (e.g., webbing).3-5.4.1.2

    3. 3

      Use the writing process; media, oral and visual techniques; and technology skills to create products that express new understandings about a topic.3-5.4.1.3

    4. 4

      Show respect for intellectual property rights of creators by listing facts about sources used with teacher/media specialist guidance. 3-5.4.1.4

Self-Evaluate presentation and search3-5.5

  • 1

    Reflect on the FINDS process applying evaluative criteria (e.g., rubric, objectives) noting strengths, weaknesses and areas for improvement.3-5.5.1

    1. 1

      Use teacher or media specialist generated criteria to evaluate information product (presentation) and evaluate success in answering search question, revising and editing the information product as needed. 3-5.5.1.1

    2. 2

      Evaluate the search process by looking for areas that lack adequate evidence and identify areas that need additional support. 3-5.5.1.2

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
FINDS: Research Process Model 3rd-5th Grade

Keep exploring

Keep exploring FINDS- Florida's Library Media Research Model standards

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FINDS- Florida's Library Media Research Model