2.1.3

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

[[file:reading comprehension strategies AASL.ppt]][[image:power_point_reading_comprehension.png width="271" height="154" align="left"]]
Research shows that reading comprehension strategies should be explicitly taught in primary grades through highschool. Research also shows that the instruction of reading comprehension strategies is not taking place in many classrooms. A SLMS, should be keenly aware of strategies that can support a reader to help them: acitvate prior knowledge, build background knowlege, question, make predictions and inferences, and quantifying and qualifying information.


 * [|Reading Strategies]** From AASL: What Every SLMS Should Know about Teaching **Reading Comprehension**

[|Evernote]
Is a virtual space that allows students to save emails, links, sticky notes, web clips, pdfs and share them with each other.

**Connections to Ideas and Concepts from //Meaningful Learning with Technology//**
Evernote allows students to group their electronic resources and draw conclusions from the collective information. This leads to the student applying the knowledge to research assignments. They may also use this tool for personal reasons, perhaps to form an opinion based on the gathered information.

**Connections to Multiple Intelligences** - //How can this standard be taught using technology to address the various intelligences?//
Evernote would be appealing to visual-spatial learners, logical learners, and intrapersonal learners. ====**Correlations to State Standards and the** **NETS-S**==== Evernote relates to Standard 1a. when students to the information they have gathered on the site and create new knowledge or understandings. Also Standard 3b. is represented when students organize and use the information in an ethical manner. Standards 4b. and 4c. are exemplified because Evernote allows students to easily gather, organize, and analyze their information to create a solution to a problem or create a product.

2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions and create new knowledge 2.1.2: Organize knowledge so that it is useful. 2.1.4: Use technology and other information tools to analyze and organize information. 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.