This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Jamal is gathering information from sources for his beaver report. His notes are organized by topic: habitat, diet, and adaptations. Choice B is correct because the notes are organized/categorized by topics with headings (habitat, diet, adaptations), which makes it easy to find related information and see connections when writing about beavers. Effective research practices—relevant information, organized notes, complete source lists—help you learn about your topic and organize for writing. Choice A is incorrect because this focuses on neat handwriting and note length, which aren't methods of categorizing information—categorizing means grouping by topic or theme, not by appearance. Students sometimes think neat writing equals good notes, but organization by topic is what matters for research. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. To help students recall, gather, note-take, categorize, and list sources: Teach categorizing explicitly—organize by topic/subtopic: habitat category, diet category, adaptations category—each gets section; organize by research question: Question 1 notes here, Question 2 notes here; color-code or use headings; model: "I'm researching dolphins. I'll organize notes into three categories: where dolphins live, what they eat, how they communicate. Each category gets its own section."; practice reorganizing: give random notes, students sort into categories. Watch for: students who don't understand categorizing—just have pile of notes; students who think all information is relevant without evaluating; teach explicitly: "Organize into categories with labels," provide templates, checklists, and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Carlos is gathering information from sources: using two websites and one book about sea turtles. He is researching sea turtles. Carlos's notes include key-word notes, are organized by categories (Habitat, Diet, and Dangers). Carlos lists sources: "1) Sea Turtle Heroes by K. Nguyen 2) OceanLifeKids.org 3) SaveTurtlesNow.com" but forgot to write the website addresses. Choice B is correct because the source list is incomplete because it is missing the website addresses (URLs) for both digital sources—OceanLifeKids.org needs its full web address and SaveTurtlesNow.com needs its full web address, which are essential for finding the sources again and giving proper credit. Effective research practices—relevant information, organized notes, complete source lists—help you learn about sea turtles and organize for writing. Choice A is incorrect because this accepts incomplete source list missing URLs as complete when website names alone aren't enough—students need the full web address to find the source again. Students sometimes think the site name is sufficient, but URLs are necessary for digital sources. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: For source lists: teach what to include—Books: title, author ("Charlotte's Web by E.B. White"); Websites: site name and URL or web address ("National Geographic Kids, www.natgeokids.com"); Videos: title, source ("How Bees Make Honey, YouTube"); teach format: simple numbered list works for 4th grade; emphasize: track ALL sources as you use them, don't wait until end. Watch for: students who forget to track sources or list them vaguely; students who don't include full URLs for websites; students who don't list sources as they go, then can't remember where information came from; teach explicitly: "For websites, include the full web address," "Track every source: write it down right away," provide templates, checklists, and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Maya is gathering information from sources: reading a library book and using a history website about the Underground Railroad. She is researching the Underground Railroad for a presentation. Maya's notes include key-word notes, are organized by categories (People, Routes, and Safety). Maya lists sources: "Underground Railroad (book), History4Kids website" but did not write the book's author or the website address. Choice B is correct because the source list is incomplete because it is missing the book's author for the library book and the website address (URL) for History4Kids, which are essential details for a complete source list that allows giving credit to sources and finding sources again. Effective research practices—relevant information, organized notes, complete source lists—help you learn about the Underground Railroad and organize for writing. Choice A is incorrect because this accepts incomplete source list missing author and URL as complete when a complete source list needs specific information: title and author for books, site name and URL for websites. Students sometimes list sources vaguely ("a book," "a website") instead of specifically, but complete source lists need full details. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: For source lists: teach what to include—Books: title, author ("Charlotte's Web by E.B. White"); Websites: site name and URL or web address ("National Geographic Kids, www.natgeokids.com"); Videos: title, source ("How Bees Make Honey, YouTube"); teach format: simple numbered list works for 4th grade; emphasize: track ALL sources as you use them, don't wait until end. Watch for: students who forget to track sources or list them vaguely ("a website," "a book") instead of specifically; students who don't list sources as they go, then can't remember where information came from; teach explicitly: "Track every source: write it down right away," provide templates, checklists, and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Marcus is recalling information from experience: seeing a beaver dam on a hike. He wants to gather information from sources for a report on beaver adaptations. Marcus plans to organize notes by categories: Body Parts, Building Skills, and Habitat. He needs a kid-friendly source with facts and diagrams that he can quote and list. Choice A is correct because a kids' animal book chapter called "Beavers: Teeth, Tails, and Dams" would be most helpful because it contains information about specific aspects of beaver adaptations Marcus is researching—body parts (teeth, tails) and building skills (dams)—and would have details to answer his questions about beaver adaptations. Effective research practices—relevant information, organized notes, complete source lists—help you learn about beaver adaptations and organize for writing. Choice B is incorrect because this suggests a menu from a restaurant that wouldn't help with beaver adaptations because it's about food service, not animal behavior or adaptations—wrong subject area entirely. Students sometimes don't evaluate whether a source matches their research topic, but sources must contain relevant information. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: Teach source selection—evaluate: does this source have information about my topic? Is it at my reading level? Can I understand and use it? Practice: given topic and several sources, students identify which would be helpful and explain why; model: "I need information about beaver adaptations. This book about beavers will help because it has sections on teeth, tails, and dam-building. This menu won't help—it's about food, not animals." Watch for: students who don't evaluate sources for relevance to their topic; students who choose sources that are interesting but off-topic; teach explicitly: "Choose sources that have information about your specific topic," provide templates, checklists, and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Amir is gathering information from sources: reading a book called Water Works by Dana Lee and using a city website about how water is cleaned for drinking. He is researching with questions: "Where does water come from?" and "How is it cleaned?" Amir's notes include key words under "How is it cleaned?": "screens remove trash; filters remove small bits; chlorine kills germs," and exclude off-topic information (favorite water bottle brand). Choice A is correct because the information about screens, filters, and chlorine helping remove trash and kill germs is relevant to Amir's question "How is it cleaned?" because it directly answers his research question by explaining the specific steps and methods used to clean water for drinking, unlike favorite water bottle brands which is interesting but off-topic. Effective research practices—relevant information, organized notes, complete source lists—help you learn about water treatment and organize for writing. Choice B is incorrect because this claims Amir's favorite water bottle being blue with a straw is relevant when it doesn't relate to how water is cleaned—it's about personal preference for a water container, not the water treatment process. Students sometimes think any water-related fact is relevant, but relevant information must directly answer the research question. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: Teach relevant vs irrelevant explicitly—relevant: directly relates to topic/question, helps understanding, answers what you're investigating; irrelevant: interesting but off-topic, about different subject, doesn't support main idea; practice: given research topic, sort information cards as relevant or irrelevant; model: "My question is 'How is water cleaned?' Information about screens and filters answers this. Information about water bottle colors doesn't." Watch for: students who think all information is relevant without evaluating; students who include personal preferences as relevant to factual questions; teach explicitly: "Relevant means it helps answer your question or understand your topic," provide templates, checklists, and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Sofia is recalling information from experience: a zoo field trip, and gathering information from sources: reading a kid science book and using a website about penguins. She is researching penguins. Sofia's notes include key words (not full sentences), are organized by categories (Habitat, Diet, and Adaptations), and skip off-topic information (zoo snack prices). Sofia lists sources at the bottom of the page. Choice B is correct because the notes are organized/categorized by topic headings: habitat, diet, and adaptations, which makes it easy to find related information and see connections. The question specifically states her notebook has these headings with bullets under each, showing clear categorization by topic. Effective research practices—relevant information, organized notes, complete source lists—help you learn about your topic and organize for writing. Choice A is incorrect because this suggests organizing by the order learned during the field trip, but the text clearly states Sofia uses topic headings (Habitat, Diet, Adaptations), not chronological order. Students sometimes think notes should follow the order information was learned, but effective categorization groups related information together regardless of when it was encountered. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: Teach categorizing explicitly—organize by topic/subtopic: habitat category, diet category, adaptations category—each gets section; organize by research question: Question 1 notes here, Question 2 notes here; color-code or use headings; model: "I'm researching dolphins. I'll organize notes into three categories: where dolphins live, what they eat, how they communicate. Each category gets its own section."; practice reorganizing: give random notes, students sort into categories. Watch for: students who don't understand categorizing—just have pile of notes; students who think chronological order is the only way to organize; teach explicitly: "Organize into categories with labels," provide templates, checklists, and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Sofia is gathering information from sources: reading a library book and using a science website about volcanoes. Sofia's notes include key words like "magma," "pressure," and "eruption," are organized by categories ("What is a volcano?", "How eruptions happen," "Safety"), and she crosses out irrelevant information about volcano-shaped cakes. Sofia lists sources: Volcanoes (Gail Gibbons) and "National Geographic Kids Volcano Facts" with its web address. Choice A is correct because the notes are effective because they use key words and phrases instead of copying full sentences, are clearly organized by research questions with sections for each topic, include main ideas and important details, and she identified and removed irrelevant information (volcano-shaped cakes). Effective research practices—relevant information, organized notes, complete source lists—help you learn about volcanoes and organize for writing. Choice B is incorrect because this claims she should copy whole paragraphs when effective notes should use key words and capture main ideas, not copy everything word-for-word. Students sometimes think copying everything ensures nothing is missed, but key words help you understand and remember better than copying. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. To help students recall, gather, note-take, categorize, and list sources: Teach note-taking explicitly—use key words and phrases ("Polar bears live in Arctic" becomes "polar bears - Arctic habitat"), not copying full sentences; main ideas and important details, not everything; model: show source, take notes together, explain choices; provide graphic organizers: web (main topic center, aspects branching), table (columns: source / topic / notes), T-chart (category 1 / category 2), outline (I. Topic A, A. Detail 1). Watch for: students who copy entire sentences or paragraphs instead of key words; students who don't organize notes—just write randomly; teach explicitly: "Key words, not full sentences," "Organize into categories with labels"; provide templates and models until skills become automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Chen is gathering information from sources: reading a book and using two websites about penguins. Chen's notes are organized by categories (Habitat, Diet, Predators) using bullet points. Chen's source list shows "Penguins book," "kidsanimals.com," and "a video online" but is missing the book's author and complete website addresses. Choice B is correct because the source list is incomplete because it is missing the book's author for proper credit and the full website addresses (URLs) needed to find the sources again, and "a video online" is too vague without the video title or where it was found. Effective research practices—relevant information, organized notes, complete source lists—help you give credit to sources and find information again if needed. Choice A is incorrect because this claims the list is complete just because three sources are mentioned, but a complete source list needs specific details: title and author for books, site name and URL for websites, not just vague references like "Penguins book" or "a video online." Students sometimes think listing sources vaguely is enough, but specific information is needed to give proper credit and find sources again. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: For source lists: teach what to include—Books: title, author ("Charlotte's Web by E.B. White"); Websites: site name and URL or web address ("National Geographic Kids, www.natgeokids.com"); Videos: title, source ("How Bees Make Honey, YouTube"); teach format: simple numbered list works for 4th grade; emphasize: track ALL sources as you use them, don't wait until end. Watch for: students who forget to track sources or list them vaguely ("a website," "a book") instead of specifically; students who don't list sources as they go, then can't remember where information came from; teach explicitly: "Track every source: write it down right away"; provide templates and checklists until tracking sources becomes automatic.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Maya is recalling information from experience: field trip to an aquarium where she saw a reef tank, and gathering information from sources: using a kids' ocean website about coral reefs. Maya is researching coral reefs with notes organized into "What reefs are," "Animals that live there," and "Threats." Maya's notes include key words and main ideas about coral, fish in reefs, and pollution threats. Maya lists sources: Aquarium field trip (May 3) and "NOAA Ocean Facts for Kids" with its web address. Choice B is correct because the information about pollution harming reefs is relevant to Maya's research on coral reefs because it directly relates to her "Threats" category and helps understand dangers to coral reefs, unlike the gift shop keychains which is interesting but off-topic and doesn't support understanding coral reefs. Effective research practices—relevant information, organized notes, complete source lists—help you focus on what matters for your topic about coral reefs. Choice A is incorrect because this claims turtle keychains from the gift shop are relevant when they don't relate to coral reef biology, threats, or animals—even though the keychains were at the aquarium, they don't provide information about coral reefs themselves. Students sometimes think any fact from a field trip location is relevant even if off-topic, but relevant information must directly relate to the research topic. Identifying relevant information helps you focus on what matters for your topic. Taking good notes with key words and organization helps you remember and use information later when writing. Categorizing information makes it easy to find what you need and see connections. To help students recall, gather, note-take, categorize, and list sources: Teach relevant vs irrelevant explicitly—relevant: directly relates to topic/question, helps understanding, answers what you're investigating; irrelevant: interesting but off-topic, about different subject, doesn't support main idea; practice: given research topic, sort information cards as relevant or irrelevant. Watch for: students who think all information is relevant without evaluating; students who think any interesting fact is relevant even if off-topic; teach explicitly: "Relevant means it helps answer your question or understand your topic"; provide practice sorting relevant and irrelevant information for various topics.

This question tests 4th grade research skills: recalling relevant information from experiences or gathering relevant information from print and digital sources; taking notes and categorizing information; and providing a list of sources (CCSS.W.4.8). Students get information in two ways: recalling (remembering) from personal experiences like field trips, experiments, interviews, or observations; and gathering (collecting) from print sources like books and articles or digital sources like websites and videos. When researching, students identify relevant information—information that directly relates to their topic or answers their research questions (not just interesting but off-topic facts). Good note-taking means writing key words and phrases (not copying full sentences), capturing main ideas, and organizing information clearly. Categorizing means organizing notes into groups: by topic (habitat, diet, adaptations), by research question (notes for Q1, notes for Q2), or using graphic organizers (webs, charts, tables) with labeled sections. When gathering from sources, students provide a list of sources that includes title and author for books, site name and URL for websites, and video titles—this shows where information came from and gives credit. Jordan is gathering information from sources: reading a book and using a website about earthquakes, plus recalling from experience: a school earthquake drill. Jordan is researching earthquakes with bullet notes organized by "Causes," "Effects," and "Safety." Jordan's source list shows Earthquakes (Seymour Simon) with author and "USGS Earthquake Hazards Program" but is missing the web address for the website. Jordan also lists his earthquake drill experience. Choice B is correct because the source list is incomplete because it is missing the website's web address (URL) for "USGS Earthquake Hazards Program," which is needed to find the source again and give complete credit—even though the site name is included, the web address is required for online sources. Effective research practices—relevant information, organized notes, complete source lists—help you give proper credit and allow others to find your sources. Choice A is incorrect because this claims naming the website is enough without the web address, but complete source lists for websites need both the site name AND the URL or web address so readers can actually find and access the source. Students sometimes think the website name alone is sufficient, but the web address is essential for online sources. Listing sources gives credit and lets you find information again. These skills—recalling from experiences, gathering from sources, taking organized notes, tracking sources—are essential for any research project. To help students recall, gather, note-take, categorize, and list sources: For source lists: teach what to include—Books: title, author; Websites: site name and URL or web address; emphasize: "For websites, always include the web address like www.usgs.gov so people can find it"; model proper formatting; practice: give incomplete source lists, students identify what's missing. Watch for: students who list website names without URLs; students who think naming the site is enough without the web address; teach explicitly: "Websites need name AND web address"; provide source list templates with clear spots for all required information including URLs.