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12th Grade Student Proficiency Levels: Standard 6 Research Writing
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last edited
by Jason Stephenson 5 years, 6 months ago
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12th Grade Introduction
12th Grade Proficiency Levels
Standard 6: Research
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Students will engage in inquiry to acquire, refine, and share knowledge.
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WRITING: Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.
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Understanding
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Objectives
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Approaching
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12.6.W.1
Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
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12.6.W.1
Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
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Developing
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12.6.W.1
Students will write research papers and/or texts with teacher directed tasks and/or graphic organizers over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
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12.6.W.1
Students will write research papers and/or texts with guidance and support over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).
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12.6.W.2
Students will integrate findings from sources using a well-developed thesis statement with guidance and support.
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12.6.W.2
Students will begin to independently integrate findings from sources using a well-developed thesis statement..
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12.6.W.2
Students will integrate findings from sources using a well-developed thesis statement..
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12.6.W.2
Students will integrate findings from sources using a well-developed thesis statement.
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12.6.W.2
Students will integrate findings from sources using a well-developed thesis statement with guidance and support.
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12.6.W.2
Students will begin to independently integrate findings from sources using a well-developed thesis statement..
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12.6.W.3
Students will integrate into their own writing quotes, paraphrases, and summaries of findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.
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12.6.W.3
Students will integrate into their own writing quotes, paraphrases, and summaries of findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.
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12.6.W.3
Students will synthesize and present information in a report with guidance and support.
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12.6.W.3
Students will synthesize and present information in a report with teacher directed tasks and/or graphic organizers.
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12.6.W.3
Students will synthesize and present information in a report.
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12.6.W.4
Students will synthesize and present information in a report.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
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Developing |
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Guide students through the use of a graphic organizer to reverse-organize a text, taking out only the necessary information needed for a summary.
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Confer with students throughout the whole process about their research writing goals. Guide them toward viable research questions, appropriate topics, credible resources, etc.
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Provide examples of a correctly cited text, and guide students through correctly citing their own sources, both in-text and works cited format.
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Assign scaffolded writing assignments that guide students through an essay one step at a time.
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Use a KWL chart in order to begin the process of creating research questions.
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Guide students through process of using research findings to create topic sentences and linking supporting details in small groups or partners.
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Instruct students to compare a summary, a paraphrase, and a synthesis of mentor text(s), leading them in a discussion about the differences between the three.
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Using mentor texts, guide students through the process of distinguishing writing that is objective versus subjective.
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Approaching |
- Instruct students to use a graphic organizer to reverse-organize a text, taking out only the necessary information needed for a summary.
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Confer with students throughout the whole process about their research writing goals. Guide them toward viable research questions, appropriate topics, credible resources, etc.
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Provide students with examples of a correctly cited text, and Instruct students to correctly cite their own sources, both in-text and works cited format.
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Assign scaffolded writing assignments that guide students through an essay one step at a time.
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Use a KWL chart in order to begin the process of creating research questions.
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Guide students through process of using research findings to create topic sentences and linking supporting details in small groups or partners.
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Using mentor text(s), guide students through writing a summary, a paraphrase, and a synthesis.
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Using mentor texts, guide students through the process of distinguishing writing that is objective versus subjective.
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Understanding |
- Confer with students throughout the whole process about their research writing goals. Guide them toward viable research questions, appropriate topics, credible resources, etc.
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Provide students with examples of a correctly cited text, and Instruct students to correctly cite their own sources, both in-text and works cited format.
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Instruct students to brainstorm using independently determined strategies to create viable research questions.
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Instruct students to practice writing a summary, a paraphrase, and a synthesis from their individual sources.
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Instruct students to distinguish their own writing as objective or subjective, making adjustments as necessary.
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Deeper
Acquisition
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- Confer with students throughout the whole process about their research writing goals. Discuss viable research questions, appropriate topics, credible resources, etc. with students.
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Instruct students to brainstorm using independently determined strategies to create viable research questions.
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Instruct students to integrate summaries, paraphrases, and syntheses into their own writing.
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Instruct students to determine the writing mode, style, and voice most appropriate for their research topic and/or purpose and explain those choices.
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Instruct students to peer review/correct other students’ work.
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Instruct students to discuss and reflect on how their/their peers’ research facilitates future inquiry.
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Homepage
12th Grade Introduction
12th Grade Proficiency Levels
12th Grade Student Proficiency Levels: Standard 6 Research Writing
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