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12th Grade Student Proficiency Levels: Standard 6 Research Writing

Page history last edited by Jason Stephenson 5 years, 6 months ago

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12th Grade Introduction

12th Grade Proficiency Levels

 

Standard 6: Research

Students will engage in inquiry to acquire, refine, and share knowledge.

 

WRITING: Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.

 

 

 

Understanding 

Objectives 

 

Approaching 

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).

 

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). 

 

Developing 

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).

 


 

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).

 

12.6.W.2

Students will integrate findings from sources using a well-developed thesis statement with guidance and support. 

12.6.W.2

  Students will begin to independently integrate findings from sources using a well-developed thesis statement..

 

 

12.6.W.2

Students will integrate findings from sources using a well-developed thesis statement..

 

 

 

12.6.W.2

Students will integrate findings from sources using a well-developed thesis statement.

 

12.6.W.2

Students will integrate findings from sources using a well-developed thesis statement with guidance and support.

12.6.W.2

Students will begin to independently integrate findings from sources using a well-developed thesis statement..

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.

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. 

 

 

12.6.W.3

Students will synthesize and present information in a report with guidance and support.

12.6.W.3

Students will synthesize and present information in a report with teacher directed tasks and/or graphic organizers.

12.6.W.3

Students will synthesize and present information in a report.

12.6.W.4

Students will synthesize and present information in a report. 

    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 

Developing 
  • Guide students through the use of a graphic organizer to reverse-organize a text, taking out only the necessary information needed for a summary.

  • Confer with students throughout the whole process about their research writing goals. Guide them toward viable research questions, appropriate topics, credible resources, etc.

  • Provide examples of a correctly cited text, and guide students through correctly citing their own sources, both in-text and works cited format.

  • Assign scaffolded writing assignments that guide students through an essay one step at a time.

  • Use a KWL chart in order to begin the process of creating research questions.

  • Guide students through process of using research findings to create topic sentences and linking supporting details in small groups or partners.

  • 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.

  • Using mentor texts, guide students through the process of distinguishing writing that is objective versus subjective.

Approaching 
  • Instruct students to use a graphic organizer to reverse-organize a text, taking out only the necessary information needed for a summary.
  • Confer with students throughout the whole process about their research writing goals. Guide them toward viable research questions, appropriate topics, credible resources, etc.

  • 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.

  • Assign scaffolded writing assignments that guide students through an essay one step at a time.

  • Use a KWL chart in order to begin the process of creating research questions.

  • Guide students through process of using research findings to create topic sentences and linking supporting details in small groups or partners.

  • Using mentor text(s), guide students through writing a summary, a paraphrase, and a synthesis.

  • Using mentor texts, guide students through the process of distinguishing writing that is objective versus subjective.

Understanding 
  • Confer with students throughout the whole process about their research writing goals. Guide them toward viable research questions, appropriate topics, credible resources, etc.
  • 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.

  • Instruct students to brainstorm using independently determined strategies to create viable research questions.

  • Instruct students to practice writing a summary, a paraphrase, and a synthesis from their individual sources.

  • Instruct students to distinguish their own writing as objective or subjective, making adjustments as necessary.

Deeper

Acquisition 

  • Confer with students throughout the whole process about their research writing goals. Discuss viable research questions, appropriate topics, credible resources, etc. with students.
  • Instruct students to brainstorm using independently determined strategies to create viable research questions.

  • Instruct students to integrate summaries, paraphrases, and syntheses into their own writing.

  • Instruct students to determine the writing mode, style, and voice most appropriate for their research topic and/or purpose and explain those choices.

  • Instruct students to peer review/correct other students’ work.

  • Instruct students to discuss and reflect on how their/their peers’ research facilitates future inquiry.

 

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12th Grade Introduction

12th Grade Proficiency Levels

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