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1st Grade Student Proficiency Levels: Standard 6 Research Writing

Page history last edited by Danielle Calvin 5 years, 4 months ago

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1st 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 

1.6.W.1

Students can generate questions about topics of interest independently.

 

 

 


 

1.6.W.1

Students will generate questions about topics of interest.

 

 

 

 

Developing 

1.6.W.1

Students can generate questions about topics of interest with guidance (e.g., question stems provided, teacher modeling).

 

 

 


1.6.W.1

Students are beginning to generate questions about topics of interest with full teacher support.

 

 

 

 

 

1.6.W.2

Students are learning to organize information found during group or individual research, using appropriate graphic organizers or other aids with full guidance and support.

 

 

 

1.6.W.2

Students can frequently organize information found during group or individual research, using appropriate graphic organizers or other aids with guidance and support.

 

 

 

1.6.W.2

Students can consistently organize information found during group or individual research, using appropriate graphic organizers or other aids with guidance and support.

 

 

 

 

 

1.6.W.2

Students will organize information found during group or individual research, using graphic organizers or other aids with guidance and support.

 

 

 

 

1.6.W.3

Students make informal presentations of information gathered with full guidance and support.

 

 

 

1.6.W.3

Students will make informal presentations of information gathered with some guidance and support.

 

 

 

1.6.W.3

Students can make informal presentations of information gathered.

 

 

 

 

1.6.W.3

Students will make informal presentations of information gathered.

 

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

 

 Instructional Guidance 

Developing 
  • Provide students with a graphic organizer and facts. Students will then decide where the facts should placed on the graphic organizer.

  • As a whole group, develop a list of questions and work together to decide where you could look to find the information or who would best answer the questions.

  • Guide students as they are learning to organize their information into an informal presentation.

Approaching 
  • After reading a nonfiction text, guide the students to generate a list of “I wonder” questions. What did the text make the student want to learn more about?

  • Students can be provided with a graphic organizer with some information already provided.

  • When beginning a new unit of study allow student to formulate a list of things they would like to learn; for example, if you are learning about insects, what do the students want to find out?

Understanding 
  • Create bubble maps, concept maps, or word webs as whole group, small groups, or individuals when reading nonfiction text to organize information.
  • Students can create posters in groups showing information they have learned about a topic of their choice, or one provided for them.

Deeper

Acquisition 

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1st Grade Proficiency Levels

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