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 

5.6.W.1

Students consistently write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter time frames (e.g., a single sitting or a day or two).

5.6.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 time frames (e.g., a single sitting or a day or two).

Developing 

5.6.W.1

Students attempt to write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter time frames (e.g., a single sitting or a day or two).

5.6.W.1

Students will attempt to write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter time frames (e.g., a single sitting or a day or two), with guidance and support.

5.6.W.2

Students attempt to produce a viable research question about a topic with guidance and support.

5.6.W.2

Students attempt to produce a viable research question about a specific topic and may need guidance and support.

5.6.W.2

Students independently generate a viable research question about a specific topic.

5.6.W.2

 Students will formulate a viable research question from findings.

5.6.W.3

Students will organize information found during research, following a modified citation style (e.g., author, title, publication date) with guidance and support.  

5.6.W.3

Students attempt to organize information found during research, following a modified citation style (e.g., author, title, publication date) with limited guidance and support.

5.6.W.3

Students organize information found during research, following a modified citation style (e.g., author, title, publication date) with guidance and support.

5.6.W.3

 Students will organize information found during research, following a modified citation style (e.g., author, title, publication date) with guidance and support.

5.6.W.4

Students attempt to summarize and present information in a report with guidance and support.  

5.6.W.4

Students attempt to summarize and present information in a report with limited guidance and support. 

5.6.W.4

Students independently summarize and present information in a report.

5.6.W.4

 Students will summarize and present information in a report.

 Instructional Guidance 

• Guide students through using a graphic organizer to collect information about a topic.
• Model citing sources during research.
• Assign scaffolded writing assignments that guide students through their research one step at a time.
• Provide students with a rubric or checklist to outline project expectations.
• Use a KWL chart in order to begin the process of creating research questions. A K/W/L graphic organizer lists what students already Know, Want to learn, and what they Learned from the text or experience.
• Provide students with an outline to support them in writing a report to present.
• Provide students time to practice their presentation.
• Provide feedback on writing throughout the process.

• Model using a graphic organizer to collect information about a topic.
• Model citing sources during research.
• Assign scaffolded writing assignments that guide students through their research one step at a time.
• Provide students with a rubric or checklist to outline project expectations.
• Use a KWL chart in order to begin the process of creating research questions.  A K/W/L graphic organizer lists what students already Know, Want to learn, and what they Learned from the text or experience.
• Provide students time to practice their presentation.
• Provide feedback on writing throughout the process.

• Prompt students to generate guiding research questions prior to beginning research.
• Provide students with a graphic organizer to collect information about a topic.
• Model citing sources during research.
• Assign scaffolded writing assignments that guide students through their research one step at a time.
• Provide students with a rubric or checklist to outline project expectations.
• Provide students time to practice their presentation.
• Provide feedback on writing throughout the process.

Deeper

Acquisition 

• Allow students to select a graphic organizer to collect information about a topic.
• Provide students with a rubric or checklist to outline project expectations.
• Provide feedback on writing throughout the process.