-
If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
-
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
|
5th Grade Student Proficiency Levels: Standard 6 Research Writing
Page history
last edited
by Danielle Calvin 5 years, 5 months ago
Back to Homepage
Back to 5th Grade Introduction
5th 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
|
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.
|
|
*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
|
Developing |
- 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.
|
Approaching |
- 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.
|
Understanding |
- 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.
|
Back to Homepage
Back to 5th Grade Introduction
5th Grade Proficiency Levels
5th Grade Student Proficiency Levels: Standard 6 Research Writing
|
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
|
|
|
|
|
Comments (0)
You don't have permission to comment on this page.