Recruiting Interest

• Teachers provide a list of diverse topics for students to choose from using literature, informational texts, or media topics and lead a class discussion on possible topics.

• Students actively research from the list of topics, suggesting possible topics of their own upon teacher approval.  

• Allow students to choose the topic of their interest. 

Perception

• Teachers present printed/online links of MLA/APA paper formats (e.g., OWL Purdue website). 

• Teachers provide students access to online or printed resources using Digital Displays. Teachers can also offer audio sources available through the Oklahoma Virtual Library.

Physical Action

• Students actively engage in research using print, digital, and/or auditory texts.  

• Students use time in the classroom and/or the library to conduct research using computers or access to various texts with the assistance of the school librarian.

• Students use paper sources (e.g. sticky notes, index cards) to organize their research. 

Sustaining Effort & Persistence

• Teachers meet with students individually or in small groups (with similar topics) and discuss progress in the research process. Teachers provide individual feedback, or students use peer critique using journals.

• Teachers create small groups of students to share the research they have found to foster objective thinking and peer feedback. 

Language & Symbols

• Teachers provide a CER map to help students create a clear, concise thesis by organizing their ideas and supporting them with the proper research.

• Teachers give students an Identity Chart graphic organizer to help with visual and textual concepts or main ideas to aid in the research process. 

Expression & Communication

• Students write an outline of ideas for their topic from the research they complete daily/weekly using Jamboards or small group discussions.

• Students use a Circle Map to review how to quote, summarize, paraphrase, and cite. They understand what plagiarism is.

Self Regulation

• Teachers ask students to journal so they can reflect on their sources and make meaningful notes of each source. 

• Teachers and students have a daily/weekly written/oral conversation to provide feedback and document progress of the research process in their journals.

• Teachers create a schedule of deadlines so students know when they need to meet each requirement or step in the research process. (e.g., reading/synthesizing research, creating a thesis, and developing an outline) 

Comprehension

• Teachers model the research process using online resources like Google Scholar, EBSCO Host, or Oklahoma Virtual Library.

• Teachers model how to cite the potential sources students have chosen.

• Students use Categorical Highlighting to help them narrow down their topics of interest. 

• Students use A-Clap to help them synthesize and analyze different research materials. 

Executive Function

• Teachers have students use Google Classroom plagiarism checker or another online resource to validate their work. 

• Students reflect in their journals the progress they have made in the research process.

• Teachers provide students with outlets such as graphic organizers to manage their research topic information.

• Teachers develop a daily/weekly checklist for students to accomplish tasks in researching (e.g., a certain amount of sources that are online/print from books, journals, interviews, etc.)