Not Your Run-of-the-Mill Research Report

Cathleen LykensOctober 2014

clykens@holynameelementary.org

1. Explore non-fiction texts Allow students to choose 2-3 texts

on topics of their choice Allow 10-15 minutes to explore the

texts recording at least 4 features and explaining how they made the book interesting or further explained information

Pair and share with another student

2. Identify/name non-fiction text features Have the students share what they

found and record on the board Use mentor texts to help name

each feature and its function Complete a mini-lesson with notes

(several well made PowerPoint presentations are available on line)

Text Features.ppt

Types of Print

Bold Capital Color Italics Underline Highlight

Maps

Headings and

subheadings

Insets, sidebars and pull-out boxes

Time lines

Diagrams with labels

Pictures with Captions

Multipage Spread

Multiple Text Features

Multiple Text Features

3. Brainstorm topic ideas Allow students time to create a list

of possible topics (at least 3) and what they would like o learn/share about them

Methods could include lists, freewriting, best/worst or concept maps

4. “Think entry” (Lehman 21)

Once students have brainstormed, make them focus on why they have chosen a particular topic

Draft a paragraph explaining Target audience What is assumed that the audience

does not know about the topic What must be researched to give the

audience the information they need

5. Round table discussion Can be done large or small group

depending on time constraints Each student will share his/her think

entry with the group Each member of the group will respond

with a positive comment and at least one question about the topic

Students will then decide if the topic they have chosen in adequate or if they need to narrow, expand or change topic

6. Avoiding plagiarism—Model the process

Pre-chosen topic and resources Generate questions—Big Ideas Read the resource—record answers in 5

words or less—supporting details Brainstorm for synonyms Prepare t-chart or number notes Use core four to develop topic sentences

(Write Tools 101) Draft a paragraph Compare drafted paragraph to original

Pre-chosen Topic

Big Idea with Supporting Details

Big Ideas and Details—Synonyms

Core Four

Mentor Paragraph 1

Mentor Paragraph 2

7. Avoiding plagiarism—Student practice Distribute resources to students

groups Allow them time to complete the

modeled process as a group Student groups will then share the

original and the paragraphs that they wrote

8. Explore and evaluate sources. Consider the URL

( .com, .net, .gov, .edu) Current information The purpose of the author who

prepared the resource The sources of information for the

resource Alan November REAL acronym November Learning-Practice the str

ategy

9. Become an Expert Teach students to become

conscious of “Expert” vocabulary Collect and use words that are topic

specific

10. Revisit the non-fiction texts Take a few minutes to revisit the

non-fiction books with new eyes Search specifically for text features

that could enhance the topic that was chosen

Pair and share or group share

11. Getting to work Research—be certain to cite sources for

a “Works Cited” page—this includes pictures, diagrams, timelines, etc…

Write a first draft using the number notes and/or t-chart to keep organized (Write Tools)

Conference with a purpose—define what you want your listeners to focus on

Use conference notes to revise and write a second draft

Number Notes

T-Chart

12. Peer Conferencing Pair or group students Give students a specific list of

expectations or compile a list before the students join their partners/groups.

The author reads his/her draft—the listeners are expected to respond to every question (written responses on the conference form)

All comments are to be stated in a positive manner

Grade students on their professionalism within the conference.

Conference form ideas Do I have a strong introduction? Are there any terms that you do not

understand? What do you like most? Why? Do the text features help or confuse you? What questions do you still have about the

topic? What do you think is the weakest area of the

report? Why? Do I need any transitions? What are my WOW words/expert vocabulary? Do I repeat/overuse any words? Suggest one change.

13. Draft in a variety of styles.

Review informational text structure—sequence, Q/A, Compare/contrast, cause/effect, problem/solution

Use mentor texts to illustrate how nonfiction information can be shared in narrative form

Allow time for students to practice integrating different styles into their draft

14. Consider publishing options

Traditional paper Newsletter Poster and speech PowerPoint presentation Movie Website Glogs/Pinterest pages, etc…

15. Create rubric and editing checklist together

Have a standard form---add specific elements that are expected

Make a “shopping list” of errors (CUPS) that must be corrected

Give the students the rubric before they write the final draft

Sample rubric

16. Conference again--revise /edit

Repeat the peer and/or teacher conference with specific focus

Use the “shopping list” to edit—write a receipt of what was changed/corrected (Anderson 45-49)

Sample shopping list

17. Share published pieces Make time for the writers to share

their writing Celebration circles Pair with younger

students/students from another classroom

Invite an audience

Student work Mange Earthquakes Horses Greek Gods French Toast ESP Grand Ole OpryQueen

Elizabeth II PowerPoint Automation PowerPoint Black Holes Website

 

Works Cited 

Anderson, Jeff. Mechanically inclined: building grammar, usage, and style into writer's workshop. Portland, Me.: Stenhouse Publishers, 2005. Print. 

Greiner, Alice and Carolyn Simmons The Write Tools for Common Core State Standards: Informative/Explanatory Centennial, Colorado: The Write Tools, LLC, 2012.

Hofstedt, Sheila, “Alan November’s Get REAL Web Site Validation Strategies”, A compilation listed on the New Mexico Association for the Gifted website (http://nmgifted.org/uploads/2/8/2/3/2823338/sheilahofstedt.pdf).

Lehman, Christopher. Energize Research Reading and Writing: fresh strategies to spark interest, develop independence, and meet key common core standards, grades 4-8. Portsmouth, NH: Heinemann, 2012.

Magna, Jil. "Infusing Comprehension into Content Area." Comprehension Strategies. Appalachia Intermediate Unit 8. 2 July 2012. Professional Development Class, Altoona. PA.

"Technology Ed Home." Technology Ed Home. N.p., n.d. Web. 15 Oct. 2014. <http://teched.dadeschools.net/>. 

teched.dadeschools.net/Reading%20Resources/Text%20Features.pptx "Web Literacy Education for Educators - November Learning." NL Main Site.

N.p., n.d. Web. 16 Oct. 2014. <http://novemberlearning.com/educational-resources-for-educators/information-literacy-resources/>.

 

Works Cited for Mentor Texts Breuilly, Elizabeth, Joanne Brien, Martin Palmer, and Martin E. Marty. Religions of the

world: the illustrated guide to origins, beliefs, traditions & festivals. New York: Facts on File, 1997. Print.

Chorlton, Windsor. Woolly mammoth: life, death, and rediscovery. New York: Scholastic Reference, 2001. Print.

Dowswell, Paul, Nigel Reece, and Ian Jackson. Tales of real survival. Tulsa, OK: EDC Pub., 1995. Print.

Graham, Ian. The best book of the moon. New York: Kingfisher, 1999. Print. Greenway, Shirley. Explorers of North America. Hauppage, N.Y.: Barron's Educational

Series, 1998. Print. Hann, Judith. How science works. Pleasantville, N.Y.: Reader's Digest Association, 1991.

Print. Lambert, David. The ultimate dinosaur book. London: Dorling Kindersley in association

with Natural History Museum, 1993. Print. Maestro, Betsy, and Giulio Maestro. The story of clocks and calendars: marking a

millennium. New York: Lothrop, Lee & Shepard, 1999. Print. Mann, Elizabeth, and Laura Turco. The Great Pyramid. New York: Mikaya Press, 1996.

Print. Mitton, Jacqueline, and Simon Mitton. The Scholastic encyclopedia of space. New York:

Scholastic Reference, 19991998. Print. Parker, Steve. How the body works. Pleasantville, N.Y.: Reader's Digest Association,

1994. Print. Tames, Richard. Knights & battles. San Diego, Calif.: Silver Dolphin, 2001. Print. Tomecek, Steve, and Dan Stuckenschneider. What a great idea!: inventions that

changed the world. New York: Scholastic Nonfiction, 2003. Print. Woods, Michael, and Mary B. Woods. Mudflows and landslides. Minneapolis, Minn.:

Lerner Publications Co., 2007. Print. Woods, Michael, and Mary B. Woods. Volcanoes. Minneapolis, MN: Lerner Publications

Co., 2007. Print.