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Not Your Run-of-the-Mill Research Report

Not Your Run-of-the-Mill Research Report. Cathleen Lykens October 2014 clykens@holynameelementary.org. 1. Explore non-fiction texts. Allow students to choose 2-3 texts on topics of their choice

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Not Your Run-of-the-Mill Research Report

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  1. Not Your Run-of-the-Mill Research Report Cathleen Lykens October 2014 clykens@holynameelementary.org

  2. 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

  3. 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

  4. Types of Print • Bold • Capital • Color • Italics • Underline • Highlight

  5. Maps

  6. Headings and subheadings

  7. Insets, sidebars and pull-out boxes

  8. Time lines

  9. Diagramswith labels

  10. Pictures with Captions

  11. Multipage Spread

  12. MultipleTextFeatures

  13. MultipleTextFeatures

  14. 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

  15. 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

  16. 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

  17. 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

  18. Pre-chosen Topic

  19. Big Idea with Supporting Details

  20. Big Ideas and Details—Synonyms

  21. CoreFour

  22. Mentor Paragraph 1

  23. Mentor Paragraph 2

  24. 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

  25. 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 strategy

  26. 9. Become an Expert • Teach students to become conscious of “Expert” vocabulary • Collect and use words that are topic specific

  27. 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

  28. 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

  29. Number Notes

  30. T-Chart

  31. 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.

  32. 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.

  33. 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

  34. 14. Consider publishing options • Traditional paper • Newsletter • Poster and speech • PowerPoint presentation • Movie • Website • Glogs/Pinterest pages, etc…

  35. 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

  36. Sample rubric

  37. 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)

  38. Sample shopping list

  39. 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

  40. Student work • Mange • Earthquakes • Horses • Greek Gods • French Toast • ESP • Grand Ole OpryQueen Elizabeth II PowerPoint • Automation PowerPoint • Black Holes Website

  41. WorksCited • 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/>.

  42. 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.

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