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Mount Olive Township Public Schools Grade 1 Research September 2017

First Grade Research Research At A Glance

Topics / Essential Questions Mini-Lessons Written Component Required Research Links

What happens during a storm?

What would you find living in the ocean?

What are some ways to travel?

Where does food come from?

How do animals communicate?

What do astronauts do?

What can you learn from someone who is from

another country?

How are insects helpful?

How is music part of your everyday life?

What would you find living in the rainforest?

How do seasons and weather affect your daily

life?

Why is teamwork important in your school or

sports?

Lesson 1: Overview of Research Process (2 days) Lesson 2: Brainstorm “I Wonder” Research Questions (3 days) Lesson 3: Selecting “I Wonder” Research Questions (1 day) Lesson 4: Note-Taking: Text (1 day) Lesson 5: Note-Taking: Video Clip (1 day) Lesson 6: Use Keywords to Write A Paragraph (2 days) Lesson 7: Drafting: Student Note-Taking (4 days) Lesson 8: Revision (1 day) Lesson 9: Editing (1 day) Lesson 10: Choosing A Presentation Type (1 day) Lesson 11: Text Features (2 days) Lesson 12: Constructing Presentation (4 days) Lesson 13: Citing Sources (1 day) Lesson 14: Incorporating Technology: Tagxedo (2 days) Lesson 15: Student Self-Reflection (1 day) Lesson 16: Preparing For Presentation (2 days) Lesson 17: Presentation Day (1 day)

Cube

Layered Flip Book

Four Door Book

Technology

Tagxedo

Clip Art

Microsoft Word

World Book Online

Google

Think Central

5 Steps to Research

First Grade Task Overview

Informative/Explanatory Writing

Rubric- Grade 1

First Grade Research Rubric

Oral Presentation Rubric

Self-Reflection

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Mount Olive Township Public Schools Grade 1 Research September 2017

Essential Question Overview

Day Introduced

Journeys Unit

Essential Questions Journeys Lesson

Anchor/ Paired Text Selections Online District Resources Resource aligns to text

selections

1

1 3 4 4

What happens during a storm? What would you find living in the ocean? What are some ways to travel? Where does food come from?

2

11

17

18

“The Storm”, “Storms!” “At Home in the Ocean”, “Water” “The Big Trip”, “Lewis” “Where Does Food Come From?”, “Jack and the Beanstalk”

World Book Online World Book Online

World Book Online

2

2 4 5 6

How do animals communicate? What do astronauts do? What can you learn from someone who is from another country? How are insects helpful?

7

16

25

29

“How Animals Communicate”, “Insect Messages” “Let’s Go to the Moon!”, “Mae Jemison” “The New Friend”, “Symbols of Our Country” “Hi! Fly Guy”, “Busy Bugs”

Discovery Education

World Book Online World Book Online

World Book Online

3

2 5 6 5

How is music part of your everyday life? What would you find living in the rainforest? How do seasons and weather affect your daily life? Why is teamwork important in your school or sports?

8

22

28

30

A Musical Day/ Drums Amazing Animals/The Ugly Duckling “The Kite” from Days with Frog and Toad/ Measuring Weather Winners Never Quit!/ Be a Team Player

Discovery Education

World Book Online

World Book Online

World Book Online

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Mount Olive Township Public Schools Grade 1 Research September 2017

Mini Lesson Daily Plans

Lesson Duration Learning Intentions

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 1: Overview of Research Process

2 days I can explain the purpose of doing research

I can:

Review the “Steps for Research” anchor chart

Explain why research is important

Place individual anchor charts in research folders labeled “My Research Process”

Teacher ● Explains the purpose for doing

research: Did you ever wonder…. why is there a rainbow after it rains? etc.

● Introduces anchor chart to the class that

show the different steps for doing research

● Shows exemplars of final products ● Explains:

Different foldable options Written components Technology components Text Features

Students

Read the Task Overview with the teacher

Anchor Chart: 5 Steps for Research

Teacher Resources: Informative/Explanatory Writing Rubric Presentation Cube Exemplar Presentation Flip Book Exemplar Presentation Four Door Foldable Exemplar

Student Resources: 5 Steps to Research First Grade Research Rubric First Grade Task Overview Folders for research materials

Materials: Chart paper, markers, Post-Its, construction paper Cut up success criteria sentences strips

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 2: Brainstorm “I Wonder” Research Questions

3 days I can select one “I Wonder Question” after discussing the topics with a partner

I can:

Listen to my teacher introduce the questions that go with Journeys texts

Discuss the research topics with a partner

Record information about each topic

Select a question that is interesting to me

Teacher

Presents 4 topics each day on chart paper around the room from the Essential Questions Overview Resource

Shows and Discusses the Journeys texts that correlate to the questions

Models how to walk around the room and record information that is known about each question

Students

Walk around with Post-Its or markers and write words, phrases or ideas that they know about each question

At the end of each lesson, discuss and record their favorite question they explored that day on the Question Selection Sheet

By the end of the three days, will have selected their top three “I Wonder Questions” on the organizer

Teacher

Uses selection sheets to match student interests with questions (Teachers should select the student topics based off their selections to balance the amount of topics selected for a variety)

Teacher Resources: Essential Questions Overview Journeys Essential Questions Mentor Texts Photos

Pet Anchor Chart Exemplar Essential Questions Anchor Chart Exemplars

Journeys Mentor Texts with sticky notes

Student Resources:

5 Steps for Research First Grade Research Rubric Question Selection Sheet

Materials: Chart paper, markers, Post-Its

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 3: Selecting “I Wonder Research Questions”

1 day I can select four “I Wonder” questions

I can:

Reread mentor texts with a partner

Choose my favorite four questions to research

Record my four questions on my note-taking organizers

Teacher

Refers to Anchor Chart: Explains that they will begin working on Step 1 of research

Models re-reading mentor text, Whistle for Willie / Pet Poems to generate questions for “How can you take care of a pet?”

Does a think-aloud by asking questions as the text is read

Records each question on the Overview of Research Questions organizer (See Teacher Model: Overview of Research Questions)

Groups students according to selected questions and guides students to resources that correlate to their essential questions (Use the Essential Questions Overview Resource for this)

Students

Reread mentor texts with a partner based on their essential question choice, and generate own “I wonder” questions

Discuss what they read with a partner and generate “I wonder questions”

Students record “I wonder questions” on Overview of Research Questions organizer

Anchor Chart: 5 Steps for Research

Teacher Resources: Journey’s Mentor Texts: Whistle for Willie/ Pet Poems List of Teacher Pet Questions Essential Questions Overview Teacher Model: Overview of Research Questions

Student Resources: Overview of Research Questions Journey’s Mentor Texts: Whistle for Willie/ Pet Poems

Materials: Chart paper/markers

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 4: Note-Taking: Identify keywords from text

1 day I can identify key words from a text about my research questions

I can:

Watch my teacher identify key words from a text that answer a research question

Help my teacher select keywords for another research question

Work with a partner to record key words from a text to answer another research question

Teacher ● Explains that they will begin working on

step 2 of the research process

● Discusses the Pre-Writing/ Planning/ Note-Taking Section of the First Grade Research Rubric

● Uses Anchor Chart and Note-Taking

Organizer to explain how to find keywords in text to answer one of the research questions: What are the most common types of pets? Link to the Article About Pets to use on the smartboard: http://worldbookonline.com/kids/

home#article/ar831752

Models the difference between important words (words that teach subject matter) and unimportant words (sight words)

Models identifying key words using a text from World Book Online to put on the Smartboard; records words in organizer (I do, you watch)

Students: Guided Practice

Help teacher identify key words to answer another research question using the same text (I do, you help)

Anchor Charts: 5 Steps for Research Note-Taking with Key Words

Teacher Resources:

Key Word Note-Taking: Text Pet Text Link: http://worldbookonline.com/kids/home#article/ar831752

Student Resources:

First Grade Research Rubric Note-Taking Organizer

Materials: Dry Erase Boards/Markers Smart Board

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 5: Note-Taking: Identify keywords from a video clip

1 Day I can identify keywords from a video clip about my research question

I can:

Watch a video clip and tell my partner what I learned

Watch the video a second time to determine key words that answer the research question

Record keywords in the note-taking organizer

Teacher

Uses Anchor Chart and Note-Taking Organizer to explain how to watch and listen for keywords to answer the research question: Who should get a pet?

Link to Video Clip about Service Dogs: https://www.youtube.com/watch?v=mQtGdglX_eM

Students: Guided Practice

● First Viewing: Watch and listen then discuss new learning with a partner

● Second Viewing: Watch and listen for keywords that answer the question

● Work with a partner to record key words on a dry erase board

● Decide which words best answer the research question

● Record words on teacher note-taking organizer

Anchor Charts: 5 Steps for Research Note-Taking with Video

Teacher Resources:

Key Word Note-Taking: Video (organizer) Video Clip Link: https://www.youtube.com/watch?v=mQtGdglX_eM Smart Board

Student Resources: First Grade Research Rubric Note Taking Organizer

Materials: Dry Erase Boards/ Markers

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 6: Note-Taking: Use keywords to write a paragraph Research Rubric

2 days I can write a paragraph about my questions

I can:

Watch my teacher write a paragraph that includes a topic sentence, details with keywords and a closing

Help my teacher write a paragraph that includes a topic sentence, details, and a closing

Work with a partner to write a paragraph with a topic sentence, details with keywords, and a closing

Write my own paragraph that includes a topic sentence, details with keywords, and a closing

Teacher

Refers to 5 Steps Anchor Chart: Explains that students will begin working on Step 3 of Research using notes from organizer to paraphrase research

Refers to Paraphrasing Anchor Chart: Explains how to write a paragraph that includes a topic sentence, details with keywords, and a closing

Models how to use the question and keywords to write a paragraph (Restating the question, connecting words into sentences, one sentence summary) Also, models Spelling Resource Anchor Chart

Students

Work with a partner to help write the next paragraph to answer the second research question using dry erase boards Chunk into three parts Use Teacher Exemplars: Train pet

Work with a partner to write a paragraph to answer third research question

Use Teacher Exemplars: Clean pet

Begin writing their own paragraphs using key vocabulary words to answer one of their own research questions

Anchor Charts: 5 Steps for Research Stop and Ask Spelling Resource Paraphrasing w/ Key Words

Teacher Resources:

Key Word Note Taking: Text Key Word Note Taking: Video (organizer) Key Word Note Taking: Paraphrasing

Student Resources: First Grade Research Rubric

● Note-Taking organizer

Materials: ● Chart Paper ● Dry Erase Boards/Markers

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 7: Drafting: Student Note-Taking and Organizing

4 days I can research and record information about my “I wonder” questions in my note-taking organizers

I can:

Read information from books, and online sources to answer my “I wonder” questions

Watch and listen to a video clip to answer an “I wonder” question

Record key words in my note-taking organizer

Write a paragraph with a topic sentence, details with keywords, and a closing

Teacher

Explains that students will begin working on step 3 of the research process, and continue to plan and organize their notes

Reviews the components of Informative/Explanatory Writing Rubric Level 4 Bookmark

Models Spelling Resources Anchor Chart

Provides daily review of resources students can use: anchor charts, graphic organizers, websites, books

Evaluates the need for re-teaching of past mini lessons

Conferences with students based on needs individually or in small group

Students

Read from different sources to answer research questions

Use the Bibliography Recording Sheet for a list of sources

Begin drafting research

Should be encouraged to engage in collaborative discussions with peers and conferencing with the teacher based on needs

Anchor Charts: 5 Steps for Research Stop and Ask Spelling Resource

Teacher Resources: ● Key Words Note Taking:

Paraphrasing

Student Resources: First Grade Research Rubric Informative/Explanatory Writing Rubric Level 4 Bookmark Note-Taking organizer Bibliography Recording Sheet

Materials: ● Chart Paper ● Dry Erase Boards/Markers

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 8: Revision

1 day I can use a rubric to revise my work to make it better

I can:

Review the Informative and Explanatory Writing Rubric

Reread my writing to revise for: ideas, organization, word choice and sentence fluency

Use a colored pencil to show my revisions

Teacher

Refers to Anchor Chart: Explains that students will begin working on Step 4 of Research

Displays informative rubric on Elmo

Provides students with one trait strip at a time. Select 3 trait strips based on your students’ needs (Ideas, Organization, Word Choice, Sentence Fluency, Voice)

Revises one trait at a time, using the teacher revision exemplars

Models how to revise writing for each trait using the individual strips

Students

Reread their writing to “look and listen” for one trait at a time following the teacher model

Rate their writing on each strip after rereading writing

Use the rubric to determine changes they could make to their writing to make it better

Revise their writing using a colored pencil

Anchor Chart: 5 Steps for Research

Teacher Resources: Informative/Explanatory Writing Rubric Revision for Organization Revision for Word Choice Revision for Sentence Fluency

Student Resources: First Grade Research Rubric Informative / Explanatory Writing Rubric Strips

Materials: Colored Pencils

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 9: Editing

1 day I can edit my writing to make it better

I can:

Reread my writing to a partner to make sure it sounds right

Reread my writing and use the checklist to make my writing better

Rate myself for conventions on the informative writing rubric

Teacher

Refers to Anchor Chart: Explains that students will begin working on Step 4 of Research

Displays Informative/Explanatory Writing Rubric on Elmo

Highlights the Conventions portion of this rubric

Explains that students will now work on editing portion of their research by following the rubric components

Provides students with the conventions trait strip

Models how to edit teacher exemplar by using the individual conventions strip

Students

Reread their own writing and check for one editing component at a time

Rate their writing on the convention strip and then…

Use rubric to determine what to edit on their writing using a colored pencil

Anchor Charts: 5 Steps for Research Editing Checklist

Teacher Resources:

Informative/Explanatory Writing Rubric

Informative / Explanatory Writing Rubric Convention Strip Editing Exemplar

Student Resources: First Grade Research Rubric Informative / Explanatory Writing Rubric Convention Strip

Materials: Colored pencils

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 10: Choosing a Presentation Type Research Rubric

1 day I can create a presentation style to share my research

I can:

Look at the different ways to present my research

Choose my favorite presentation style to display my research

Assemble my presentation type

Teacher

Displays and explains presentation styles

Demonstrates how to organize research into the foldable

Explains how text features teach additional information about the research

Students

Review their research notes

Discuss with partner which presentation style would communicate their learning

Choose a selected presentation style

Anchor Chart: 5 Steps for Research

Teacher Resources: Presentation Cube Exemplar Presentation Flip Book Exemplar Presentation Four Door Foldable Exemplar

Student Resources: Presentation Directions for Cube Presentation Directions for Layered Book Presentation Directions for Four Door Book

Materials: Large construction paper to create each presentation style

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 11: Text Features

2 days I can select text features for my research questions

I can:

Use the anchor chart to choose different kinds of text features

Watch my teacher show me how to use a text feature in a research project

Decide which text feature will help me explain the answer to my research question

Teacher

Explains anchor chart for text features

Models selecting text features for exemplar “pet question”

Demonstrates how to use technology to incorporate into text features (clip art, captions, diagrams, maps, etc.)

Students

Help teacher select text features for anchor “pet question”

Select text features for their own research questions

Review First Grade Research Rubric to rate their use of incorporating technology

Anchor Charts: 5 Steps for Research Text Features That Teach

Teacher Resource: Presentation Exemplars

Student Resource: First Grade Research Rubric

Materials: Crayons, colored pencils, markers, white paper

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 12: Constructing Presentation

4 days I can organize my research in an order that makes sense

I can:

Organize my research questions by rewriting in the presentation format

Teacher

Models how to transfer research into the different presentation formats

Students

Transfer their own research on their own presentation format

Anchor Chart: 5 Steps for Research

Teacher Resources: Presentation Cube Exemplar Presentation Flip Book Exemplar

Presentation Four Door Foldable Exemplar

Student Resource: First Grade Research Rubric

Materials: Large Construction paper Various materials depending on the presentation types selected

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 13: Citing Sources

1 day I can show the sources I used for my research

I can:

Identify the print, non-print and online sources I use to complete my research project

Teacher

Models how to cite sources for the bibliography using checklist

Students

Use checklist to cite their research sources

Review First Grade Research Rubric to rate their performance for citing sources

Anchor Chart: 5 Steps for Research

Teacher Resource: Bibliography Recording Sheet

Students Resources: First Grade Research Rubric Bibliography Recording Sheet

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 14: Incorporating Technology: Tagxedo

2 days I can use keywords to create a Tagxedo about my question

I can:

Select important words that support my research questions

Use technology to complete a Tagxedo project

Teacher

Refers to Anchor Charts: Explains that students will work on Step 4 of the research process by incorporating technology into their research

Models how to use keywords with Tagxedo

Students

Select key words from their research

Use Tagxedo to create their word cloud

Print word cloud

Place Tagxedo in frame

Use First Grade Research Rubric to evaluate their use of technology

Anchor Charts: 5 Steps for Research Tagxedo How-To

Teacher Resources: Silverlight installed prior

Student Resources: First Grade Research Rubric Tagxedo Exemplar

Materials: Cardstock frames Scissors, glue sticks

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 15: Self-Reflection

1 day I can self-reflect about what I learned from my research project

I can:

Reflect on what I learned

Reflect on what I still wonder

Teacher

Refers to Anchor Chart: Explains that students will work on Step 4 of the research process by reflecting about what they learned

Models the Self-Reflection process by thinking aloud what she learned

Students

Discuss Project Self-Reflection with a partner

Record responses on the Project

Use Self-Reflection recording sheet

Type answers to the following questions:

Why I chose this question... What I learned about doing my

research…..

Paste on Tagxedo Frame

Anchor Chart: 5 Steps for Research

Student Resources: First Grade Research Rubric Project Self Reflection Printed Tagxedo Project

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Learning Intention

Success Criteria Mini-Lesson Activities

Materials/Resources

Lesson 16: Preparing for Presentation

2 days I can present my information from my project to an audience

I can: Use a rubric to

orally practice my research presentation

Listen to peer

feedback based on the presentation rubric

Teacher

Refers to Anchor Chart: Explains that students will work on Step 5 of the research process by practicing the presentation of their research

Models how to use presentation skills to share information using the components from the Oral Presentation Rubric

Guided Practice: Students work in partners Each pair of students is given a

copy of the rubric Students listen and watch the

teacher present her research Students discuss rubric

components with partners and rate teacher performance

Students share out evaluations Students

Practice with presenting their research to a partner using the Oral Presentation Rubric

Rate their partners and give feedback about the specific components

Anchor Charts: 5 Steps for Research

Students Resources: First Grade Research Rubric Oral Presentation Rubric Final Projects

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Mount Olive Township Public Schools Grade 1 Research September 2017

Lesson Duration Materials/Resources

Lesson 17: Presentation

1 day

Teacher Resource: First Grade Research Rubric

Student Resource: Final Projects