1.W.5

With support, conduct simple research on a topic.

Identify several sources of information and indicate the sources.
Organize information, using graphic organizers or other aids.
Make informal presentations on information gathered.

Learning Outcome:

Write routinely over brief time frames and for a variety of purposes and audiences.

I Can Statements Question Stems
I can identify sources of information about my topic and tell where I found them.
I can organize information, using graphic organizers and other aids.
I can make informal presentations on information gathered.

-What is your topic?
-What do you already know about your topic?
-What questions do you have about your topic?
-Where can you find information about your topic?
-What is the source telling you about your topic?
-How can you organize your information?
-How can you share your information with others?

Academic Vocabulary

graphic organizer
identify
presentation
research
topic

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Students will read or listen to multiple sources of information to build topic knowledge. -Model interactive writing to provide an example for informative writing. Include thinking aloud on how to choose a topic you know a lot about.

-Complete a simple graphic organizer to organize details.

-Before writing, encourage students to tell a partner about their topic and all the information they know. Talking about this will make the writing process easier.

-Allow students to choose a platform to publish and share their writing.

-Students provide feedback to a partner for revision of topic and details.

Reading Standards Writing Standards Speaking and Listening Standards
1.RN.1
1.RN.2
1.RN.3
1.W.2.1
1.W.4 
1.SL.1
1.SL.2
Digital Resources
Anchor Charts https://www.weareteachers.com/25-awesome-anchor-charts-for-teaching-writ...

Reading Rockets http://www.readingrockets.org/sites/default/files/TeachingNonfictionWrit...

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

utilize think-write-pair-share activities
utilize drawing
model writing process with I do, we do, you do
provide grammatical sentence structure support

-utilize think-write-pair-share activities
-help students write sounds in words for group writing
-utilize drawing and labeling
-model writing process with I do, we do, you do
-provide grammatical sentence structure support

-model writing process with I do, we do, you do

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Recognize developmental stages of writing

Allow drawings and inventive spelling for beginning of kindergarten

Encourage students to explore writing by copying texts

Provide mini-word walls for access to sight words without needing to copy from the wall

Trace letters to learn proper letter formation

Use handwriting paper with raised guides

Trace letter in sand or shaving cream

Build the letters with Play-Doh

Use magnetic letters to spell a sight word, then copy the word

Model writing (for example, in a morning message), move to shared writing, then begin independent journaling (gradual release model)

Teacher writes in highlighter, and student traces over letters

Students uses speech-to-text option

Students fill in the blank in teacher created sentences.

Utilize gradual release model to teach steps of writing process

Model a prewrite web

“Share the Pen” on a first draft

Provide specific feedback to students’ work