Topic #1- Writing: Research and Information Organization

Complex Information: Simple Information:

While engaged in grade appropriate writing (Vocabulary and Details)

tasks, the student demonstrates an
understanding of and skill at research and
information organization (collecting) by:

Pre-Kindergarten Details:
draws pictures in a sequence
understanding events happen in an order
Vocabulary:
-Not applicable
Kindergarten Details:
writers use pictures and labels to plan a story

understanding that information must be organized
prior to writing
writers use story boards to plan writing
writers orally rehearse a story with three or more events using
beginning, middle, and end (e.g. planning across the fingers, planning
across the pages)

writers observe carefully before writing about a topic (e.g. objects,

animals, people, places, actions)

Vocabulary:
-Not applicable
st Details:
1 Grade
writers record ideas or information using pictures, labels, and short
understanding that information must be organized descriptions (e.g. drawing, labeling, and describing a plant)
prior to writing
writers determine important information during the research phase of
non-fiction writing
understanding that important information must be
included in their writing writers clarify the important elements of a story within fiction writing
(e.g. includes character names, setting)

writers orally rehearse a story with three or more events using

beginning, middle, and end (e.g. planning across the fingers, planning
across the pages)

Vocabulary:
-organized, writing plan
nd Details:
2 Grade
writers organize information that might be used for a composition into
understanding that information must be organized
categories of like ideas (e.g., when writing about cars, one group of
prior to writing ideas can be created for the good things about cars and one group can
be created for the bad things about cars)
understanding that important information must be
writers use various organizational tools (e.g. bullet points, graphic
included in their writing organizers, lists)

understanding that references are used to assist in writers select relevant information when researching non-fiction topics
gathering information
Vocabulary:
-bullet point, categories, composition
Topic #1- Writing: Research and Information Organization

3rd Grade Details:

writers gather, plan and organize information (collect seeds) that might
understanding that information must be organized
be used for a composition into categories of like ideas (e.g.,
prior to writing summarizing information to organize a composition)

understanding that important information must be writers use various organizational tools to plan for all types of writing
(e.g. note cards on specific categories, webbing, lists, interview
included in their writing summaries)

understanding that references are used to assist in Vocabulary:

gathering information -gathering ideas, organizing ideas, collecting seeds, encyclopedia
th Details:
4 Grade
writers generate basic outlines/timelines to organize ideas and
information (e.g., when writing about a subject/idea, generates a basic
understanding that ideas and information must be outline to organize ideas with supporting details)
organized before writing
writers use reference materials to gather information that might be
understanding how to find reference materials and used in a composition (e.g., using a encyclopedia to gather information
generate ideas about a specific person/subject)

understanding how to plan with a purpose writers organize information into like categories that can be used in a
composition (e.g., when writing about a topic, organize the information
into introduction, body, and conclusion)

writers use various methods to generate ideas (e.g. brainstorm,

interview, survey, web, list)

writers select a single idea (seed) on which to expand from a larger

collection of ideas (e.g. writing topic list)

Vocabulary:
-brainstorming, composition, outline, timeline, subject, supporting
details, reference
th Details:
5 Grade
writers use standard reference books and informational media to
understanding that ideas and information must be
gather information that can be used in a composition (e.g.
organized before writing encyclopedias, atlases, biographies, appropriate Internet sites, and
other sources to gather information about a specific event)
understanding how to find information and generate
ideas writers plan and organize information that will be used in a
composition in a variety of ways (e.g. outline, graphic organizers,
understanding how to plan with a purpose templates, web)

writers choose a specific audience for which to plan

Vocabulary:
-templates, audience, appropriate, informational media
Topic #1- Writing: Research and Information Organization
6th Grade
understanding that ideas and information must be
organized before writing
understanding how to find reference materials and
generate ideas
understanding that ideas and information must be modified
and reorganized throughout the writing process; the
process is recursive
7th Grade
understanding ways to generate and organize information
and ideas
understanding that ideas can be organized both formally
and informally
understanding that a writer must sift through information
to find relevant ideas
understanding that ideas and information must be modified
and reorganized throughout the writing process
8th Grade
understanding ways to generate and organize information
and ideas
understanding that writers must find relevant and reliable
information and resources for their writing
Details:
writers conduct basic internet searches and download information that
might be used in a composition (e.g., using google.com to find relevant
information)
Writers use a variety of graphic organizers to record, manipulate and
order information for writing
writers can generate a basic outline realizes when an outline does not
work and can change the outline, when necessary, for the most
effective composition (e.g., changing an original outline that covered
the entire life of an influential person to a new outline that covers only
the relevant portion of his or her life)
writers take notes using a variety of graphic organizers both on paper
and on their laptops
Student uses a step-by-step process for managing information-related
tasks (e.g. the Big-Six)
Vocabulary:
-notes, internet research, Noodlebib, data base, plagiarism,
paraphrase, citing sources, citations, works cited, Big-Six terminology
Details:
writers conduct internet searches for information and websites that
might be used in a composition (e.g., using googlescholar.com to find
useful information about an academic topic)
writers generate multi-level formal or informal outlines (e.g. outlining
the order in which each fact might be presented including the details of
each fact)
writers create an outline which may involve organizing the specific
ideas, facts, or events, as well as detailed descriptions of the beginning,
the middle, and the end
writers have basic interviewing techniques (e.g. researching the person
or subject ahead of time, preparing written questions, and taking
notes)
Vocabulary:
-multi-level formal, informal outline, internet, Google docs, search
engine, URL. MLA advanced
Details:
writers conduct in-depth searches for information in a variety of ways
(e.g. reliable and accurate Internet sites, interviews, reference books,
or other media)
Vocabulary:
-relevant information, accurate information, reputable vs. irreputable