1. Successful Detectives: Science Research Packs for Grades K-5

2. Goals:
Address the need for developing a robust knowledge base for K-5 children.
Teach young students to research and write to sources.
Provide opportunities to meaningfully use reading and writing to address science and social studies curricular goals.
Support competence and independence in reading, writing and research.

3. What is a Research Pack?
A Research Pack is a set of easy to use materials that guides students through the process of focused research and writing to inform or explain.

4. Design Principles
Substantially addresses at least one content, reading, writing and research standard and builds a focused knowledge base
Requires only one high quality, information-packed book per child, supplemented by free or low cost sources
Student facing materials
Uniform structure across grades that supports students in constructing a generalizable approach to tasks that require reading, writing and research
Gradual Release of Responsibility
Short, manageable for students and teachers

5. Gradual Release of Responsibility

6. Gradual Release of Responsibility Each pack contains two-three related research and writing projects designed to gradually build competence.
Common knowledge base
Same research question
Similar text
structure
Similar
procedure for research
(packet)
Full Class:
highly guided
approximately 3 weeks
Group:
peer supported
approximately 2 weeks
Independent:
only at grades 3-5
minimal guidance, individual
approximately 2 weeks

7. Series of Three Student- Facing Research packets
Group: General focus can be used by all groups
Independent: Can be used for any research project
Class: Specific focus
One Writing Resource Packet
used with all three

8. A Closer Look
Using the Research Pack for your grade level

9. Research Pack KINDERGARTEN What can you do to help the earth?
Introductory Text engages students and provides needed context about the science concept.
I do it, We do it.
An anchor text serves as the central source for a class research project on how to care for earth’s land. The class uses shared research to write a the first chapter of a class book on caring for the earth (shared research and writing).
You do it together.
Small groups work with a new section of the text ; each group contributes researched information to a set of group notes on how to care for the earth’s air. Using the class piece as a model, students write an individual piece to create “Chapter 2” of their book on caring for the earth.

10. Research Pack KINDERGARTEN What can you do to help the earth?
Gradual Release of Responsibility
Research Pack KINDERGARTEN What can you do to help the earth?
Uses a different chapter of the same text.
Content changes, but text and process remain similar as students become more independent.
Class Research Project
Group
Research Project

11. Research Pack GRADE 1 How do adult animals help their offspring survive?
Introductory Text engages students and provides needed context about the science concept.
I do it, We do it.
This anchor text serves as the central source for a class research project on how deer, bass and ducks care for their offspring. The class uses this information to write a group piece on how animals care for their offspring.
You do it together.
Small groups work with new sections of the text and a video. Each group researches the parenting behavior of new animal and contributes to a set of group notes. Students use these notes to write an individual piece about how several animals care for their offspring.

12. Gradual Release of Responsibility
Research Pack GRADE 1 How do adult animals help their offspring survive?
Uses different sections of the same text.
Content changes, but text and process remain similar as students become more independent.
Class Research Project
Group
Research Project

13. Research Pack GRADE 2 What kinds of living things can be found in the ___habitat?
Introductory Text engages students and provides needed context about the science concept.
Anchor Text:
I do it, We do it.
Serves as the central source for full class research project
Small Group Texts
You do it together.
Central sources for Group Research Projects, supplemented by videos.

14. Independent – for Enrichment at Grade 2 Choice of group topics (and more!) You do it alone.
And additional supplementary source(s) chosen by student

15. Gradual Release of Responsibility
Research Pack
GRADE 2 What kinds of living things can be found in the ___habitat?
Content changes, but text and process remain similar as students become more independent.
Class Research Project
Group
Research Project

16. Research Pack GRADE 3 How does living in groups help animals survive?
Introductory Text engages students and provides needed context about the science concept.
Anchor Text:
I do it, We do it.
Serves as the central source for full class research project
Small Group Texts
You do it together.
Central sources for Group Research Projects, supplemented by articles, websites, etc.

17. Independent – Grade 3 Choice of group topics (and more
Independent – Grade 3 Choice of group topics (and more!) You do it alone.
And additional supplementary source(s) chosen by student

18. Research Pack GRADE 3 How does living in groups help animals survive?
Gradual Release of Responsibility
Research Pack GRADE 3 How does living in groups help animals survive?
Content changes, but text and process remain similar as students become more independent.
Group
Research Project
Class Research Project
Individual
Research Project

19. Research Pack GRADE 4 What hazards can result from natural processes and what can we do to reduce their impact?
Introductory Text engages students and provides needed context about the science concept.
Anchor Text:
I do it, We do it.
Serves as the central source for full class research project
Small Group Texts
You do it together.
Central sources for Group Research Projects, supplemented by articles, videos, etc.

20. Independent – Grade 4 Choice of group topics (and more
Independent – Grade 4 Choice of group topics (and more!) You do it alone.
And additional supplementary source(s) chosen by student

21. Gradual Release of Responsibility
Research Pack GRADE 4 What hazards can result from natural processes and what can we do to reduce their impact?
Content changes, but text and process remain similar as students become more independent.
Class Research Project
Group
Research Project
Individual
Research Project

22. Research Pack GRADE 5 How has human activity affected the environment
Research Pack GRADE 5 How has human activity affected the environment? What are individuals and communities doing to help protect the environment and the animals who live there?
Introductory Text engages students and provides needed context about the science concept.
Anchor Text:
I do it, We do it.
Serves as the central source for full class research project
Small Group Texts
You do it together.
Central sources for Group Research Projects, supplemented by articles, websites, etc.

23. Independent – Grade 5: Choice of group topics (and more
Independent – Grade 5: Choice of group topics (and more!) You do it alone.
And additional supplementary source(s) chosen by student

24. Gradual Release of Responsibility
Research Pack GRADE 5 How has human activity affected the environment? What are individuals and communities doing to help protect the environment and the animals who live there?
Content changes, but text and process remain similar as students become more independent.
Individual
Research Project
Class Research Project
Group
Research Project

25. Gradual Release of Responsibility Research
You do it alone.
You do it together.
We do it.

27. Gradual Release of Responsibility Writing
You do it alone.
You do it together.
We do it.

28. Getting Started (approximately 2 weeks)
Guide your students through the Class Research Pack. Sample student responses and teaching tips can be found in the Teacher Resource Pac.
Guide your students in writing a highly supported informative/explanatory piece using the Writing Resource Pack. Sample student responses and teaching tips can be found in the Teacher Resource Pac.

29. Next Steps: (approximately 2 weeks)
Divide your class into small groups. Each will explore a question closely related to the group research question and designed to address the NGSS. Support each group in using the Group Research Pack to complete their own research.
Guide your students in writing a supported informative/explanatory piece using the Writing Resource Pack. Sample student responses and teaching tips can be found in the Teacher Resource Pac.

30. Final Step (grades 3-5): Independent Research (approximately 2 weeks)
Individuals choose a topic and explore a question closely related to the group research question and designed to address the NGSS. Support each student in using the Individual Research Pack to complete his/her own research.
Students write an informative/explanatory piece independently using the Writing Resource Pack.

31. Outcomes:
Students develop a robust knowledge base around a key science concept.
Students to learn to research and write to sources.
Students understand that reading and writing are tools that can be used to learn about science and social studies.
Students develop skills and feel competent in reading, writing and researching to learn.

32. RESEARCH PACKS:
DEVELOPING COMPETENCE IN USING READING, WRITING AND RESEARCH TO LEARN
“What a child can do in cooperation today he can do alone tomorrow”
Lev Vygotsky
“At the core of Vygotsky's theory is the sense that children must be actively involved in teaching/learning relationships with more competent others who both learn from children and draw them into fuller membership in their cultural world.”
J. Tudge & S. Scrimsher, “Lev Vygotsky on Education”

33. The Vermont Writing Collaborative and Student Achievement Partners.
Thank you!
Research Packs are based on the Writing for Understanding approach and are joint project of
The Vermont Writing Collaborative and Student Achievement Partners.
Special thanks to the talented educators who helped to design and create the Packs:
KINDERGARTEN
Nicole Jackson, Jandella Faulkner, Lisa Worsham 
GRADE 1
Cathy Newton, Suzan Locke
 Grade 2
Janet Bellavance , Cathy Schmidt, Karen Kurzman
 Grade 3
Bev Davis, Elaine Collins
 Grade 4:
Farren Liben, Jane Miller
 Grade 5
Meg Leddy-Cecere: Sara Clarke
Advisors/Designers:
Diana Leddy, Joey Hawkins, Kristin Armstrong, Marty Gephart, David Liben, Meredith Liben

34. Presenters’ Names www.vermontwritingcollaborative.org
For more information, contact:
Diana Leddy

35. Survey