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Energizing Research Reading and Writing by Christopher Lehman

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Energizing Research Reading and Writing by Christopher Lehman

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Fresh Strategies to Spark Interest, Develop Independence, and Meet Key Common Core Standards, Grades 4-8

Make research reading and writing real and motivating for students. Chris' strategies help you tailor instruction to kids' needs, reach the standards for research, and challenge students to become inquisitive thinkers who can meet real-world demands.

"When we embrace the messy excitement of the [research] process and the drive to inspire others, we can energize our students, our instruction, and ourselves."
Christopher Lehman

Sit down with Christopher Lehman as he shares the strategies he has used to make research reading and writing real and motivating for students. Chris draws on his experience with the Reading and Writing Project and as co-author of Pathways to the Common Core to help you tailor your instruction to your students' needs, get to the heart of the Common Core State Standards, and, most importantly, challenge your students to become driven, inquisitive thinkers who can meet the demands of school and life in the 21 st century.

Energize Research Reading and Writing provides a menu of fresh, classroom-tested strategies for teaching research across all contents as well as:

at-a-glance guides for differentiation-ways to ramp up strategies for experienced researchers and ways to make them accessible for emerging researchers

samples of grade level language for each strategy and tips for content-area teachers

ideas for using the strategies to build plans for the short and long research projects that the CCSS requires

a quick-reference chart that links each strategy to the CCSS so you can quickly turn to the strategies that aim to align with a particular standard.

Use this book as a complete research unit plan or as a source for targeted strategies. Energize Research Reading and Writing has all the tools you need to transform your students into engaged and independent researchers.

(click any section below to continue reading)

Contents

Foreword
Acknowledgments

Chapter 1: Research the Way It Was Meant to Be: A Re-Introduction

Chapter 2: No More Handouts: Teach Students to Narrow Down Topics and Evaluate Sources Independently

Chapter 3: Stop the Random Numbers and Recopied Paragraphs: Teach Students to Note-Take with Purpose, Not Indifference

Chapter 4: Beyond "Put It into Your Own Words": Teach Students to Write to Teach Ideas, Not Just Regurgitate Facts

Chapter 5: Free from Graphic Organizers: Teach Students to Craft Organizing Structures with Their Readers in Mind

Chapter 6: Without Agonizing Memorization: Teach Students to Cite Sources on Their Own

Chapter 7: English or Content Areas, Long Studies or Short Projects: Turn Strategies into a Study That Matches the Needs in Your Classroom

Appendix
References

Reviews

"If you are looking for a way to teach research wisely and well, it's here. If you are looking for a way to teach curiosity and critical thinking, it's here. If you are looking for down to earth inspiration, sprinkled with wit, it's here. Chris will have you dog-earring favorite pages, laughing out loud at unerringly true quips, and copying sections to share with colleagues."
Lucy Calkins, coauthor of Pathways to the Common Core

"In this irreverently practical guide, Lehman offers writing teachers far more powerful roles than being a taskmaster and error seeker: model, coach, guide, partner, and appreciator."
Harvey "Smokey" Daniels, coauthor of Best Practice, 4th edition

"I love that Chris teaches such thorough methods, and can make you laugh out loud with his wry sense of humor. Chris's experience, warmth, and wit make this book a 'must-have' for anyone teaching students to research and express their research in writing, in any discipline. "
Mary Ehrenworth, coauthor of Pathways to the Common Core

"Gorgeously written and structured, every page offers practical, delightful lessons and suggestions promising to ignite every student's passion for reading cool facts and then teaching them to others through writing."
Katherine Bomer, author of Hidden Gems

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Make research reading and writing real and motivating for students. Chris’ strategies help you tailor instruction to kids’ needs, reach the

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Essential Research Skills for Teens - TCRWP

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Essential Research Skills for Teens - TCRWP

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This unit is all about learning well in today’s digital world and then sharing that knowledge with others—the most fundamental and joyous of intellectual

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Drafting Strong Research Questions Teaching Chart

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Drafting Strong Research Questions Teaching Chart

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Created by Lauren Gould

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This worked well as it is something we can use in our work with students when discussing questions.

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Let's continue to explore hands-on examples of how students can be guided to conduct their own primary research! What are ways that we can make inquiry engaging and meaningful for students?

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Choice based on interest. Good example that we can apply as we introduce a topic/unit/etc.

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Gots
Great resources and ideas to start inquiry projects with my students
Nice to talk with colleagues and share lots of the great work happening

Want
Time as a MS/HS department to decide what inquiry looks like at the grade levels

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Got: Strong reminder that we need to center these values and approaches in our research process.

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Got: Affirmation of a lot of the work we have been doing! Thank you!!!!

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This reinforced what I am already doing in my classes. So it was good to see, although is was a bit redundant.

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Want: How can we teach students to value the citation and reference process? How do we make lessons on plagiarism meaningful?

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Great resources today and extremely clear presentation.  Would love to have some time to meet with team members in future sessions to enhance our research project unit.  

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Great resources today and extremely clear presentation.  Would love to have some time to meet with team members in future sessions to enhance our research project unit.  

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Got: some useful frameworks for devising RQs with students.
Want: to learn about about progression of skills at ISB - learn more from MS colleagues.

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Want: To co-create a GR 6-10 document that has concrete examples of research questions (and more) that progresses through the grades. The more student-friendly, the better.

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Gots
I loved the padlet text set and it was a great way to explore a topic.  Also liked peer discuussions of topics.

Wants:

Good conversations about what research "looks like" at different levels. More work on NARROWING topic and how to help students do this on their own.

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Great to have conversations with people I don't get to discuss things with.

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Got: I liked the rubric showing the progression of questioning. One group member suggested we use it to create an exemplar of levels of questioning on a particular topic in a unit, so students see the progressively more sophisticated questioning.

Feel happy with the work we've already done with Melinda, and now we fine-tune it.

Want: How do we create inquisitive students? Some students struggle with questioning they have traditionally looked at school as a transaction between student and teacher. Moving toward them understanding that they have the power to choose their own path in their learning.

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Got: a more streamlined, less daunting perspective on research.

Want: time to sit with other teachers in other divisions and grades to investigate the scope & sequence of research at our school. What skills are they gaining in other classrooms?

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How can our research process thinking add to our diversity, equity, inclusion, justice work? I hope ISB is never parting from this lens in all the work we are doing.

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Got: There is a lot of research on happiness!

Want: How can we allow for genuine curiosity in science-based inquiry questions (questions that students cannot find the answer to and that is at their level)?

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Access the Research DataCatcher - this will create a copy of this document in your Google Drive. You can rename it and off you go. The first entry is an example for you, that shows how you can use this document. You should be able to collect ALL of your research notes, citations, images, and anything else that will support your work on this single document that can then be used to create your project/paper. For more information contact Mr. Bell - christob@isb.ac.th

The Note Card Method

The Note Card system can be useful when it comes to collecting and organizing information for a research project. In this system you use physical note cards to create:

a) Subject or topic cards, which can be organized by topic for specific paragraphs when the researcher is preparing to write their paper.

b) Source cards which can be organized into the correct order to put together a bibliography or works cited page.

NoodleTools - Notetaking

NoodleTools is an excellent way to collect and organize your information and take notes. The note cards are divided into 3 sections: Direct Quotation, Paraphrase / Summarize, My Ideas. For more details visit NoodleTools and/or watch the video clip below.

Media

There are many different ways to take notes. It is important to find a method that works for you as it will help ensure that your writing is clearer and more concise. Take a look at the top 5 ways to take notes in the video clip below.

Cornell method

The Cornell Method is a way of taking notes while reading or listening to a lecture. They can also be used a study guide.

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LibGuides: ISB Main Library: Note-Taking

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Checklist for Assessing Notes - Student Facing

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Checklist for Assessing Notes - Student Facing

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from TCRWP Essential Research Skills Unit

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Rubric for Assessing Notes - Teacher Facing

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Rubric for Assessing Notes - Teacher Facing

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from TCRWP Essential Research Skills Unit

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created by Lauren Gould

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Supporting a Range of Thinkers and Writers

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Supporting a Range of Thinkers and Writers

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from TCRWP Essential Research Skills Unit

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Supporting a Range of Thinkers and Writers in Advanced Notebook Work

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from ASBarcelona students

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Why do you take notes? What do you hope to get from your notes? What are Cornell Notes and how do you use the Cornell note-taking system?

There are many ways to take notes. It's helpful to try out different methods and determine which work best for you in different situations. Whether you are learning online or in person, the physical act of writing can help you remember better than just listening or reading. Research shows that taking notes by hand is more effective than typing on a laptop. This page and our Canvas module will teach you about different note-taking systems and styles and help you determine what will work best for your situation.

In our Cornell Note Taking System module you will:

Examine your current note taking system

Explore different note taking strategies (including the Cornell Notes system)

Assess which strategies work best for you in different situations

The best way to explore your current note-taking strategies and learn about the Cornell note taking system is to go through our Canvas note taking module. The module will interactively guide you through how to use Cornell Notes - click on the link here or the button below. This module is publicly available.

Just want to see a bit more about Cornell Notes? You can view the videos below.

Watch: What are Cornell Notes?

Watch: Learn how students use the Cornell Note Taking System

The Cornell Note-Taking System was originally developed by Cornell education professor, Walter Pauk. Prof. Pauk outlined this effective note-taking method in his book, How to Study in College (1).

Pauk, Walter; Owens, Ross J. Q. (2010). How to Study in College (10 ed.). Boston, MA: Wadsworth. ISBN 978-1-4390-8446-5. Chapter 10: "The Cornell System: Take Effective Notes", pp. 235-277

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Why do you take notes? What do you hope to get from your notes? What are Cornell Notes and how do you use the Cornell note-taking system? There are many ways to take notes. It's helpful to try out different methods and determine which work best for you in different situations.

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I would be interested in seeing note-taking samples as a progression from our students.

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It was great to talk with the science vertical group to hear what they have been doing and finding with their students. 

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It was great to talk with the science vertical group to hear what they have been doing and finding with their students. 

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to discuss as K-12 team note taking to establish a common vocabulary and practice

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students (not teachers) have more time to reflect on these important skills

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Gots - want to highlight note-taking importance with students more directly.

Want - Time to make resources to support students in formulating creative research questions (6-12 team maybe?)

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Vertical team time is always useful, more of this please!

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Continue to develop a choice board for note-taking strategies

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Continue to develop a choice board for note-taking strategies

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We appreciate the time to discuss note-taking methods with colleges across departments (social studies and English).

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We appreciate the time to discuss note-taking methods with colleges across departments (social studies and English).

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When to teach the different note-taking strategies, in what grade level, and through what subject?

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Helpful: Talking with other divisions about what they are doing and want to do.

-Want: More vertical conversations and more divisional conversations about how we don't repeat learning. How can we build on what we do in different subjects and grades?

-Next session: Focus on the research skills Maggie and Melinda audited and how we can incorporate those standards in our curriculum vertically.