Research & Note-Taking
PROCEDURALGather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources
Mastery Evidence
- Take organised notes from multiple sources using own words rather than copying
- Create a bibliography listing sources used in a research project
- Paraphrase key information from a source without changing the meaning
Assessment Prompt
“If [child] is researching a topic for a school project, can they find information from books or websites, put it in their own words, and keep track of where they got it from?”
Curriculum Standards1 alignment
W.5.8Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsRecall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Prerequisites2
- Writing a PrécissoftAges 10—11
- Short Research ProjectshardAges 8—11
Show full prerequisite tree
- Main Topic of Informational Texts hard
Summarising builds on identifying main topic in informational texts
- Self-Correcting While Reading soft
Retrieving and summarising main ideas from multi-paragraph texts requires active self-monitoring comprehension — noticing when something doesn't make sense and re-reading to fix it
- Monitoring Comprehension soft
Self-correcting while reading requires the awareness that decoding correctly is not the same as understanding
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Checking that a text makes sense while reading and self-correcting is the reading-domain form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading with Expression and Accuracy soft
Reading comprehension monitoring builds on earlier fluency skills
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Story Sequence and Central Message hard
Identifying main ideas from multiple paragraphs and summarising builds on the prior skill of discussing sequence of events and how information items are related in shorter texts
- Main Topic of Informational Texts soft
Understanding main topic and key details of informational texts supports discussing how items of information are related
- Reading with Expression and Accuracy soft
Expressive reading supports comprehension of sequence and meaning
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Main Topic of Informational Texts hard
Non-fiction structures build on Y1 informational text main topic
- Writing Process Vocabulary soft
Shared research and writing uses 'genre', 'purpose', 'audience', 'plan', and 'draft' vocabulary
- Writing Craft Vocabulary soft
Research projects require 'evidence', 'argument', 'perspective', and 'purpose' vocabulary
- Representing numbers with objects (age 8+) soft
Cross-subject: independent research projects may involve collecting and presenting data using charts and graphs
- Pictograms and tally charts hard
Constructing simple pictograms/tables is prerequisite to scaled versions
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary
- Sorting Data into Categories hard
Drawing picture/bar graphs extends organising and representing data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Main Ideas & Note-Taking soft
Note-taking for research benefits from summarising and recording skills
- Main Topic of Informational Texts hard
Summarising builds on identifying main topic in informational texts
- Self-Correcting While Reading soft
Retrieving and summarising main ideas from multi-paragraph texts requires active self-monitoring comprehension — noticing when something doesn't make sense and re-reading to fix it
- Monitoring Comprehension soft
Self-correcting while reading requires the awareness that decoding correctly is not the same as understanding
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Checking that a text makes sense while reading and self-correcting is the reading-domain form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading with Expression and Accuracy soft
Reading comprehension monitoring builds on earlier fluency skills
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Story Sequence and Central Message hard
Identifying main ideas from multiple paragraphs and summarising builds on the prior skill of discussing sequence of events and how information items are related in shorter texts
- Main Topic of Informational Texts soft
Understanding main topic and key details of informational texts supports discussing how items of information are related
- Reading with Expression and Accuracy soft
Expressive reading supports comprehension of sequence and meaning
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Main Topic of Informational Texts hard
Non-fiction structures build on Y1 informational text main topic
Unlocks1
- Research & Source EvaluationhardAges 11—14