Research Skills

Overview

This is Lesson 3 of the unit "Exploring Non-Fiction Texts" designed for a grade 6 class in Sutton, Ontario. In this 30-minute lesson, students will develop essential research skills by practising how to locate, identify, and extract important information from various non-fiction sources, such as age-appropriate books and reliable websites. This lesson aligns with the Ontario Curriculum for Language (Grade 6, English, 1.6 Reading Non-Fiction Texts), focusing on finding and interpreting information.

Curriculum Connections

Ontario Curriculum - Language (Grade 6) – Some areas addressed include:

Overall Expectation 1: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning
Specific Expectation 1.6: Locate specific information, ideas, and opinions in various texts, using organizational features appropriately
Overall Expectation 2: Use writing and other forms of representing to explore, clarify, and communicate ideas and experiences
Specific Expectation 2.4: Use a variety of forms and templates as a basis for writing and representing, and use a variety of resources and research strategies to locate relevant information

Learning Goals ("I can" statements)

I can explain what makes a source reliable and trustworthy.
I can locate facts and information using books and websites.
I can record information clearly and accurately from non-fiction sources.

Success Criteria

Students will be able to:

Identify at least two features of a reliable non-fiction source.
Independently gather 3-5 facts related to a given topic from both a book and a website.
Use a graphic organizer to document information with clear headings.

Materials Needed

Age-appropriate non-fiction books (on topics like animals, space, history) — dyslexia-friendly print versions included
Printed screenshots, printouts or offline copies from trusted, student-friendly websites
Graphic organiser template for note-taking (with headings like "Source," "Fact," and "Page/URL") — printed in dyslexia-friendly font
Whiteboard and markers
Clipboards or writing pads and pencils
Timer

Lesson Breakdown (30 minutes)

1. Introduction (5 minutes)

Activate prior knowledge: Ask students what kinds of places they go to find information about real things (books, internet, TV, adults).
Discuss reliability: Briefly explain what makes a source reliable (author expertise, up-to-date facts, no opinions disguised as facts).
Show examples of reliable vs. unreliable sources (e.g., a textbook vs. a random blog post).
“I can” sharing: Have students repeat the “I can” statements aloud with you for engagement.

2. Modelling & Guided Practice (7 minutes)

Demonstrate how to find a fact in a non-fiction book (show table of contents, index, chapter headings to locate info).
Show how to find a fact on a printed website page (point out headings, bullet points, and disclaimers).
Model filling out the graphic organizer with one fact from each source.

3. Independent Research Practice (12 minutes)

Assign pairs or small groups (to support students needing extra help, including community class and IEP students with shadow teacher/aide support). Each group receives:
- One non-fiction book
- Printed website information
- A graphic organizer
Groups work to find 3-5 facts about a specific topic (e.g., polar bears, the solar system, or Canadian history).
Circulate to assist, checking for understanding and offering prompts for those with ADHD or executive functioning challenges (e.g., “What fact did you find on page 10?”).
Use visual timers and countdowns to keep students focused.

4. Sharing & Discussion (5 minutes)

Invite 2-3 groups to share one interesting fact they found and the source it came from.
Discuss why the source was reliable.
Reinforce that good research means checking several trustworthy places for facts.

5. Wrap-Up and Reflection (1 minute)

Recap the lesson’s “I can” statements and success criteria by reviewing them on the board.
Ask students to self-assess: “Did I find facts from both a book and a website? Did I record info clearly?”

Differentiation Strategies

Learner Type	Strategy
Students with IEPs (Grade 3-4 level)	- Provide simplified texts and graphic organisers with sentence starters (“Fact I found: ___”).

Work with an aide for 1:1 guidance during research.
Use audio recordings of texts when possible. |
| Students with Autism & Behavioural Needs | - Small groups with clear, consistent routines.
Visual schedules & countdown timers to manage time and transitions.
Positive reinforcement and breaks as needed. |
| Students with ADHD | - Chunk tasks and use timers for focus.
Use fidget tools or seating choices for sensory needs.
Provide checklists for research steps. |
| Dyslexic Readers | - Dyslexia-friendly fonts and spacing on all print materials.
Use audiobooks or read-aloud supports.
Colour-code graphic organiser sections. |
| Advanced Learners | - Challenge to include a mini-source evaluation: “Why do I trust this source?”
Use a secondary challenging non-fiction source for extra facts.
Create a brief oral “mini-presentation” of findings for next lesson. |

Extension Activities

Students research a new topic of personal interest using the same methods and present 3 key facts to the class.
Create a “Research Skills Checklist” poster as a class reminder for future non-fiction reading.
Write a paragraph summarizing three facts found and explain the source reliability in their own words.

Assessment and Feedback

Observe student participation during research and group discussions.
Review completed graphic organisers for accuracy and completeness.
Provide verbal feedback focusing on use of reliable sources and clear recording of facts.
Encourage peer feedback during sharing.

This structured lesson supports student engagement through visual, auditory, and kinesthetic strategies while honouring diversity in learning needs. It builds foundational research skills essential to navigating today’s informational texts independently.

Teaching Instructions