Table of Contents
Content Home- Welcome
Module Overview- Pre-Assessment
- Unit 1: Understanding and Teaching the Common Core Writing Standards
- Unit 2: Planning Lessons for Informational and Argument Writing
- 2.1 Planning CCSS-Informed Writing Lessons
- 2.2 Selecting and Using Texts Purposefully
- 2.2.1 Analyzing Teachers’ Uses of Texts
- 2.2.2 Using Text Features to Support a Claim
- 2.2.3 Using Texts to Connect the Standards across Disciplines
- Developing Language and Comprehension through Discourse
- Precise Use of Language When Researching a Topic or Issue Online
- Writing for Varied Audiences and Purposes
- 2.2.4 Assessing the Credibility of Texts and Sources
- 2.3 Writing with Digital Tools
- 2.4 Examining Lessons for Informational, Argument, and Analytical Writing
- 2.5 Looking Forward
- Unit 3: Learning From Students’ Work and Teachers’ Lessons
- Module Summary
- Post Assessment
Certificate of Completion
Resources- Module Evaluation
Unit 2: Planning Lessons for Informational and Argument Writing
Precise Use of Language When Researching a Topic or Issue Online
The Common Core Writing and Language standards make frequent mention of teaching students to use language with precision. The previous video lesson illustrated how to scaffold students’ precise use of content or domain-specific language, as well as of the students’ understanding of rhetorical or genre language. In the video lesson that follows, the teacher focuses on helping her 6th grade students understand the importance of using precise and specific language when conducting online research.
Watch how the lesson increases students' language and research knowledge simultaneously. After viewing the video, you may wish to download the complete lesson to see the lesson process and scaffolding.
Middle School Example
Improving Research Skills with Effective Keywords 
Download transcript
Take a few minutes to reflect upon the following questions about the video:
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Sample responses
Return to the Lesson Planning Templates you examined in Section 2.1.1 and identify how the teachers use texts or intentionally teach academic vocabulary to increase language knowledge in the following areas: writing for correctness, writing with a style appropriate to task, purpose, and audience, or using precise, domain-specific language.
English Language Arts: Writing to Inform, Argue, and Analyze. Brought to you by the California Department of Education, the Regents of the University of California, and the California Writing Project.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
