English Language Arts · Kindergarten · Young Authors: Writing with Purpose · Weeks 19-27

Researching Short Topics

Participating in shared research and writing projects to answer a question.

• Common Core State Standards
• CCSS.ELA-Literacy.W.K.7

About This Topic

Shared research in Kindergarten introduces students to one of the most important habits of mind in academic life: asking a question and then going to find the answer. CCSS.ELA-Literacy.W.K.7 asks students to participate in shared research and writing projects exploring topics, and at this level, nearly all of it is teacher-led. Students contribute by listening, generating questions, and helping the class locate and record what they find.

In the US K-12 curriculum, this standard marks the beginning of the research writing strand. At Kindergarten, research typically means the teacher models the process: selecting a question, choosing books or simple digital sources, reading to find answers, and recording results on a shared chart. Students are active contributors to each step even when they are not the ones holding the book. Connecting this standard to science and social studies units makes the inquiry feel purposeful rather than a separate literacy exercise.

Active learning transforms research from a passive observation to genuine inquiry. When students generate the question themselves, vote on which source to try first, or sort facts into categories as a group, they experience research as something people actually do. That investment in the question makes the information far more likely to stick.

Key Questions

1. Explain how we can find answers to questions using books and other resources.
2. Construct a simple question that can be answered through research.
3. Evaluate which sources might be best for finding information about a specific topic.

Learning Objectives

• Formulate a simple question about a given topic that can be answered by consulting resources.
• Identify at least two different types of resources (e.g., book, website, person) that could be used to find information.
• Explain one reason why a specific resource might be helpful for answering a particular question.
• Record key facts or ideas found during a shared research activity.

Before You Start

Identifying Main Ideas and Details

Why: Students need to be able to distinguish between the main subject and supporting information to record facts during research.

Asking Questions

Why: Students must have a basic understanding of how to formulate a question to begin the research process.

Key Vocabulary

Resource	Something that can be used to find information, like a book, a website, or a person with knowledge.
Question	A sentence that asks for information about something you want to know.
Fact	A piece of information that is true and can be proven.
Topic	The subject or main idea that you are learning or talking about.

Watch Out for These Misconceptions

Common Misconception

Any book about the topic is a good research source.

What to Teach Instead

Students need to learn early that sources vary in usefulness. A book about rainforest animals may not answer a specific question about what sloths eat. Teaching students to check the table of contents and look at images builds source-evaluation habits. Small-group source sorts develop this judgment in a concrete, hands-on way.

Common Misconception

Research means finding the exact sentence that answers the question.

What to Teach Instead

At Kindergarten, research is about gathering information and putting it together to build understanding, not locating a single sentence. Multiple sources that each add something related to the question are all part of the research process, and the class synthesizes what it finds on a shared chart.

Common Misconception

Children this young cannot really do research.

What to Teach Instead

Kindergarteners are capable researchers when the process is appropriately scaffolded. They can generate genuine questions, evaluate whether a source looks relevant, and contribute findings to a shared chart. The teacher leads the steps, but students drive the curiosity and the direction of the inquiry.

Active Learning Ideas

Whole Class: Wonder Wall to Research Chart

Students post sticky notes (drawn or dictated) on a Wonder Wall with questions about a topic. The class votes on one question to investigate together. The teacher models finding the answer in a nonfiction book, reading aloud relevant passages and recording findings on a shared chart that stays up as a reference throughout the unit.

25 min·Whole Class

Small Groups: Source Sort

Provide small groups with 4-5 books and one simple printed web page about the same topic. Groups sort sources into two piles: "might help us" versus "probably not," based on covers, titles, and pictures. Groups share their reasoning with the class and discuss what makes a source useful for a specific question.

20 min·Small Groups

Think-Pair-Share: Build a Researchable Question

Give students a topic (for example, penguins). Each student thinks of one thing they wonder about that topic, shares with a partner, then pairs share with the class. The teacher helps students distinguish researchable questions ("What do penguins eat?") from opinion questions ("Are penguins cute?") by asking, "Could a book tell us the answer?"

15 min·Pairs

Individual: My Research Finding

After a shared research session, students draw one thing the class discovered and write or dictate a label or sentence. Students then share their drawing in a partner pair, explaining what they learned and where the class found the answer. This closes the research loop and prepares students for informational writing.

15 min·Individual

Real-World Connections

• Librarians help people find books and online resources to answer questions for school projects or personal interests, such as learning about dinosaurs or how to bake cookies.
• Journalists research topics by interviewing people, reading documents, and looking at data to write news stories that inform the public about current events.

Assessment Ideas

Quick Check

Present students with a picture of a common animal, like a dog. Ask them to write or draw one question they have about dogs. Then, ask them to point to or name one place they might look to find the answer (e.g., a book about dogs, a grown-up who knows about dogs).

Exit Ticket

After a shared research session, give each student a small card. Ask them to write or draw one new fact they learned about the topic. They should also write or draw one word that describes where they found the fact (e.g., 'book', 'teacher').

Discussion Prompt

Show students two different resources about a topic, for example, a simple picture book and a short informational video. Ask: 'Which of these might be the best place to find out about [specific aspect of topic]? Why?' Listen for reasoning about the content or format of the resource.

Frequently Asked Questions

What does shared research look like in a Kindergarten classroom?

Shared research is teacher-led but student-driven. The teacher models each step: choosing a question, picking sources, reading to find answers, and recording what the class learned. Students contribute ideas, observations, and questions throughout. The goal is for students to see the full arc of the research process, not to complete it independently.

How can active learning support the research process for Kindergarteners?

Giving students real choices, such as which question to investigate or which book to try first, makes them genuine participants rather than observers. When students have a stake in the question, they pay closer attention during research and retain findings better. Partner sharing and class discussions reinforce the learning and surface follow-up questions.

How do I connect W.K.7 to informational writing standards?

The research and writing standards at Kindergarten are designed to work together. Students gather information through shared research (W.K.7) and use that information to write or dictate informational pieces (W.K.2). Running a single topic through both standards: research it together, then write about it, gives students a clear model of the full informational writing process.

What types of sources are appropriate for Kindergarten research projects?

Nonfiction picture books are the primary source at this level. Simple age-appropriate websites and informational videos are also appropriate when teacher-selected. What matters most is that sources are specific enough to address the question the class is investigating and accessible enough that relevant information can be located and read aloud during the shared session.