Knowledge and Skills Statement
Consider pairing SE 3.7.B with SE 3.7.C and assess both SEs at the same time. With SE 3.7.C, students use text evidence to support an appropriate response. Put students in pairs to read an informational text. Pose a question about a text feature that is included in the text. Then, task students with working in pairs to respond to the text feature question. Student responses should be supported with text evidence.
Further Explanation
This assessment example requires students to respond to a question about a text that demonstrates their understanding of the information in the text. The text evidence used by students should help a teacher to assess the level of understanding students have achieved.
Research
1. Zuckerbrod, N. (2019). The Power of Stories: Develop Social-emotional skills and Empathy using fiction, nonfiction, and poetry. Scholastic Teacher, 128(3), 45+. Retrieved from https://link.galegroup.com/apps/doc/A580773753/PROF?u=tea&sid=PROF&xid=b300f1ba
Summary: The author shows the impact that fiction, non-fiction, and poetry have on students in grades 3 through 6, especially when teachers choose texts that resonate with students. Teacher recommendations are provided, along with stories of how teachers help students make the connection from texts to personal experience and to the experiences of others.
2. Miller, M., & Veatch, N. (2010). Teaching literacy in context: choosing and using instructional strategies: to help students become proficient with expository text, educators need to focus on how to choose and use the most appropriate instructional strategies for their students. The Reading Teacher, 64(3), 154+. Retrieved from https://link.galegroup.com/apps/doc/A242897421/PROF?u=tea&sid=PROF&xid=f1360380
Summary: This case study examines instructional strategies for teaching expository texts. The article provides an instructional process with both pre-teach strategies and the classroom implementation, focused upon students' ability to comprehend and summarize the text.
3. Fisk, C., & Hurst, B. (2003). Paraphrasing for comprehension. The Reading Teacher, 57(2), 182+. Retrieved from https://link.galegroup.com/apps/doc/A109218181/PROF?u=tea&sid=PROF&xid=5259f22e
Summary: The study acknowledges that most students think paraphrasing is copying from the source and changing a word or two. Noting that this short-circuits students' ability to fully synthesize and understand a text, the authors provide a four-step paraphrasing for comprehension strategy.