English Language Arts and Reading.3.7.E

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The student is expected to

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

TEKS Talk image

Knowledge and Skills Statement

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

As students read a text, task them with adding sticky notes to the text to capture the following:

  • Prior knowledge related to the text
  • Questions that arise during reading
  • Text connections
  • Main idea and supporting details
  • Inferences
  • Synthesizing ideas
     

Further Explanation

This assessment example requires students to use strategies that enhance their learning. Students should recognize that these strategies differ and should attempt several strategies before determining which works best for their particular learning styles.

interact with a text by adding notes or comments to the text in order to record significant features and/or personal commentary or reactions that may enhance one’s understanding of the text while reading
a prewriting technique in which a person writes continuously for a set period of time without regard to spelling, grammar, or topic Freewriting is similar to brainstorming but written in sentence and paragraph form and produces raw, often unusable material that has the potential to increase the flow of ideas for writers.
When students interact with different sources of information, such as a video or a book, they should use strategies that enhance their ability to gain knowledge from the material both during and after the first time they engage with the source. For example, if students are studying the life cycle of tomato plants, they may choose to make diagrams, take notes, or illustrate the changes in the different stages of the cycle. When these activities are used purposefully, they contribute to building or expanding knowledge.

Research

1. Peterson, S. S., & Rajendram, S. (2019). Teacher-child and peer talk in collaborative writing and writing-mediated play: Primary classrooms in Northern Canada. Australian Journal of Language and Literacy, 42(1), 28+. Retrieved from https://link.galegroup.com/apps/doc/A571514310/PROF?u=tea&sid=PROF&xid=7dbe79ee

Summary: In this study, where children created texts as needed to support their dramatic play narratives, children were more likely to use language to explain purposes and meanings of the text they created as part of dramatic play narratives. In the collaborative writing contexts involving teacher-assigned texts, children more frequently talked about the letters and sounds of words, or the details of drawings in their texts.

2. Accardi, M., Chesbro, R., & Donovan, K. (2018). Outlining Informational Text: A Learning Transfer Tool. Science Scope, 42(3), 34+. Retrieved from https://link.galegroup.com/apps/doc/A556734510/PROF?u=tea&sid=PROF&xid=c17eb615

Summary: This article features an instructional sequence that takes students through the notetaking process. The purpose of the process is to move students away from simple bulleted lists toward notes that demonstrate, through organization, that students have synthesized and evaluated what they've heard. Through a more sophisticated notetaking process, students can better understand and engage with content text.