English Language Arts and Reading.4.13.C

The student is expected to

identify and gather relevant information from a variety of sources;

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Consider pairing SE 4.13.C and 4.13.E and assess both SEs at the same time. With SE 4.13.C, students will identify and gather information, and with SE 4.13.E, students will demonstrate their understanding of that information. Provide students with different ways to organize research using tools such as an outline, K-W-L chart, mapping, or other graphic organizers. As students ask and answer new questions that arise, assist them in filtering resources to find the information they need. Encourage students to evaluate the resources for accuracy and, finally, process sources of information to make thoughtful decisions. Further support students as they compile and organize the information gathered in a format that enables them to share the information. This work can tie to content-area lessons such as gathering information about American Indian groups in Texas and North America for social studies.
 

Further Explanation

Students are expected to know how to search for and locate source material that supports their research. Students should be able to sort through information to determine what is relevant to their specific objectives.

Students should understand that the purpose of gathering information is to support their research. They should also be aware that not all information will be relevant to their specific objectives. It is important that students understand that relevant information can be applied to solve a problem or answer a research question. Students should have a clear understanding of their objectives when searching for information in source material such as books and magazines. It would be helpful for them to write their objectives or research questions and use them to identify the information that is closely connected to those objectives and questions.

Research

1. Bober, T. (2018). The power of primary sources: Tips for introducing historic documents to younger students. American Libraries, 49(9–10), 56. Retrieved from https://link.galegroup.com/apps/doc/A553402618/PROF?u=tea&sid=PROF&xid=bea5115e

Summary: This brief article that presents practical ideas for introducing younger students to primary sources.

2. Larson, L. C. (2010). Digital readers: the next chapter in e-book reading and response. The Reading Teacher, 64(1), 15+. Retrieved from https://link.galegroup.com/apps/doc/A237732988/PROF?u=tea&sid=PROF&xid=fe8547d6

Summary: This is a classroom study, with the results focused upon two second grade students' response to an ebook recommended for grades 2–4. The study examined five categories of response, including understanding based upon retelling, character identification, questioning, answering, and responding to the text. The study considers the benefits of reading a digital text over standard texts, considers implications for the classroom, and offers guidance to teachers in the use of digital texts.