English Language Arts and Reading.4.13.E

The student is expected to

demonstrate understanding of information gathered;

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. First, model for students how to use key words and search terms to gather information. Use multiple formats such as books, encyclopedias, maps, atlases, databases, videos, and interviews. 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 the resources to find the information that 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 they can share. In doing so, students will demonstrate understanding of the information. This work can tie to content-area lessons such as gathering information about American Indian groups in Texas and North America.
 

Further Explanation

This SE requires students to review information collected from sources during the course of their research and apply what they have learned. Students may do this by making connections between previous knowledge and new information or by drawing reasonable conclusions from the sources. Students must understand the information gathered in order to share it with others. As students shares information, they should demonstrate an understanding of the information.

Students will review information collected while conducting research and apply what they have learned. They may do this by making connections between previous knowledge and new information or by drawing reasonable conclusions from the sources. Students may clarify or extend their question(s) based on the information they learned in order to refine the focus of their inquiry.

Research

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.