English Language Arts and Reading.4.7.E

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 independently, have them use sticky notes to write down the connections they make with the text. Then, have students use their sticky notes as they create a visual representation of their connections. Students can share with one another during a class.
 

Further Explanation

This SE requires students to interact with texts as they note their connections while reading. Students should be able to expand upon these connections with a visual representation. The purposeful use of these activities will contribute to comprehension.

interact with a text by adding notes or comments in the margins of the text in order to record significant features and/or personal commentary/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.
furnish with drawings, pictures, or other artwork intended for explanation, clarification, or adornment
furnish with drawings, pictures, or other artwork intended for explanation, clarification, or adornment
When students interact with different sources of information, for example, a video or a book, they should use strategies that enhance their learning. For example, if students are reading an informational text about the life cycle of a beetle, they may choose to make diagrams, take notes, or illustrate the changes in the different stages of the cycle. The purposeful use of these activities contributes to building or expanding student knowledge.
the study skill of outlining and/or summarizing the important ideas of a lecture, book, or other source of information to aid in the organization and retention of ideas

Research

1. Miller, M., Berg, H., & Cox, D. (2016). "Basically, you have to teach them to love what they are writing about": Perceptions of fourth grade writing teachers. National Teacher Education Journal, 9(1). Retrieved from https://www.researchgate.net/profile/Donna_Cox3/publication/309600692_Basically_You_Have_to_Teach_Them_to_Love_What_They_Are_Writing_About_Perceptions_of_Fourth_Grade_Writing_Teachers/links/5819311808ae50812f5de66a.pdf

Summary: This paper is based upon focus groups held with fourth grade Texas teachers from classrooms identified as exemplary by the Texas Education Agency. The purpose was to determine the methods of writing instruction that teachers felt were successful with their students, and process writing strategies were identified as central. These strategies were developed in the classroom through the teacher serving as the guide in the writing process, students as authors, and mini-lessons.

2. Barth, A. E., & Elleman, A. (2017). Evaluating the impact of a multistrategy inference intervention for middle-grade struggling readers. Language, Speech, & Hearing Services in Schools, 48(1), 31+. Retrieved from https://link.galegroup.com/apps/doc/A490475287/PROF?u=tea&sid=PROF&xid=85a8099a

Summary: This study examines the effectiveness of multiple inference intervention strategies that were designed to increase inference-making and reading comprehension for struggling readers. The study focused on using text clues, activities and integrating prior knowledge, understanding character and author's purpose, and responding to inference questions. Details and lesson examples are available in the Appendix.