English Language Arts and Reading.5.13.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.

A teacher may wish to combine SEs 5.13.C, 5.13.E, and 5.13.G and assess them together. With SE 5.13.C, students identify and gather relevant information from a variety of sources. With SE 5.13.G, students develop a bibliography. Have students work in pairs to identify a research question based on a topic from another content area or a current event. Have students identify and locate four to eight sources that might be useful in providing relevant information that assists in answering the research question. As students review sources, they should take notes on the information they find. As students work, you may wish to ask questions to determine understanding of their sources.

Questions to Consider:

  • Which sources provide information to address the research question?
  • How does the source address the research question?
  • How helpful is each source? What makes it helpful?
     

Further Explanation

This assessment example requires students to review and evaluate information gathered in their research so they can determine whether the information is useful and relevant. Students must be able to articulate a clear and accurate understanding of the information and how it relates to their question.

Students will review information collected during the course of their 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 better refine the focus of their inquiry.

Research

1. Ferlazzo, L. (2017 November 20). Response: Using questions that 'position students as meaning makers.'  [Web log post]. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/11/response_using_questions_that_position_students_as_meaning-makers.html

Summary: This is one blog in a series of five that focuses on using questions to engage students in the teaching and learning process. One of the general outcomes of the questioning process is to promote students to think deeply by analyzing, comparing and synthesizing information instead of writing a static report of facts or information. Not only are students encouraged to ask questions but teachers are provided specific strategies to improve their questioning skills. The questioning is both formal and informal. 

2. Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9–24. doi: 10.1002/tesj.65

Summary: Researchers reveal that writing in academic settings is complex and requires a critical thinking and planning. The article addresses the need for academic language and vocabulary, the ability to integrate information that is conceptually difficult, and how to critically reveal and use academic resources. The article is in-depth and addresses the primary components of academic writing, including research papers.