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.
English Language Arts and Reading.5.7.B
The student is expected to
write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.5.7.B
Provide students with two different texts that address the same basic topic. Examples include a newspaper article about an event such as a rodeo or football game and a personal narrative from a student who attended the event. Ask students to write a response explaining how the ideas presented in the texts are similar and different. Students can also be asked to compare the theme of each text.
Further Explanation
This assessment requires students to compare and contrast ideas, topics, and themes in two separate texts. Students should be able to explain, either orally or in writing, how the ideas in the texts are alike and how they differ.
Supporting Information for ELA.5.7.B
Research
1. Zuckerbrod, N. (2019). The power of stories: Develop social-emotional skills and empathy using fiction, nonfiction, and poetry. Scholastic Teacher, 128(3), 45+. Retrieved from https://link.galegroup.com/apps/doc/A580773753/PROF?u=tea&sid=PROF&xid=b300f1ba
Summary: The author shows the impact that fiction, non-fiction, and poetry have on students in Grades 3 through 6, especially when teachers choose texts that resonate with students. Teacher recommendations are provided, along with stories of how teachers help students make the connection from texts to personal experience and to the experiences of others.
2. Davidson, M., & Berninger, V. (2016). Informative, compare and contrast, and persuasive essay composing of fifth and seventh graders: Not all essay writing is the same. Journal of Psychoeducation, 34(4), 311–321. doi:10.1177/0734282915604977
Summary: Middle school students write iessays in three genres using background knowledge, graphic illustrations to enhance mental images, and oral reading (listening comprehension). The results of the study suggest that students exhibited considerable differences between the genre, writing quality, organizational skills, and length. The study provides teachers an overview of approaches that may support students to write in multiple genres. Importance is placed on assessing genres. The study reveals that students respond differently to the writing prompt and demonstrate the level of effort and cognitive process for various genres.
3. Klein, P.D., & Rose, M.A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. doi: 10.1598/RRQ.45.4.4
Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific, as well as, varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).