Knowledge and Skills Statement
A teacher may wish to pair SE 6.6.B with SE 6.6.E and assess both SEs at the same time. With SE 6.6.B, students write responses that demonstrate understanding of texts, including comparing sources within and across genres. Provide students with two similarly themed texts to compare. As students read the texts, have them respond in their reading notebooks. This can be in the form of notetaking, annotating, freewriting, or illustrating.
Further Explanation
This SE requires students to interact with different sources of information and use strategies that are significant to their learning. As students keep track of their thinking by recording thoughts and questions that arise, their level of understanding can be monitored and additional support can be provided as needed.
Research
1. Evans, B. P., & Shively, C. T. (2019). Using the Cornell Note-taking System can help eighth grade students alleviate the impact of interruptions while reading at home. Journal of Inquiry & Action in Education, 10(1). Retrieved from https://eric.ed.gov/?q=questioning+strategies+for+middle+school+reading&pr=on&ft=on&id=EJ1205170
Summary: As part of the study, students were taught the Cornell note-taking system. As part of this system, students are required to write questions about the main ideas of the notes and answer those questions, along with writing a summary. This study shows that middle school students will be able to make the adjustment from note-taking instruction on paper to computer. Additionally, middle school students can handle using a traditional high school and college aged note-taking strategy like the Cornell system. The study found that the Cornell system can be used to alleviate the impact interruptions have on students’ working memories.
2. Dallacqua, A. L. (2012). Exploring literary devices in graphic novels. Language Arts 89(6), 365–378.
Summary: In this article, the researcher suggests that students can use literary devices as a means to make meaning of text. The article demonstrates how graphic novels can be used to implement multimodal and visual instructional strategies that increase the reading comprehension of students.
3. 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 read. Through a more sophisticated notetaking process, students can better understand and engage with content text.