English Language Arts and Reading.6.6.H

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The student is expected to

respond orally or in writing with appropriate register, vocabulary, tone, and voice; and

TEKS Talk image

Knowledge and Skills Statement

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student respond to an increasingly challenging variety of sources that are read, heard, or viewed.

Consider pairing SE 6.6.F with 6.6.H and assess both SEs at the same time. With SE 6.6.F, students respond using newly acquired vocabulary. After reading a text, engage students in a group discussion regarding new vocabulary learned in the text. As students respond, remind them to use appropriate register, tone and voice.
 

Further Explanation

This SE requires students to effectively communicate their ideas. Ample opportunities should be provided for students to refine their response skills both orally and in writing.

the degree of formality in language (e.g., formal, informal, academic, etc.)
Students at this grade level should understand that communication can be more effective when the message or information is tailored to the occasion and audience. When students consider the recipient of the ideas they are trying to convey, they can adjust how formal or informal the delivery should be, the words that will best resonate with the audience, the most effective way to express their attitudes toward the subject or topic, and how to capture their unique perspective in the style of the response.
the reflection of an author’s or speaker’s particular attitude, either stated or implied, toward the subject
a familiar set of words within a person’s written and oral language; usually developed over time and serves as a tool to communicate and acquire new knowledge
the distinctive way the writer expresses ideas with respect to style, form, content, purpose, etc.; the distinctive features of a person’s writing or speech patterns

Research

Mason, L. H., Kubina, R. M., & Taft, R. (2011). Developing quick writing skills of middle school students with disabilities. The Journal of Special Education, 44(4), 205–220. doi: 10.1177/0022466909350780

Summary: Two studies were designed to examine the use of persuasive quick write responses with seventh-grade students with disabilities  In both studies, the written responses of the students were evaluated before, during, and after students developed their personal strategy to address the quick response. Two strategies were used by the students: POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasons—three or more, explain, and ending. All students improved in their ability to create a strong persuasive response after a few weeks of instruction and practice.