English Language Arts and Reading.6.6.I

Previous Next
The student is expected to

reflect on and adjust responses as new evidence is presented.

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.

Following a group discussion of a text, have students reflect on new ideas that may cause them to adjust their initial thinking about the text. Provide a graphic organizer for students to track these changes in thinking.
 

Further Explanation

This assessment requires students to understand how their initial reactions to information can change. Students should allow themselves the opportunity to reinforce or adjust those first impressions. As new evidence or information is gained, students may change their opinions about a particular character after the character deals with a conflict in an unexpected way. In response to the new information, students might add to their reflections, change parts of their reflections, or write new reflections.

Students should understand how their initial reactions to information can change and allow themselves the opportunity to reinforce or adjust those first impressions. For example, students reading a novel may initially write a reflection about how a character is portrayed in a story. As new evidence or information is gained, students should consider whether the initial interpretation remains true or needs to change. Students may change their opinions about a particular character after that character deals with a conflict in an unexpected way. This might cause students to add to their reflection, change parts of their reflection, or arrive at a new reflection in response to the new information
a verbal or written reaction to something that is read, viewed, written, or heard Responses activities can help students better comprehend and build meaning from a text.

Research

Borsheim-Black, C., Macaluso, M., & Petrone, R. (2014). Critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent & Adult Literacy. 58(2), 123–133. doi: 10.1002/jaal.323

Summary: In this article, the reader is introduced to a framework that can be used to develop critical thinkers and writers. Critical literacy allows students to develop skills and dispositions to understand, question, and critique texts. Using a standard literary text, teachers can employ this instructional approach to spark the interests and engage students in relevant text taken from their personal experiences, ideologies and society. A demonstration and explanation of the framework is provided. Critical literacy draws special attention to how issues of power, normativity, and representation, opportunities for equity are framed texts. Students learn how to argue against a position, to include providing supporting evidence or stories. The article includes a discussion on language and its use in texts.