English Language Arts and Reading.7.6.I

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The student is expected to

reflect on and adjust responses as new evidence is presented.

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Knowledge and Skills Statement

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.

Use rhetorical devices such as fallacy and commonplace assertions to pique student interest and encourage research to form new, evidence-based understandings. Then, through inquiry, research and collaboration, task students with reflecting and adjusting responses based on new information and evidence.
 

Further Explanation

This assessment requires students to understand how understanding of information can change and that they should allow for the opportunity to reinforce or adjust first impressions. As new evidence or information is gained, students should be able to consider whether an interpretation remains true or changes. In response to new information, students might add to a reflection, change parts of the reflection, or write a new reflection. Frequently provide structure and opportunities for students to not only respond to questions but to have time to pause and reflect as new evidence is presented, either by speakers or text, and to share whether they wish to maintain or change their initial positions. It is important for students to develop response skills with all genres. This activity can be completed with multiple genres. 

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 at the beginning of a story. As new evidence or information is gained, students should consider whether that interpretation remains true or needs to change. Students may think a character is motivated by one thing but learn through a flashback that the character’s motivations are more complex. This might cause students to add to their reflection, change parts of their reflection, or write 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.