Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Choose a topic for which students will compose an informational text. Evaluate each student’s multi-paragraph informational essay for the following elements:
- Clear thesis statement
- Organizational structure supporting the purpose
- Print and graphic features
- Use of language to create mood, voice, and tone
- Appropriate point of view
Students should be able to compose informational texts effectively. Students’ writing must have a clear central idea with supporting details, an introduction and a conclusion, and an evident organizational pattern.
Glossary Support for ELA.8.11.B
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
1. 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. Retrieved from https://dx.doi.org/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).
2. White. A. (2016). Using digital think-alouds to build comprehension of online informational texts. The Reading Teacher, 69(4), 421–425. doi:10.1002/trtr.1438
Summary: White suggests that the ongoing consumption and creation of information online and in other digital spaces presents significant complexities for students. Students are required to develop skills, strategies to critically navigate and discuss information accessed online. Most importantly, the article stresses the ability to comprehend the multiple formats of informational text.
3. Scott, J. L. (2012, April). Teaching students to analyze informational text. University of MO-Columbia. Retrieved from https://dese.mo.gov/sites/default/files/ela-6-courage_and_bravery-instructional_strategy_6.5a-teaching_students_to_analyze%20_informational_text.docx
Summary: This article provides an overview of five styles of informational text and characteristics of each. Multiple strategies are embedded in the article that teachers may find useful in teaching students how to analyze informational text. The process outlined in the article is sequential. Charts and visuals are provided. Although this article provides a strategy to analyze informational text, students gain can also support composing an informational text.