Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
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.
During one-on-one conferencing, have students share the questions they developed during the research process as they considered their original research question. Support students in creating strong, researchable questions that address an area of common interest, expand on current knowledge, and provide new information. Document observations of student progress as they revise their major research question to best guide their research.
Students should recognize that they may start with one version of the question and refine or narrow its focus throughout the research process. For example, students may begin with a general question and, after initial research prompts more specific questions, focus the major research question on a more specific topic.
Glossary Support for ELA.8.12.C
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
1. Lewis, K. R., Simmons, S., & Maniotes, L. (2018). Building a culture for learner voice and choice through inquiry. Teacher Librarian, 45(4), 2427. Retrieved from https://go.galegroup.com
Summary: The guided inquiry design is presented as a strategy to improve student writing process. The target of the strategy is to provide more opportunities for students to be engaged in and motivated by the writing process. The inquiry design focuses on student choice and student voice incubated in a culture in which students are encouraged to ask questions and classroom instruction is guided by participatory dialogue.
2. Maniotes, L. K. (2019). Getting to great questions for inquiry and research. Teacher Librarian, 46(3), 17–20. Retrieved from https://go.galegroup.com
Summary: This article provides an overview on how to use guided inquiry as a means to increase students' capacity to comprehend a text. However, Guided Inquiry Design is often used as an inquiry process for research and ways to gain a deeper understanding and gain information. The article includes resources that provide additional support.