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.
Make observations and provide feedback for each mode of delivery (written, oral, multimodal) to assess students’ presentations. These might include indicators such as the following:
- Writing: The text structure matches the message being presented.
- Oral: The student’s voice/intonation contributes to the tone/message intended.
- Multimodal: The student selected a format that appropriately presents information, such as an infographic, an advertisement, or a video.
Challenge students with effectively explaining why their chosen mode of delivery works for their presentation.
In this final step of the inquiry and research processes, students share the results of their inquiry. They identify the most effective way to communicate the results of their research with others. They may present their findings in a written format such as a report or in an oral presentation such as a speech or debate or they may opt to share the results of their research in a multimodal presentation which would include a combination of writing, sound, still images, or moving images.
Glossary Support for ELA.8.12.J
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
Harris, A. (2011). How effective are print-based comprehension models for reading and assessing multimodal texts? Literacy Learning: The Middle Years, 19(3),19–32.
Summary: Harris' study compares the impact that print-based models have on multimodal texts. The study revealed that some elements were very difficult to transfer. Multimodal texts seem to be more demanding than print-based text; however, some strategies can be applied to both.