TEKS Talk - SLA Response image

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.

Mientras los estudiantes leen un texto, pídales que pongan papelitos adhesivos para registrar lo siguiente:

  • Conocimiento previo relacionado con el texto
  • Preguntas que surjan durante la lectura
  • Conexiones con el texto
  • Ideas claves y detalles de apoyo
  • Inferencias
  • Resumen de ideas


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes usen estrategias que mejoren su aprendizaje. Los estudiantes deben reconocer que estas estrategias difieren y deben intentar varias de ellas antes de determinar cuál funciona mejor con su estilo particular de aprendizaje.

interact with a text by adding notes or comments to the text in order to record significant features and/or personal commentary or reactions that may enhance one’s understanding of the text while reading
a prewriting technique in which a person writes continuously for a set period of time without regard to spelling, grammar, or topic Freewriting is similar to brainstorming but written in sentence and paragraph form and produces raw, often unusable material that has the potential to increase the flow of ideas for writers.
furnish with drawings, pictures, or other artwork intended for explanation, clarification, or adornment
When students interact with different sources of information, such as a video or a book, they should use strategies that enhance their ability to gain knowledge from the material both during and after the first time they engage with the source. For example, if students are studying the life cycle of tomato plants, they may choose to make diagrams, take notes, or illustrate the changes in the different stages of the cycle. When these activities are used purposefully, they contribute to building or expanding knowledge.
Resultado de interactuar con un texto para que el lector sea capaz de comprenderlo mejor, recordar su contenido o responder a él. Generalmente incluye resaltar o subrayar partes centrales de un texto o hacer notas al margen de éste.

Research

1. Peterson, S. S., & Rajendram, S. (2019). Teacher-child and peer talk in collaborative writing and writing-mediated play: Primary classrooms in Northern Canada. Australian Journal of Language and Literacy, 42(1), 28+. Retrieved from https://link.galegroup.com/apps/doc/A571514310/PROF?u=tea&sid=PROF&xid=7dbe79ee

Summary: In this study, where children created texts as needed to support their dramatic play narratives, children were more likely to use language to explain purposes and meanings of the text they created as part of dramatic play narratives. In the collaborative writing contexts involving teacher-assigned texts, children more frequently talked about the letters and sounds of words, or the details of drawings in their texts.

2. Accardi, M., Chesbro, R., & Donovan, K. (2018). Outlining Informational Text: A Learning Transfer Tool. Science Scope, 42(3), 34+. Retrieved from https://link.galegroup.com/apps/doc/A556734510/PROF?u=tea&sid=PROF&xid=c17eb615

Summary: This article features an instructional sequence that takes students through the notetaking process. The purpose of the process is to move students away from simple bulleted lists toward notes that demonstrate, through organization, that students have synthesized and evaluated what they've heard. Through a more sophisticated notetaking process, students can better understand and engage with content text.