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.

Considere juntar la expectativa estudiantil 4.2.B.iv con la 4.7.B y evaluarlas juntas. Con la expectativa 4.2.B.iv, los estudiantes escriben palabras usando conocimiento avanzado de los patrones de división silábica. Después de que los estudiantes leen dos textos diferentes, pídales que respondan por escrito en qué son semejantes y diferentes las ideas en los textos. Aliente a los estudiantes a incluir palabras multisilábicas con una variedad de patrones de división silábica. Pídales a los estudiantes que trabajen en pareja para editar sus propios textos y para poner atención en la escritura de palabras multisilábicas.

Notas:

  • Esta expectativa estudiantil se puede ligar a varias otras expectativas. El maestro puede considerar también ligarla a las expectativas 4.12.A, 4.12.B, 4.12.C y 4.12.D.
  • El uso de un organizador gráfico o de un póster didáctico puede apoyar la comprensión del estudiante. Los estudiantes pueden tener su propia copia de estos materiales en su cuaderno para usarlos en forma independiente cuando escriban.


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes comparen y contrasten ideas, tópicos y temas en textos separados. Los estudiantes deben ser capaces de explicar, en forma oral o por escrito, en qué son semejantes y diferentes las ideas de los textos.

At this grade, student are expected to identify the ways in which ideas are similar and different across more than one text. For example, students might read a story and listen to a poem, and then write a response that comparing the ideas presented in the two sources.
Students should be able to communicate in writing their understanding of a text's purpose, key ideas, overall messages, and impact on the reader. When students truly comprehend a text, they should be able to make reasonable connections to other sources that address the same ideas in similar or different ways. These comparisons help students recognize the complexity of ideas and inform their own responses.

Research

1. Zuckerbrod, N. (2019). The power of stories: Develop social-emotional skills and empathy using fiction, nonfiction, and poetry. Scholastic Teacher, 128(3), 45+. Retrieved from https://link.galegroup.com/apps/doc/A580773753/PROF?u=tea&sid=PROF&xid=b300f1ba

Summary: The author shows the impact that fiction, non-fiction, and poetry have on students in grades 3 through 6, especially when teachers choose texts that resonate with students. Teacher recommendations are provided, along with stories of how teachers help students make the connection from texts to personal experience and to the experiences of others.

2. Miller, M., & Veatch, N. (2010). Teaching literacy in context: choosing and using instructional strategies: to help students become proficient with expository text, educators need to focus on how to choose and use the most appropriate instructional strategies for their students. The Reading Teacher, 64(3), 154+. Retrieved from https://link.galegroup.com/apps/doc/A242897421/PROF?u=tea&sid=PROF&xid=f1360380

Summary: This case study examines instructional strategies for teaching expository texts. The article provides an instructional process with both pre-teach strategies and the classroom implementation, focused upon students' ability to comprehend and summarize the text.