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.

Deles a los estudiantes dos textos diferentes que traten el mismo tópico. Ejemplos pueden ser un artículo del periódico sobre el rodeo o un partido de futbol y una narrativa personal de un estudiante que fue al evento. Pídales a los estudiantes que escriban un texto explicando cómo las ideas presentadas en cada texto son similares y diferentes. A los estudiantes también se les puede pedir que comparen los tópicos de cada texto.


Further Explanation

Esta evaluación requiere que los estudiantes comparen y contrasten ideas, tópicos y temas presentes en dos textos distintos. Los estudiantes deben poder explicar en forma oral o escrita cómo las ideas en los textos son parecidas y cómo son diferentes.

a way of organizing text that explores similarities and differences between two or more people, places, events, or concepts
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.
Patrón organizacional que presenta una descripción de las similitudes y diferencias entre dos o más tópicos, ideas o conceptos.

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. Davidson, M., & Berninger, V. (2016). Informative, compare and contrast, and persuasive essay composing of fifth and seventh graders: Not all essay writing is the same. Journal of Psychoeducation, 34(4), 311–321. doi:10.1177/0734282915604977

Summary: Middle school students write iessays in three genres using background knowledge, graphic illustrations to enhance mental images, and oral reading (listening comprehension).  The results of the study suggest that students exhibited considerable differences between the genre, writing quality, organizational skills, and length. The study provides teachers an overview of approaches that may support students to write in multiple genres. Importance is placed on assessing genres. The study reveals that students respond differently to the writing prompt and demonstrate the level of effort and cognitive process for various genres.

3. 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. doi: 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).