TEKS Talk - SLA Inquiry Research image

Knowledge and Skills Statement

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.

As students compile information for an inquiry or research project, meet individually with each student to discuss options for the format in which to share the results of their project. Have students determine whether they will present their results in written form, in an oral presentation, or through a combination of modalities and explain why that mode of presentation was chosen for their projects.

Further Explanation

This assessment requires students to consider the topic and the audience when deciding the best method of presenting information gathered during the research process.

the strategic integration of two or more modes of communication to create meaning, including written and spoken texts, images, gestures, music, digital texts and media, and live performances
a visual, oral, and/or multimodal display that communicates a message and may serve a variety of purposes
The final step of the inquiry and research processes calls for students to share the results of their inquiry. Students are expected to identify the most effective way to communicate the results of their research with others. Students may present their findings in a written format, such as a report, or in an oral presentation, such as a speech or debate. Students may also opt to share the results of their research in a multimodal presentation which includes a combination of writing, sound, still images, or moving images.


Yamac, A. & Ulusoy, M. (2017). The effect of digital storytelling in improving third graders' writing skills. International Electronic Journal of Elementary Education. [S.l.], 9(1), 59–86. Retrieved from https://iejee.com/index.php/IEJEE/article/view/145

Summary: Researchers investigated the effects of digital storytelling in improving the writing skills of third grade students in rural primary schools. Students writing performance was measured before and after the teaching. Results of this digital storytelling process showed learners' progress in word choice, fluency, and writing quality; students also showed improved interactions and increased motivation to write. Researchers determined that the opportunity for digital storytelling allowed  students to create meaning through multimodal texts, comprehend the nature of multiform texts, and develop their technology, information, and visual literacies.