Spanish Language Arts and Reading.6.7.B

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The student is expected to

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

Artes del lenguaje y lectura en español.6.7.B

Se espera que el estudiante

escriba respuestas que demuestren la comprensión de los textos, incluyendo la comparación de fuentes de información en y a través de varios géneros;

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.

A teacher may wish to pair SE 6.7.B with SE 6.7.E and assess both SEs at the same time. With SE 6.6.E, students interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating. Provide students with two similarly themed texts to compare. As students read the texts, have them respond in their reading notebooks. This can be in the form of notetaking, annotating, freewriting, or illustrating.
 

Further Explanation

This SE requires students to communicate in writing their understanding of a text's purpose, key ideas, and overall messages. 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.

the type or class of a work, usually categorized by form, technique, or content Literary genres include tragedy, comedy, poetry, novel, short story, creative/literary nonfiction, etc. and the sub genres of fantasy, science fiction, mystery, horror, satire, etc.; nonfiction genres include biography, essay, memoir, historical text, scientific text, academic reporting, etc.
Students should read and respond to a variety of diverse texts. As students engage with texts, they are expected to idenitfy similarities and differences between and among texts of the same genre (e.g., between two poems) as well as across different genres (e.g., informational vs. argumentative text).
Students should communicate in writing their understanding of a text's purpose, key ideas, overall message, and impact on the reader. When students truly comprehend a text, they are 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

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.