Spanish Language Arts and Reading.6.7.E

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The student is expected to

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

Artes del lenguaje y lectura en español.6.7.E

Se espera que el estudiante

interactúe con las fuentes de información de manera significativa, tal como al tomar apuntes, al hacer anotaciones, al escribir sobre un tema libre o al hacer ilustraciones;

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.B, students write responses that demonstrate understanding of texts, including comparing sources within and across genres. 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 interact with different sources of information and use strategies that are significant to their learning. As students keep track of their thinking by recording thoughts and questions that arise, their level of understanding can be monitored and additional support can be provided as needed.

interacting 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.
furnishing with drawings, pictures, or other artwork intended for explanation, clarification, or adornment
When students interact with different sources of information, a book or a news article for example, they use strategies that enhance learning. For example, if students are reading an informational text about a specific ecosystem, they may choose to make diagrams, take notes, or illustrate the levels of organization within that ecosystem. Students should be able to select effective strategies based on their needs. The purposeful use of these activities by students contributes to building or expanding student knowledge.
the study skill of outlining and/or summarizing the important ideas of a lecture, book, or other source of information to aid in the organization and retention of ideas

Research

1. Evans, B. P., & Shively, C. T. (2019). Using the Cornell Note-taking System can help eighth grade students alleviate the impact of interruptions while reading at home. Journal of Inquiry & Action in Education, 10(1). Retrieved from https://eric.ed.gov/?q=questioning+strategies+for+middle+school+reading&pr=on&ft=on&id=EJ1205170

Summary: As part of the study, students were taught the Cornell note-taking system. As part of this system, students are required to write questions about the main ideas of the notes and answer those questions, along with writing a summary. This study shows that middle school students will be able to make the adjustment from note-taking instruction on paper to computer. Additionally, middle school students can handle using a traditional high school and college aged note-taking strategy like the Cornell system. The  study found that the Cornell system can be used to alleviate the impact interruptions have on students’ working memories. 

2. Dallacqua, A. L. (2012). Exploring literary devices in graphic novels. Language Arts 89(6), 365–378.

Summary: In this article, the researcher suggests that students can use literary devices as a means to make meaning of text. The article demonstrates how graphic novels can be used to implement multimodal and visual instructional strategies that increase the reading comprehension of students.

3. 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 read. Through a more sophisticated notetaking process, students can better understand and engage with content text.