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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.

Ask students to complete a story map or graphic organizer in response to a text.

Example reflection questions:

  • What does the story make you think of?
  • Did you like the story? Why or why not?
  • What was your favorite part of the story?
  • Who was your favorite character in the story?
  • Tell me about a part of the story or what happened in the story.
  • Would you recommend this story to someone you know? Why or why not?
  • What did you learn from reading this text?
  • What was the most powerful message of this story?
  • Does this story have similarities to another story? If so, what made it different?

When collecting responses, evaluate students with a rubric.

Sample rubric:

  • The student is able to respond to text by giving an oral response or illustrating but cannot write comments about a text.
  • The student is able to write brief comments on literary or informational texts but requires teacher prompting and support to complete.
  • The student is able to write brief comments on literary texts or informational texts independently but is limited in the types of responses provided.
  • The student is able to respond to literary and informational texts independently in a variety of formats.

Notes:

  • When assessing this standard, focus specifically on whether students are able to respond to a text in a logical manner and elaborate at an age-appropriate level.
  • Assessing this SE should be done in many ways throughout the year. Teachers are encouraged to use a combination of assessment strategies when collecting data on student responses. Examples include the following:
    • Ask students to leave a sticky note on the board with one thought or comment they had about the book.
    • Ask students to illustrate the main event and label it with one sentence.
    • Ask students to complete a graphic organizer for a story or write an alternative ending to another story.
Brief comments are not extensive reading responses, but rather one to two sentences in response to a text. The purpose of using brief comments is to teach the students to think about a text and jot down an initial thought quickly. In second grade, brief comments might include a student’s writing a question on sticky note and leaving it on the book after listening to a text or completing a sentence stem about a text Examples include “My favorite part of this book was _____.” “I like this book because ______.: and “This book makes me think of ______.”
Informational texts are texts that present information in order to explain, clarify, and/or educate. In second grade, these could include procedural text, magazines, newspapers, menus, nonfiction books, pamphlets, and textbooks.
Literary texts are written works that are generally recognized as having artistic value and have the purpose of entertaining the reader. In second grade, these could include narratives, drama, poetry, short stories, fables, folktales, fairy tales, and literary nonfiction.

Related 2009 Student Expectation

This student expectation is related to the following SE from the 2009 reading/language arts TEKS.

(19)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(C)  write brief comments on literary or informational texts.