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.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Put pictures from a story in order and orally retell what happened in the story. When collecting responses, evaluate students with a rubric. Two possible rubric ideas are provided below:
Simplified Retell Rubric:
- The student is unable to retell the events in a story without adult assistance.
- The student is able to retell the events in a story but not in any particular order.
- The student is able to retell all key events in a story with minimal detail in chronological order but does not use transition words.
- The student is able to retell all key events in a story with lots of detail in chronological order using transition words.
Comprehensive Retell Rubric: A teacher can also create a more in-depth rubric that focuses on certain topics.
- Number of events/sequences recalled
- Use of transition words
- Identification of story elements such as characters and setting
- Number of details, use of vocabulary from the text
- Amount of prompting needed
- The teacher should assess whether students can retell what occurred in the story in both chronological order and with sufficient detail.
- Sufficient detail is explaining the characters in the story, identifying the setting, and retelling what the problem was and how it was solved.
- Retelling requires more than just stating the main idea; it requires students to paraphrase what happened in their own words.
Glossary Support for ELA.2.7.D
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.
Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to: