1.13
Knowledge and Skills Statement (Standard Cluster)
The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
Texas Essential Knowledge and Skills for English Language Arts and Reading
Cluster contents
Student Expectations in This Statement
1.13 is a knowledge and skills statement. These are the student expectations under it.
- 1.13.A
generate questions for formal and informal inquiry with adult assistance
- 1.13.B
develop and follow a research plan with adult assistance
- 1.13.C
identify and gather relevant sources and information to answer the questions with adult assistance
- 1.13.D
demonstrate understanding of information gathered with adult assistance
- 1.13.E
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students turn curiosity into clear questions, then use an adult-guided plan to find answers in books, pictures, interviews, or other suitable sources. They choose useful facts, explain what they learned, and share the result through speaking, writing, drawing, or a combination.
What Mastery Looks Like
- A student can ask a focused question, name the next research step, and select information that helps answer it. The student can explain the answer in their own words and present it through speaking, writing, pictures, or audio.
Common Misconceptions
- Some students collect any interesting fact, even when it does not answer their question. They may copy words directly instead of explaining ideas in their own words. They may also stop after one source or think every final product must be a paragraph.
How to Assess It
- Give students two illustrated animal fact cards. Ask them to write one research question, circle the useful card, and give an oral or drawn answer using one fact.
Lesson moves
Ways to Teach It
Set up a curiosity table with a shell, feather, and seed; students choose one, ask a question, and use two picture books to investigate.
After reading two short animal texts, ask, “Which facts answer our class question, and which facts do not?”
Play Source Sort: teams place book pages, diagrams, and unrelated cards under “helps answer” or “does not help,” then explain choices.
Have students research a cafeteria food question, interview the manager, check a menu, and present findings with a labeled drawing.
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Related Standards
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