2.13.G

ELA2nd GradeThe student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

The Standard

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Students choose a way to share what they learned that fits the topic, purpose, and audience. They present clear facts through writing, speaking, visuals, audio, or a combination.
What Mastery Looks Like: A student can select a useful format, organize key findings, and explain them clearly. The presentation names the topic, gives accurate facts, and uses speech, writing, or visuals that support the message.
Common Misconceptions: Students may choose a format because it is fun, even when it does not fit the audience or purpose. They may copy facts without explaining them, read slides word for word, or add pictures that do not support their findings.
How to Assess It: Give students three facts from a short class inquiry. Ask them to choose a delivery format and create a one-minute presentation that shares all three facts clearly.

Lesson moves

Give pairs animal fact cards, paper, markers, and tablets, then have them build a poster or recorded report for first graders.
Ask, “How would you share playground research with the principal, a classmate, and a kindergartner, and why would each format change?”
Play Delivery Match: students draw audience, purpose, and topic cards, then name the best presentation format and explain their choice.
Turn students into weather reporters who use a chart, map, and spoken forecast to present one week of class weather data.

Keep exploring

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