3.13.E
ELA3rd GradeThe student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
The Standard
demonstrate understanding of information gathered
Texas Essential Knowledge and Skills for English Language Arts and Reading
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain what they learned from gathered information in their own words. They select details that answer the inquiry question and tell how those details connect.
What Mastery Looks Like
- A student can summarize the main learning in their own words. They can choose accurate, relevant details and explain how those details answer the inquiry question.
Common Misconceptions
- Students may copy a source word for word instead of explaining what it means. They may list interesting facts that do not answer the inquiry question or treat one detail as the main idea.
How to Assess It
- Use this exit ticket: “What did you learn about your research question, and which fact best supports your answer?”
Lesson moves
Ways to Teach It
Give groups six fact cards from a class topic. Have them sort relevant and irrelevant facts, then explain one choice.
Ask, “What is the main thing your sources taught you, and which detail proves it?” Students discuss, then write two sentences.
Play Fact Match. Students pair inquiry questions with supporting fact cards and earn a point for explaining each match.
Have students research the school lunch menu and explain which choices meet a class-created healthy meal rule.
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