TEKS ELAR 3.9.E.iii
The Standard
identifying the intended audience or reader
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students determine who an author is trying to persuade in an argumentative text. They use details such as word choice, examples, tone, and the requested action to explain their answer.
What Mastery Looks Like
- Students name a specific group, such as parents, classmates, or school leaders. They support their answer with clues from the wording, examples, tone, or requested action.
Common Misconceptions
- Students may assume every text is written for children or confuse the audience with the author. They may name a broad group without citing clues from the text.
How to Assess It
- Give students a short argument about adding a class pet. Ask, “Who is the author trying to persuade, and which two clues show that?”
Lesson moves
Ways to Teach It
Give groups sample flyers for different readers, then have them sort the flyers by audience and underline clues that guided each choice.
Read a short school issue argument and ask, “Who needs to hear this message, and what words reveal that audience?”
Play Audience Detective by matching argument cards to reader cards, then award a point only when students explain one text clue.
Compare advertisements for the same snack aimed at children and parents, noting how pictures, facts, and word choices change.
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