5.9.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 whom an argumentative text is trying to persuade. They use clues such as word choice, examples, tone, and the action requested to support their answer.
What Mastery Looks Like
- Students name a specific intended audience, not just “everyone” or “readers.” They support their answer with clues from the vocabulary, examples, tone, and requested action.
Common Misconceptions
- Students may name the topic instead of the audience, such as saying “recycling” rather than “school families.” They may rely only on pictures or confuse the audience with the author.
How to Assess It
- Give students a short argument about extending recess. Ask, “Who is the intended audience, and which two details show that?”
Lesson moves
Ways to Teach It
Give groups three argument cards and three audience cards, then have them match each text to its likely audience using highlighted clues.
Ask students to explain how an argument about homework would change if written for classmates, parents, or the principal.
Play Audience Detective by reading short arguments aloud while teams identify the audience and earn points for citing exact clues.
Compare a school fundraiser flyer, a toy advertisement, and a community petition to identify whom each tries to persuade.
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