ENGLISH I STAAR EOC REVIEW. Reporting Category 1 Understanding and Analysis across Genres
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1 ENGLISH I STAAR EOC REVIEW Reporting Category 1 Understanding and Analysis across Genres E1.1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E1.1B RS analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E1.1D SS describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo) E1.1E RS use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology E1.2A SS analyze how the genre of texts with similar themes shapes meaning E1.9D SS synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence E1.19B RS differentiate between opinions that are substantiated and unsubstantiated in the text Linguistic Roots and Affixes Denotation and Connotation Origins and Meanings of Foreign Words Cognates Reference Materials Analyze Various with Similar Themes Reading Comprehension across Genres Analyze Various with Similar Themes How to Read and Analyze a Poem Reading and Writing to a Prompt Annotate for Meaning Reading Comprehension
2 Reporting Category 2 Literary E1.2B SS analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; E1,2C SS relate the figurative language of a literary work to its historical and cultural setting E1.3A SS Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. E1.4A SS Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. E1.5A SS analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; E1.5B RS analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; E1.5C SS analyze the way in which a work of fiction is shaped by the narrator's point of view; E1.6A SS Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. Allusions to Mythological, Classical, and Traditional Literary Importance of Figurative Language: Practice 3 Literary Syntax Irony, Sarcasm, Paradox Understatement/Overstatement Symbolism/Allegory Imagery: Simile and Metaphor Close Reading of Prose Close Reading of Poetry Literary Monologues and Soliloquies Review of Dramatic Elements Practice 4 Dramatic Irony Literary Literary Terminology Practice 5 Plot Development Literary Literary Terminology Practice 5 Development of Characters Through Literary Devices Literary What is Your Point of View? Practice 6 Literary Terminology Practice 5 Narrator's Point of View Literary Analyze Literary Essays Inclusion of Personal Opinions and Facts Literary
3 E1.7A SS Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works. E1.12A SS compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; Irony, Sarcasm, Paradox Understatement/Overstatement Close Reading of Poetry Literary Contrast Media's Message with Traditional Text Compare Narrative and Analysis of Media Literacy E1.12B SS analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); D1.19B RS/SS make complex inferences about text and use textual evidence to support understanding Analyze Various with Similar Themes How to Read and Analyze a Poem Reading and Writing to a Prompt Annotate for Meaning Reading Comprehension Reporting Category 3 Informational E1.8A RS Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose. E1.9A RS summarize text and distinguish between a summary that captures the main ideas and elements of a text Explain the Controlling Idea, Purpose, and Distinguish Important Details Distinguish Between Summary and Critique
4 and a critique that takes a position and expresses an opinion; E1.9B SS differentiate between opinions that are substantiated and unsubstantiated in the text; E1.9C RS make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; E1.10A SS analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience E1.10B SS analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors' propositions E1.11A SS analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) E1.11B SS analyze factual, quantitative, or technical data presented in multiple graphical sources E1.12A SS compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; E1.12D SS evaluate changes in formality and tone within the same medium for specific audiences and purposes E1.19B RS/SS make complex inferences about text and use textual evidence to support understanding Differentiate between Substantiated and Unsubstantiated Opinions in Analyze an Argument Analyze the Relevance, Quality, and Credibility of Evidence Analyze Clarity of Objectives of a Procedural Text Informational Analyze Graphical Sources: Analyze Factual, Quantitative, or Technical Data in Multiple Graphical Sources Informational Contrast Media's Message with Traditional Text Compare Narrative and Informational : English I Reading: Analysis of Media Literacy Evaluate Tone in Various Media for Different Audiences and Purposes Compare Narrative and Informational : English I Reading: Analysis of Media Literacy Analyze Various with Similar Themes How to Read and Analyze a Poem Reading and Writing to a Prompt Annotate for Meaning
5 Reading Comprehension Reporting Category 4 - Composition E1.13B RS structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; E1.13C RS revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; Use Outlines, Notes, Graphic Organizers, Lists The Writing Process Parallelism of Details Tone, Style, and Figurative Language: Practice 5 Revision Strategies: Practice 4 Parallelism of Details: Practice 3 Strengthen Sentence Variety and Sentence Combining: Evaluating and Revising a Thesis: Polish Tone, Style, and Figurative Language Strengthen Sentence Variety and Sentence Combining English I Writing: Revision Strategies E1.13D RS edit drafts for grammar, mechanics, and spelling Strategies for Editing: Practice 3 Strategies for Editing: Grammar Spelling Strategies for Editing: Punctuation Capitalization English I Writing: Editing E1.14A RS write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot; E1.15Ai E1.15Aii E1.15Aiii E1.15Aiv E1.15Av RS write an analytical essay of sufficient length that includes: effective introductory and concluding paragraphs and a variety of sentence structures; rhetorical devices, and transitions between paragraphs; a controlling idea or thesis; an organizing structure appropriate to purpose, audience, and context; and relevant information and valid inferences; Writing an Engaging Story with Literary Strategies to Enhance Plot Write a Short Story: Writing an Engaging Short Story with Well- Developed Conflict and Resolution Writing an Engaging Short Story with Interesting and Believable Characters English I Writing: Writing the Short Story Relevant Information and Valid Inferences Revising for Organization Appropriate to Purpose, Audience, and Context Rhetorical Devices and Transitions Revising for Effective Introductions and Conclusions Relevant Information and Valid Inferences Organization Appropriate to Purpose, Audience, and Context
6 Rhetorical Devices and Transitions Effective Introduction and Conclusion and Variety of Sentence Structures Writing the Expository and Procedural Essay Revising the Expository and Procedural Essay
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