Vertical Alignment Document. English Language Arts and Reading Grade 6 Grade 8 Reading

Transcription

1 Vertical Alignment Document English Language Arts and Reading Grade 6 Grade 8 Reading

2 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 6.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. 7.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. 8.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. Adjust FLUENCY WHEN ALOUD GRADE-LEVEL TEXT BASED ON THE PURPOSE AND NATURE OF THE TEXT Read with appropriate rate, accuracy, phrasing, and expression to signify meaning Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction selection quickly, paying attention to the plot details, or reading an informational article more slowly, noting critical concepts) Adjust FLUENCY WHEN ALOUD GRADE-LEVEL TEXT BASED ON THE PURPOSE AND NATURE OF THE TEXT Read with appropriate rate, accuracy, phrasing, and expression to signify meaning Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction selection quickly, paying attention to the plot details, or reading an informational article more slowly, noting critical concepts) Adjust FLUENCY WHEN ALOUD GRADE-LEVEL TEXT BASED ON THE PURPOSE AND NATURE OF THE TEXT Read with appropriate rate, accuracy, phrasing, and expression to signify meaning Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction selection quickly, paying attention to the plot details, or reading an informational article more slowly, noting critical concepts) Fluency - the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing Fluency - the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing Fluency - the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: TxCCRS E/LAS II. Reading B Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. 6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 7.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 8.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 2012, TESCCC 08/17/12 Page 2 of 50

3 Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., struct (instruct, structure); tract (traction, subtraction) Greek: e.g., scope (microscope, stethoscope) Other affixes and roots as found in grade-level academic words and texts Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un-and the suffix able in unbelievable) Academic English words 1) words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., vis (vision, invisible) Greek: e.g., hydro (hydrogen, hydroplane) Affixes and roots as found in gradelevel academic words and texts Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un-and the suffix able in unbelievable) Academic English words 1) words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2) words used during instruction Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., scrip/script (manuscript, prescription) Greek: e.g., thermo (thermostat, thermos) Affixes and roots as found in gradelevel academic words and texts Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un-and the suffix able in unbelievable) Academic English words 1) words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2012, TESCCC 08/17/12 Page 3 of 50

4 registers related to each field of study 2) words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Use CONTEXT Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR MULTIPLE MEANING WORDS Identify and use relationships among surrounding words, phrases, and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). 7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Use CONTEXT Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS Identify and use relationships among surrounding words, phrases, sentences, and paragraphs 2) words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). 8.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings. Use CONTEXT Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS OR WORDS WITH NOVEL MEANINGS Identify and use relationships 2012, TESCCC 08/17/12 Page 4 of 50

5 sentences, and paragraphs Distinguish words as multiple meaning Use examples within the sentence Use definition in the sentence Use restatement within the sentence Use organizational text structure, examples include: Cause and effect Sequential order Order of importance Description Compare and contrast Logical order Classification scheme Position-and-support Problem-and-solution Use examples within the sentence, paragraph, or larger sections of text Use definition within the sentence and/or paragraph Use restatement within the sentence Ambiguous - vague, unclear among surrounding words, phrases, sentences, and paragraphs Use examples within the sentence, paragraph, or larger sections of text Use definition within the sentence and/or paragraph Use restatement within the sentence Ambiguous - vague, unclear Novel - new, unusual, different Multiple meaning word - a word that has more than one meaning (e.g., trunk) 6.2C Complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: or pen:ink as book: ). Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART Examples: 7.2C Complete analogies that describe part to whole or whole to part. Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART Example: Ink is to pen as page is to book (part 8.2C Complete analogies that describe a function or its description (e.g., pen:paper as chalk: or soft:kitten as hard: ). Complete ANALOGIES THAT DESCRIBE A FUNCTION OR ITS DESCRIPTION 2012, TESCCC 08/17/12 Page 5 of 50

6 Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:.) 6.2D Explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera). Explain THE MEANING OF FOREIGN WORDS AND PHRASES COMMONLY USED IN WRITTEN ENGLISH RSVP Que sera sera Other possible examples: Bon voyage Cul de sac Others as found in gradeappropriate texts to whole) Pen is to ink as book is to page (whole to part) Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:.) 7.2D Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeas corpus, e pluribus unum, bona fide, nemesis). Identify THE MEANING OF FOREIGN WORDS COMMONLY USED IN WRITTEN ENGLISH WITH EMPHASIS ON LATIN AND GREEK WORDS Habeas corpus E pluribus unum Bona fide Nemesis Other possible examples: Pro bono Vice versa Example: Pen is to write as shovel is to dig (function) Soft is to kitten as hard is to rock (description) Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:.) 8.2D Identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna). 2012, TESCCC 08/17/12 Page 6 of 50 Identify COMMON WORDS OR WORD PARTS FROM OTHER LANGUAGES THAT ARE USED IN WRITTEN ENGLISH Phenomenon Charisma Chorus Passé Flora Fauna Other possible examples: Fiancé Résumé

7 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. In memoriam Others as found in gradeappropriate texts 7.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Hamburger Origami Other as found in grade-appropriate texts 8.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Use A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) To determine MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE WORD CHOICES, PARTS OF SPEECH OF WORDS Use guide words and/or knowledge of alphabetical order to locate words in print resources; use search features to find words in electronic resources Use the given syllabication and the phonetic symbols to pronounce Use A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) To determine MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE WORD CHOICES, PARTS OF SPEECH OF WORDS Use guide words and/or knowledge of alphabetical order to locate words in print resources; use search features to find words in electronic resources Use the given syllabication and the phonetic symbols to pronounce Use A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) To determine MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE WORD CHOICES, PARTS OF SPEECH OF WORDS Use guide words and/or knowledge of alphabetical order to locate words in print resources; use search features to find words in electronic resources Use the given syllabication and the phonetic symbols to pronounce 2012, TESCCC 08/17/12 Page 7 of 50

8 unknown words ELAR VERTICAL ALIGNMENT DOCUMENT Read the definition(s) and determine the meaning of the word (using context as applicable) Locate synonyms or alternate word choices Determine the appropriate part of speech using context if applicable unknown words Read the definition(s) and determine the meaning of the word (using context as applicable) Locate synonyms or alternate word choices Determine the appropriate part of speech using context if applicable unknown words Read the definition(s) and determine the meaning of the word (using context as applicable) Locate synonyms or alternate word choices Determine the appropriate part of speech using context if applicable Syllabication - forming or dividing words into syllables Pronunciation - the manner in which someone utters a word Syllabication - forming or dividing words into syllables Pronunciation - the manner in which someone utters a word Syllabication - forming or dividing words into syllables Pronunciation - the manner in which someone utters a word Part of speech - e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection Part of speech - e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection Part of speech - e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected critical readers. The student is expected to: TxCCRS Fig19A CDS I. Key Cognitive Skills D Academic Behaviors. CDS II. Foundational Skills A Reading across the curriculum. Establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. Establish PURPOSES FOR SELECTED TEXTS BASED UPON OWN OR OTHERS DESIRED OUTCOME TO ENHANCE COMPREHENSION Establish PURPOSES FOR SELECTED TEXTS BASED UPON OWN OR OTHERS DESIRED OUTCOME TO ENHANCE COMPREHENSION Establish PURPOSES FOR SELECTED TEXTS BASED UPON OWN OR OTHERS DESIRED OUTCOME TO ENHANCE COMPREHENSION 2012, TESCCC 08/17/12 Page 8 of 50

9 Possible examples: Possible examples: Possible examples: To learn To learn To learn To interpret or follow directions To interpret or follow directions To interpret or follow directions To solve problems To solve problems To solve problems For enjoyment For enjoyment For enjoyment Fig19B Ask literal, interpretive, evaluative, and universal questions of text. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. Ask Ask Ask LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT Before, during, and after reading Before, during, and after reading Before, during, and after reading Literal question - knowledge level, factbased question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Literal question - knowledge level, factbased question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Literal question - knowledge level, factbased question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Interpretive question - may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Interpretive question - may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Interpretive question - may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Evaluative question - asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? Evaluative question - asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? Evaluative question - asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? 2012, TESCCC 08/17/12 Page 9 of 50

10 What do you feel about this? What do you believe about this? What is your opinion about this?) What do you feel about this? What do you believe about this? What is your opinion about this?) What do you feel about this? What do you believe about this? What is your opinion about this?) Universal question - an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) Universal question - an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) Universal question - an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions). Monitor, Adjust COMPREHENSION Use background knowledge Create sensory images (images created by using the five sensessight, smell, sound, touch, taste) Re-read a portion aloud Use contextual clues (refer to 6.2B) Generate literal, interpretive, evaluative, and universal questions (refer to 6.Fig19B) Ask for help Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION Summarize and synthesize (refer to 7.Fig19E) Make connections - textual, personal, and world (refer to 7.Fig19F) Create sensory images (pictures created by using the five sensessight, smell, sound, touch, taste) Summarize - to reduce large sections Summarize and synthesize (refer to 8.Fig19E) Make connections - textual, personal, and world (refer to 8.Fig19F) Create sensory images (pictures created by using the five sensessight, smell, sound, touch, taste) Summarize - to reduce large sections 2012, TESCCC 08/17/12 Page 10 of 50

11 of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Synthesize - combine elements and parts to form a coherent whole Synthesize - combine elements and parts to form a coherent whole Fig19D Make inferences about text and use textual evidence to support understanding. Fig19D Make complex inferences about text and use textual evidence to support understanding. Fig19D Make complex inferences about text and use textual evidence to support understanding. (Fiction, Expository) (Literary Nonfiction, Poetry, Drama, Persuasive) (Fiction, Expository) (Literary Nonfiction, Poetry, Drama, Persuasive) (Fiction, Expository) (Literary Nonfiction, Poetry, Drama, Persuasive) Make Make Make INFERENCES ABOUT TEXT COMPLEX INFERENCES ABOUT TEXT COMPLEX INFERENCES ABOUT TEXT Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Drawing conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Complex inference - goes beyond the explicit text. A complex inference can be a subtle inference. Subtle inference - is one in which the bits of information are not as easily connected Generalization - a conclusion about a group of persons, places, or things Drawing conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from Complex inference - goes beyond the explicit text. A complex inference can be a subtle inference. Subtle inference - is one in which the bits of information are not as easily connected Generalization - a conclusion about a group of persons, places, or things Drawing conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from 2012, TESCCC 08/17/12 Page 11 of 50

12 Use ELAR VERTICAL ALIGNMENT DOCUMENT TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING the information, and comes to a decision. The conclusion is generally based on more than one piece of information. the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Textual evidence - specific details or facts found in the text that support what is inferred Inductive reasoning - the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I ve ever felt is cold; therefore, all ice is cold) Inductive reasoning - the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I ve ever felt is cold; therefore, all ice is cold) Deductive reasoning - the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Deductive reasoning - the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Use Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence - specific details or facts found in the text that support what is inferred Textual evidence - specific details or facts found in the text that support what is inferred Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (Fiction, Expository) (Literary Nonfiction, Poetry, Drama, Persuasive) (Fiction, Expository) (Literary Nonfiction, Poetry, Drama, Persuasive) (Fiction, Expository) (Literary Nonfiction, Poetry, Drama, Persuasive) 2012, TESCCC 08/17/12 Page 12 of 50

13 Summarize, Paraphrase, Synthesize Summarize, Paraphrase, Synthesize Summarize, Paraphrase, Synthesize TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information in logical order Main ideas from the beginning, middle, and end Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information in logical order Main ideas from the beginning, middle, and end Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information in logical order Main ideas from the beginning, middle, and end Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Synthesize - combine elements and parts to form a coherent whole Synthesize - combine elements and parts to form a coherent whole Synthesize - combine elements and parts to form a coherent whole Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Fig19F Make connections between and across texts, including other media, (e.g., film, play) and provide textual evidence. Fig19F Make intertextual links among and across texts, including other media, (e.g., film, play) and provide textual evidence. 2012, TESCCC 08/17/12 Page 13 of 50

14 Make CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES Own experiences - things done or seen Ideas in other text - concepts that connect texts Larger community - a group of people who have the same interest or live in the same area Thematic link - a logical connection made between or among texts that share similar themes Author analysis Possible literary genres: Fiction Literary nonfiction Poetry Drama Possible informational genres: Expository Persuasive Procedural Make CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA Personal connections World connections Text connections Possible texts and media: Fiction Literary nonfiction Poetry Film (drama) Play (drama) Expository text Persuasive text Web-based article Documentary Advertisement Provide TEXTUAL EVIDENCE Textual evidence - specific details or facts found in text that support what is inferred Make INTERTEXTUAL LINKS AMONG AND ACROSS TEXTS, INCLUDING OTHER MEDIA Personal connections World connections Text connections Possible texts and media: Fiction Literary nonfiction Poetry Film (drama) Play (drama) Expository text Persuasive text Web-based article Documentary Advertisement Provide TEXTUAL EVIDENCE Textual evidence - specific details or facts found in text that support what is inferred 2012, TESCCC 08/17/12 Page 14 of 50

15 Provide TEXTUAL EVIDENCE Textual evidence - specific details or facts found in text that support what is inferred Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: TxCCRS E/LAS II. Reading C Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic. Infer THE IMPLICIT THEME OF A WORK OF FICTION, DISTINGUISHING THEME FROM THE TOPIC Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience. Implicit theme - refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme 7.3A Describe multiple themes in a work of fiction. Describe MULTIPLE THEMES IN A WORK OF FICTION Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience. Note: Some literature has more than one theme, while most shorter pieces have just one theme. 8.3A Analyze literary works that share similar themes across cultures. 2012, TESCCC 08/17/12 Page 15 of 50 Analyze LITERARY WORKS THAT SHARE SIMILAR THEMES ACROSS CULTURES Steps in analysis Recognize the difference between theme and topic in each literary work (fiction, nonfiction, poetry, drama) Determine if the theme is stated or implied in each literary work Decide if the theme is major or minor in each literary work

16 Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Note: Theme differs from topic in that theme is a comment, observation, lesson or insight about a subject. Topic is the subject. 6.3B Analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures. Analyze THE FUNCTION OF STYLISTIC ELEMENTS IN TRADITIONAL AND CLASSICAL LITERATURE FROM VARIOUS CULTURES Steps in analysis Identify stylistic elements Identify the function of the element in the text Explain how stylistic element contributes to the overall meaning Stylistic elements include, but are not 7.3B Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero s tasks, circle stories). Describe CONVENTIONS IN MYTHS AND EPIC TALES Extended simile The quest The hero s tasks Circle stories Possible conventions (common characteristics) of myths: Derives from traditional or ancient stories told orally Includes supernatural beings or Describe the lessons learned in each literary work and determine if the lessons are the same Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience. 8.3B Compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths). Compare, Contrast THE SIMILARITIES AND DIFFERENCES IN MYTHOLOGIES FROM VARIOUS CULTURES Ideas of afterlife Roles and characteristics of deities Purposes of myths Myth - a body of traditional or sacred stories to explain a belief or a natural happening 2012, TESCCC 08/17/12 Page 16 of 50

17 limited to: ELAR VERTICAL ALIGNMENT DOCUMENT Rule of three - a principle that states that things grouped or presented in threes create a more effective, satisfying, and memorable pattern. Examples include the three little pigs, the three Musketeers, or Aristotle's three types of speeches. Magic helper - a stylistic element used by the author in the genre of fantasy to introduce magic into the story (e.g., the fairy godmother in Cinderella) Possible functions of stylistic elements: Create mood Create tone Persuade For emphasis Engage the reader Stylistic element - manner of expression of the writer produced by choice of words, grammatical structures, uses of literary devices, and all the possible parts of language use. Style is more about how it is written than what is written. Traditional literature - stories that were originally oral and later became written text Classical literature - literature that is heroes Teaches a lesson or explains a belief or a natural happening Seeks to answer some of life s fundamental questions (e.g., Who are we? Why are we here?) Possible conventions (common characteristics) of epic tales: May be told as a long narrative poem Describes deeds of a traditional or historical hero Includes various narrative and literary techniques Circle story - a convention in myths and epic tales in which the story begins and ends in the same place. The place is usually a physical setting. Myth - a body of traditional or sacred stories to explain a belief or a natural happening Epic tale - a long narrative story dealing with supernatural beings or heroes 2012, TESCCC 08/17/12 Page 17 of 50

18 widely acknowledged for its outstanding and enduring qualities 6.3C Compare and contrast the historical and cultural settings of two literary works. Compare, Contrast THE HISTORICAL AND CULTURAL SETTINGS OF TWO LITERARY WORKS Possible elements of setting: Time - When is the story taking place? Place - Where is the story taking place? Environment - What does it feel like? (e.g., weather, mood, social conditions) Culture - What cultural influences are part of the setting? (e.g., geographic region, ethnicity, religion, etc.) Historical background - What historical influences are part of the setting? (e.g., historical events, movements, time periods, etc.) Setting - the time and place in which a narrative occurs. Elements of setting may include the physical, 7.3C Analyze how place and time influence the theme or message of a literary work. Analyze HOW PLACE AND TIME INFLUENCE THE THEME OR MESSAGE OF A LITERARY WORK Steps in analysis Identify the setting Identify the purpose, significance, and elements of setting Explain the influences of the setting on the theme or message Setting - the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. 8.3C Explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work. Explain HOW THE VALUES AND BELIEFS OF PARTICULAR CHARACTERS ARE AFFECTED BY THE HISTORICAL AND CULTURAL SETTING OF THE LITERARY WORK Describe the setting Identify and explain the values and beliefs of particular characters Explain the influence of the setting on each character s values and beliefs Setting - the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. 2012, TESCCC 08/17/12 Page 18 of 50

19 psychological, cultural, or historical background against which the story takes place. Reading/Comprehension of Literary Text/Poetry. 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: TxCCRS E/LAS II. Reading A Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. 6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 7.4A Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. 8.4A Compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). Explain HOW FIGURATIVE LANGUAGE CONTRIBUTES TO THE MEANING OF A POEM Figurative language - language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices Personification Metaphor Simile Hyperbole Personification - figurative language in Analyze THE IMPORTANCE OF GRAPHICAL ELEMENTS ON THE MEANING OF A POEM Steps in analysis Identify/locate/recognize capital letters, line length, and/or word position Determine why the author uses the graphic element(s) Explain how the graphic element(s) contribute to the meaning Graphical element - capital letters, line length, and word position; also called the shape of the poem Compare, Contrast THE RELATIONSHIP BETWEEN THE PURPOSE AND CHARACTERISTICS OF DIFFERENT POETIC FORMS Possible characteristics of poetry: Sound techniques (e.g., rhyme scheme, internal rhyme, onomatopoeia, alliteration, etc.) Graphic/structural elements (e.g., capital letters, line length, word position, refrain, stanza, line break, meter, rhyme, etc.) Literary language/devices (e.g., personification, metaphors, similes, hyperbole, imagery, sensory language, etc.) 2012, TESCCC 08/17/12 Page 19 of 50

20 which non-human things or abstractions are represented as having human qualities (e.g., necessity is the mother of invention) Metaphor - a subtle comparison in which the author describes a person or thing using words that are not meant to be taken literally (e.g., time is a dressmaker specializing in alterations) Simile - a comparison of two things that are essentially different, usually using the words like or as (e.g., O my love is like a red, red rose from Robert Burns, A Red, Red Rose ) Hyperbole - an intentional and extreme exaggeration for emphasis or effect (e.g., this book weighs a ton) Lyric poetry - short poems expressing personal feelings and emotions that may be set to music and often involves the use of regular meter Epic poetry - a long narrative poem, usually chronicling the deeds of a folk hero and written using both dramatic and narrative literary techniques (e.g., Homer's Iliad or John Milton s Paradise Lost) Other possible forms of poetry Narrative poetry - poetry that tells a story to entertain Humorous poetry - poetry that deals with amusing happenings Free Verse poetry - poetry composed of rhymed or unrhymed lines that have no set patterns. Free verse has a casual irregular rhythm similar to that of everyday speech. Reading/Comprehension of Literary Text/Drama. 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: (Grade 6) TxCCRS E/LAS II. Reading A Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line. 7.5A Explain a playwright s use of dialogue and stage directions. 8.5A Analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays. 2012, TESCCC 08/17/12 Page 20 of 50

21 Explain Explain THE SIMILARITIES AND DIFFERENCES IN THE SETTING, CHARACTERS, AND PLOT OF A PLAY AND THOSE IN A FILM BASED UPON THE SAME STORY LINE Setting - the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. Plot - the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action. Note: Refer to 6.3C for skills related to setting Refer to 6.6B for skills related to character Refer to 6.6A for skill related to plot A PLAYWRIGHT S USE OF DIALOGUE AND STAGE DIRECTIONS Dialogue - the line spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, characters, and other elements are established. Examples of uses of dialogue: Contributes to the movement of the plot Controls the pace of the story (e.g., a relaxed conversation slows the pace of a thriller while short, harsh sentences convey arguments that raise the tension) Reveals personality of characters (e.g., when they blurt out thoughts and motives they never meant to reveal) Creates character growth and development Stage directions - a playwright s descriptive comments that provide information about the dialogue, setting, and actions during the play. Examples of uses of stage directions: Describes the setting of the play and the props being used Analyze HOW DIFFERENT PLAYWRIGHTS CHARACTERIZE THEIR PROTAGONISTS AND ANTAGONISTS THROUGH THE DIALOGUE AND STAGING OF THEIR PLAYS Steps in analysis Identify protagonist and antagonist in two or more plays Identify what the protagonist/antagonist says to and about other characters Identify what other characters are saying about the protagonist/antagonist Identify staging (props, costumes, on- and off-stage position, body language, and facial expressions) Describe how each playwright s choice of dialogue and staging helped to develop their characters Staging - reveals the setting, time, and place (partially revealed through costuming) of the play and helps create mood Protagonist - a story s main character Antagonist - a character who opposes 2012, TESCCC 08/17/12 Page 21 of 50

22 Tells how a character is speaking (e.g., quietly, out of breath, shouting, etc.) Explains the characters actions (e.g., gestures, running across stage, shaking hands, etc.) Playwright - a person who writes plays the protagonist Playwright - a person who writes plays Dialogue - the line spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, characters, and other elements are established. Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding. Students are expected to: TxCCRS E/LAS II. Reading A Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. 6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, and denouement) in various works of fiction. Summarize 7.6A Explain the influence of the setting on plot development. Explain THE INFLUENCE OF THE SETTING ON PLOT DEVELOPMENT 8.6A Analyze the linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved. Analyze THE ELEMENTS OF PLOT DEVELOPMENT IN VARIOUS WORKS OF FICTION Exposition - an introduction that provides necessary details about characters and setting; the main problem or conflict is introduced Rising action - the part of the story that develops the problem/conflict Examples of the influence of the setting: Sets the mood Creates problems and/or solutions for the character Setting - the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. THE LINEAR PLOT DEVELOPMENTS Steps in analysis Identify elements in the linear plot (exposition, rising action, turning point/climax, falling action, denouement/resolution, and subplots) Identify the type of conflict Man vs. self 2012, TESCCC 08/17/12 Page 22 of 50

23 through a series of events that build interest and/or suspense; these events lead up to the climax/turning point Climax/turning point - the highest point in the story where the problem/conflict reaches its peak; the turning point can be the event right before the climax, or can also be considered the climax Falling action - the event(s) after the climax/turning point leading to the resolution Denouement/Resolution - the conclusion to the story that reveals the solution to the problem/conflict; not all stories have clear resolutions Possible works of fiction: Fantasy Mystery Historical fiction Science fiction Realistic fiction Plot - the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action. Summarize - to reduce large sections of text to their essential points and main ideas. Note: It is still important to Mood - the atmosphere or feeling created by the writer in a literary work or passage. Mood can be expressed through imagery, word choice, setting, voice, and theme. For example, the mood evoked in Edgar Allen Poe s work is gloomy and dark. Man vs. man Man vs. nature Man vs. machine Man vs. society Use textual evidence to determine the resolution of the conflict Linear plot - contains all of the plot elements in chronological order Sub plot - a secondary plot Conflict - in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). Resolution - the point in a literary work at which the story s problem is worked out To determine WHETHER AND HOW CONFLICTS ARE RESOLVED Possible examples of conflict resolution: Everybody wins Fight/run away/avoid 2012, TESCCC 08/17/12 Page 23 of 50

24 attribute summarized ideas to the original source. Conflict - in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). 6.6B Recognize dialect and conversational voice and explain how authors use dialect to convey character. Recognize DIALECT AND CONVERSATIONAL VOICE Explain HOW AUTHORS USE DIALECT TO CONVEY CHARACTER Dialect/conversational voice: Conveys the character s attitude, educational level, background, societal influences, etc. Dialect - language that is characteristic of a particular group of people or geographical region 7.6B Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Analyze THE DEVELOPMENT OF THE PLOT THROUGH THE INTERNAL AND EXTERNAL RESPONSES OF THE CHARACTERS, INCLUDING THEIR MOTIVATIONS AND CONFLICTS Internal response of a character - a response demonstrated though inner thoughts and feelings External responses of a character - a response demonstrated by the character through speech or action Steps of analysis Fight/resist Death Compromise Someone wins: someone loses Acceptance Unresolved 8.6B Analyze how the central characters qualities influence the theme of a fictional work and resolution of the central conflict. 2012, TESCCC 08/17/12 Page 24 of 50 Analyze HOW THE CENTRAL CHARACTERS QUALITIES INFLUENCE THE THEME OF A FICTIONAL WORK AND RESOLUTION OF THE CENTRAL CONFLICT Steps in analysis Determine the characters active goal Determine the emotional need of the characters Determine the characters major flaw Determine the characters

25 Note: Authors may use dialogue with or without dialect. Identify the character s unique human qualities Identify the character s internal conflict and motivation Identify the character s external conflict, motivation, and responses Determine its effect from the characters unique human qualities, motivations and conflicts Explain characters influence (through motivation and conflict) on plot development Possible examples of unique human qualities: Courage/fear Ambition/laziness Honesty/dishonesty Conflict - in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). Possible character motivations for decisions, actions, and changes: Intellectual motivation Emotional motivation Physical motivation background Explain the characters influence on the theme and conflict/ resolution Central character - the character(s) a reader follows through the story Conflict - in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). 2012, TESCCC 08/17/12 Page 25 of 50

26 6.6C Describe different forms of point-ofview, including first- and third-person. Importance of status 7.6C Analyze different forms of point of view, including first-person, thirdperson omniscient, and third-person limited. 8.6C Analyze different forms of point of view, including limited versus omniscient, subjective versus objective. Describe DIFFERENT FORMS OF POINT OF VIEW First-person - narrated by a character or characters inside the story using the pronoun I - usually the main character is narrating, but a minor character could also narrate or sometimes there can be multiple first person narrators Third-person - narrated by someone who is not directly involved in the story and is usually not identified by name and refers to the characters by their name or personal pronouns (e.g., he, she, they) Point of view - the perspective from which the events in the story are told; the vantage point or stance Analyze DIFFERENT FORMS OF POINT OF VIEW Steps in analysis Identify point of view Determine the advantage or disadvantage of the particular point of view First-person - narrated by a character or characters inside the story using the pronoun I - usually the main character is narrating, but a minor character could also narrate or sometimes there can be multiple first person narrators Third-person omniscient - the narrator tells the story in third person from an all-knowing perspective. The knowledge is not limited by any one character's view or behavior as the narrator Analyze DIFFERENT FORMS OF POINT OF VIEW Steps in analysis Identify point of view (first or third person) Determine the advantage or disadvantage of the particular point of view Determine whether the point of view is subjective or objective and limited or omniscient (third person only) Subjective - the narrator reveals the inner thoughts, feelings, and motivations of one or more characters. Objective - the narrator reveals only the actions and words without the benefit of the inner thoughts and feelings Third person/omniscient - the narrator tells the story in third person from an 2012, TESCCC 08/17/12 Page 26 of 50