TEKS/ELPS Correlations for DynEd s English for Success English I

Transcription

1 English I

2 English Language Arts and Reading, English I, Beginning with School Year (b) Knowledge & Skills (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) 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; *ELPS: 1 A, B, H; 4 A, C, E, F : Vocabulary is introduced in context in each of the five lessons per unit: Warm Up, School Life, School Subjects, World Talk Cards, and Speaking Up. Content specific vocabulary is introduced in School Subjects. Unit 1: School Subjects: Math 1 Unit 2: School Subjects: Science 1 Unit 3: School Subjects: Geography 1 Unit 4: School Subjects: English 1 Unit 5: School Subjects: Math 2 Unit 6: School Subjects: Science 2 Unit 7: School Subjects: Geography 2 Unit 8: School Subjects: English 2 Unit 9: School Subjects: World History Unit 10: School Subjects: Math 3 Guidelines; Extension Activities: Tasks & Activities: Extension Activities; Written : Vocabulary is introduced in context in each of the unit lessons. Content specific vocabulary is introduced in School Subjects. Unit 11: School Subjects: Science 4 Unit 12: School Subjects: Geography 3 Unit 13: School Subjects: History 2 Unit 14: School subjects: Math 4 Unit 15: School Subjects: English 3 Unit 16: School Subjects: Science 5 Unit 17: School Subjects: History 3 Unit 18: School Subjects: History & Politics Unit 19: School Subjects: Economics Unit 20: School Subjects: Psychology Correlations English I-EFS Page 2

3 (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; *ELPS: 1 A, B, H; 4 A, C, E, F : Extension Activities: Written : Extension Activities: Written Correlations English I-EFS Page 3

4 (C) produce analogies that describe a function of an object or its description; *ELPS: 1 A, B, H; 4 A, C, E, F Unit 1: Warm Up: girl on the left: black hair as girl on the right: red hair School Subjects: Math 1 +: add as -: subtract; x: multiply as / : divide Unit 2: School Subjects: Science 1 heavy: elephant as light: balloon; large: elephant as small: ant. Unit 3: World Talk Cards: mechanic: repair shop as pharmacist: pharmacy; artist: painting sunsets as dentist: fixing teeth Unit 4: School Subjects: English 1 noun: friend, cat, apple, job, school as pronouns: I, me, you, these, those Unit 5: School Subjects: Math 2 even numbers: 2, 4, 6 as odd numbers: 1, 3, 5 Unit 6: Warm Up: gloves: hands as goggles: eyes Unit 7: Warm Up: summer: hottest as winter: coldest. Unit 11: Warm Up: police officer: automobile accident as firefighter: fire School Subjects: Science 4 volume: sound as amplitude: sound wave Unit 12: School Subjects: Geography 3 Earth: Sun as moon: Earth Unit 13: School Subjects: History 2 sea: Greeks as rivers: other earlier civilizations Unit 14: School Subjects: Math 4 x: y as horizontal: vertical Unit 15: Warm Up: education: good jobs as lack of education: manual labor Unit 16: School Subjects: Science 5 C: Carbon as O: Oxygen Unit 17: School Subjects: History 3 Ataturk: Turkey as Khan: Mongolia Unit 18: School Subjects: History & Politics United States: country as NATO: Correlations English I-EFS Page 4

5 (D) 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); and *ELPS: 1 A, B, H; 4 A, C, E, F Unit 8: Warm Up: morning: wake up as night: sleep Unit 9: Warm Up: children: school as adults: jobs Unit 10: Warm Up: scale: weight as ruler: length Guidelines; Extension Activities: Tasks & Activities: Written : alliance Unit 19: School Subjects: Economics Food, water, clothing, shelter, healthcare: needs as goods or services that are nice but not necessary: wants Unit 20: School Subjects: Psychology Freud: free association as Galton: testing and statistics : Correlations English I-EFS Page 5

6 (E) 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. *ELPS: 1 A, B, H; 4 A, C, E, F : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. (2) 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: (A) analyze how the genre of texts with similar themes shapes meaning; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 6

7 (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (C) relate the figurative language of a literary work to its historical and cultural setting. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 7

8 (3) 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 analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 8

9 (4) 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 explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 9

10 (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 10

11 (C) analyze the way in which a work of fiction is shaped by the narrator's point of view; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (D) demonstrate familiarity with works by authors from non- English-speaking literary traditions with emphasis on classical literature. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 11

12 (6) Reading/Comprehension of Literary Text/Literary Nonfiction. 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. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Correlations English I-EFS Page 12

13 (7) Reading/Comprehension of Literary Text/Sensory Language. 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. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, Unit 2: School Subjects: Science 1 Without energy from the Sun, we cannot live. For example, we get energy from the Sun in our food. Plants get energy from the Sun. We eat plants. We also eat meat from animals, such as fish. These animals eat plants or other animals. Our food gives us energy to live. Without food we cannot live. Unit 5: School Life: She also has something to drink, either milk or juice. She prefers milk and juice to soft drinks. She thinks soft drinks are too sweet. Unit 6: Warm Up: These two students are in a science class. Today they are doing an experiment. They are both smiling because they are having fun. Sometimes science can be dangerous. These students are being very careful. They are wearing gloves on their hands and goggles over their eyes. Unit 7: Warm Up: Spring is the season of birth and growth. In spring, the Unit 11: School Subjects: Science 4 If you drop a rock into a pool of water, you ll see waves. If you push a spring, you ll create a longitudinal wave. When sound waves reach your ear, your eardrum vibrates. Unit 12: School Subjects: Geography 3 When water falls from a rain cloud, it is in a liquid form. When water is in the form of an ice cube, it is in solid form. When water evaporates form a boiling pot, it is in vapor, or gaseous, form. Unit 13: Warm Up: This brown bear is catching a fish from a river. A bear can eat from eighty to ninety ponds of food each day. They have to eat a lot during the summer so that they can survive through the cold winter months. Unit 14: Warm Up: These two people are hungry and would like to find a restaurant. They are looking at a street map for directions. Unit 15: Correlations English I-EFS Page 13

14 weather changes form cold to warm. In Spring, the weather gets warmer. Unit 8: Warm Up: Evening is when most people return home from work. The people in these cars are driving home. After they get home, they are going to eat dinner. Unfortunately, the traffic is slow. There are too many cars on the road. Unit 9: School subjects: World History After becoming king, Alexander led his army into many battles. In all these battles, his army never lost. As a general, Alexander was a brave leader. Unit 10: World Talk Cards: This beach is a nice palace to take a walk. This man often comes to the beach to relax and look at the ocean. Guidelines; Extension Activities: Tasks & Activities: Written Warm Up: She is using a microscope to look at some bacteria. They earn a living by picking tea leaves in the hot Sun. Unit 18: Warm Up: The girl on this hospital bed is in a lot of pain. She is being treated for a serious illness. They are feeding her liquids because she's unable to eat regular foods. Unit 20: Warm Up: Salmon spend most of their lives at sea but return to fresh water to lay eggs. They often travel hundreds of miles upstream in order to reproduce. Salmon are born in freshwater, but migrate to the ocean to live. Somehow, salmon return to the same stream where they were born. Some scientists believe that salmon follow their sense of smell to find the stream. Eventually they build their nest in gravel and lay their eggs. It is a very difficult journey for the salmon and most die. Guidelines; Extension Activities: Tasks & Activities: Written Correlations English I-EFS Page 14

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16 (8) Reading/Comprehension of Informational Text/Culture and History. 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. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : Extension Activities: Written : Extension Activities: Written Correlations English I-EFS Page 16

17 (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) differentiate between opinions that are substantiated and unsubstantiated in the text; *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : ; : : : Correlations English I-EFS Page 17

18 (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (D) 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. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : : : Correlations English I-EFS Page 18

19 (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience; and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, (B) analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors' propositions. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English I-EFS Page 19

20 (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); and *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : : Correlations English I-EFS Page 20

21 (B) analyze factual, quantitative, or technical data presented in multiple graphical sources. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I; 4 C, D, F, G, I, J, : Students interpret their study records with completion percentages and the Intelligent Tutor's analysis of their progress. Unit 1: School Subjects: Math 1 Illustrations Unit 2: School Life: Student school schedule Unit 3: School Life: School map School Subjects: Geography 1 Illustrations Unit 4: School Life: Neighborhood map Unit 5: School Life: Illustrations Locations: Map Unit 6: Warm Up: Illustrations. Unit 7: School Subjects: Geography 2 Graphic, lines of latitude, lines of longitude. Unit 8: School Life: Illustrations. Unit 9: World talk Cards: Memory game Unit 11-20: Students interpret their study records with completion percentages and the Intelligent Tutor's analysis of their progress. Unit 11: School Subjects: Science 4 Illustrations Unit 12: School Subjects: Geography 3 Maps; illustrations Unit 13: School Subjects: History 2 Graphs; illustrations Unit 14: School Subjects: Math 4 Graphs Unit 15: School Subjects: English 3 Lists Unit 16: School Subjects: Science 5 Illustrations Unit 17: School Subjects: History 3 Illustrations Unit 18: School Subjects: History & Politics Illustrations Correlations English I-EFS Page 21

22 graphic Unit 10: School Subjects: Math 3 Illustrations Unit 19: School Subjects: Economics Graphs, illustrations Unit 20: School Subjects: Psychology Illustrations Correlations English I-EFS Page 22

23 (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus nonvisual texts; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : All lessons are multimedia. : All lessons are multimedia. : All lessons are multimedia. : All lessons are multimedia. Correlations English I-EFS Page 23

24 (C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, Correlations English I-EFS Page 24

25 (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English I-EFS Page 25

26 (B) 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; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, (C) 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; *ELPS: 1 A, B, H; 4 C, D, F, G, I, J, : : Correlations English I-EFS Page 26

27 (D) edit drafts for grammar, mechanics, and spelling; and *ELPS: 1 A, B, H; 5 C, D, E, F (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : : : Correlations English I-EFS Page 27

28 (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) 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; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English I-EFS Page 28

29 (C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone. *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write an analytical essay of sufficient length that includes: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; and Correlations English I-EFS Page 29

30 (v) relevant information and valid inferences; (B) write procedural or workrelated documents (e.g., instructions, s, correspondence, memos, project plans) that include: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (i) organized and accurately conveyed information; and (ii) reader-friendly formatting techniques; (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: ELPS: 1 A, B, H; 4 C, D, E, F, G, I, J, (i) extends beyond a summary and literal analysis; Correlations English I-EFS Page 30

31 (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; and (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, Correlations English I-EFS Page 31

32 (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (C) counter-arguments based on evidence to anticipate and address objections; *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English I-EFS Page 32

33 (D) an organizing structure appropriate to the purpose, audience, and context; and *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (E) an analysis of the relative value of specific data, facts, and ideas. *ELPS: 1 A, B, H; 5 B, C, D, E, F, G (17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: *ELPS: 1 A, B, H; 5 B, C, D, E, F, G Correlations English I-EFS Page 33

34 (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); Unit 1: All sentences are active voice. Warm Up: These two girls are both laughing. School Life: What classes are you taking? Which class are you going to now? World Talk Cards: He's introducing them to each other. Unit 2: Warm Up: He's looking at some pictures. School Life: She's taking seven classes. School Subjects: Math 1 What is ten divided by five? World Talk Cards: After waking up, he takes a bath. Unit 3: Warm Up: They are watching a football game. It's called a stadium. School Life: I'm going there, too. School Subjects: Geography 1 The earth is divided into time zones. World Talk Cards: He's teaching math. Unit 4: Warm Up: A storm is coming. World Talk Cards: It's hot and sunny, and they're playing volleyball. Unit 11: Warm up: The mother is crying because nobody has been hurt. The police officer has asked to see the man s driver s license. This mail carrier enjoys delivering the mail. School Subjects: Science 4 Sound waves are produced by vibrations. Scientists have been trying to describe light for thousands of years. Unit 12: Warm Up: The Tower of London was built to protect and control the city of London. Today the Tower of London is being used as a museum. Unit 13: School Subjects: History 2 It is called the Stone Age because stone was the main material used for making tools and weapons. Irrigation was needed to channel water away from the river. Unit 14: Warm Up: An increase in air traffic has caused the sky to become crowded. Some decisions are made by groups of people. Unit 15: Correlations English I-EFS Page 34

35 Speaking Up: Why is the earth divided into time zones? Unit 5: Warm Up: Traveling by airplane is the fastest way to travel a long distance. School Subjects: Math 2 They are multiples of three because they can be divided by three. For example, thirty-six divided by three is twelve. Unit 6: Warm Up: Both of the girls are reading history books. School Subjects: Science 2 As a result, the space around a black hole is curved. Unit 7: Warm Up: These people are walking in a park. School Subjects: Geography 2 Most of the Earth's surface is covered by water. Mountains are formed by forces within the Earth. The Himalayas, for example, are formed because the southern part of Asia is moving northward. Unit 8: Warm Up: This girl is turning off her alarm clock. After she turns off her Warm Up: She has been working on an essay for about a week. School Subjects: English 3 These pronouns are used as subjects. Unit 16: Warm Up: Wearing a mask can help stop the virus before it enters the air. School Life: People are really divided on whether or not we need more nuclear power plants. School Subjects: Science 5 They are surrounded by a structure called the cell membrane. This process is called cytokinesis. Unit 17: School Subjects: History 3 Genghis Khan also introduced a new system of laws. Up to this time, kidnapping and selling women for marriage was a Mongol tradition. It caused a lot of fighting, but this was now outlawed. Stealing animals was also a problem in Mongol society. This was also made illegal. He also created a system of paper money and a postal service. Unit 18: Warm Up: Today she is being shown the correct way to hold the chalk. Correlations English I-EFS Page 35

36 alarm clock, she s going to get up. Unit 9: Warm Up: School is finished and some of them are going home. They are laughing and having a good time. Older people have time for reading and other activities. Unit 10: Warm Up: When people get old, they often stop working. Older people have time for reading and other activities. This man has gray hair and he's wearing glasses. He's reading a story to his granddaughter. H her how to read. O spending time with their family. School Subjects: Math 3 Time is measured in units of seconds. Technique is important, especially in art. Since she goes to class often, she's learning new things each day. Her instructor is highly skilled, and she can learn a lot from him. Unit 19: School Subjects: Economics Services are provided for you by others, such as doctors and cooks. When you are given a credit card, you are given a line of credit. If the costs are not covered, the company will lose money, even if the game sells very well. Unit 20: School Subjects: Psychology In this method, his patients were told to relax and say w their minds in response to words spoken by Freud. This kind of stimulus-response learning is called conditioning. For his discovery, Pavlov is sometimes called the founder of behaviorism. Correlations English I-EFS Page 36

37 (ii) restrictive and nonrestrictive relative clauses; and Unit 6: School Subjects: Science 2 Therefore, electrons that are far away from the nucleus may escape from the atom. Unit 7: School Subjects: Geography 2 A river is water that flows from high ground to low ground. Unit 8: School Subjects: English 2 Someone who plays tennis very well plays better than someone who plays fairly well. Unit 9: School Subjects: World History Aristotle taught that the Earth was the center of the universe. He also taught that heavier objects fall faster than lighter ones. Unit 10: School Subjects: Math 3 A day is 24 hours, so a day is 24X60 X60 seconds, which is 86,400 seconds. Unit 11: Warm Up: The letter is from her best friend, who lives in another country. Unit 12: School Subjects: Geography 3 Out solar system also includes moons, such as our moon, which revolve around planets. Unit 13: School Subjects: History 2 Babies that were not healthy were not cared for and were allowed to die. Unit 14: School Subjects: Math 4 In this lesson, we ll look at a bar graph that shows the male and female population in China across different age ranges. Unit 15: School Subjects: English 3 When we talk about event that occurred at a specific point in the past, we use this form V (d) as in His plane arrived yesterday. Unit 16: Warm Up: It eats insects that land on the elephant's back. It also eats frogs and other animals that live near the Correlations English I-EFS Page 37

38 water. School Subjects: Science 5 Some cells contain a nucleus, which contains genetic material. Unit 17: School Subjects: History 3 Following these changes, Turkey became a secular country, which meant that Islam was no longer the state religion. A 2003 DNA study revealed that about 16 million men in the former Mongol Empire carry a genetic marker that developed in one family in Mongolia about 1,000 years ago. Unit 18: Warm Up: Trees also provide the oxygen that we need to breathe and live. School Subjects: History & Politics They have a government, which is the institution ruling the land and the people. Unit 19: School Subjects: Economics A skilled workforce can provide goods and services that can be traded for food and other basic goods and services. Similarly, a car has a value Correlations English I-EFS Page 38

39 that is measured by its price. Credit cards are usually issued to people who have proven they can pay. Unit 20: Warm Up: Usually, they form unusual patterns that are difficult to reproduce. Somehow, salmon return to the same stream where they were born. Sensory memory involves our senses, which include vision, hearing, taste, touch and smell. Correlations English I-EFS Page 39

40 (iii) reciprocal pronouns (e.g., each other, one another); Unit 1: World Talk Card: He's introducing them to each other. Unit 6: School Subjects: Science 2 Electrons repel each other because they have the same charge. Unit 11: School Subjects: Science 4 The period and frequency of a wave are reciprocals of each other. Unit 13: Warm Up: This old woman and her cat need each other. Unit 14: Warm Up: His job is to keep airplanes at a safe distance from each other. Sometimes people disagree with each other. Unit 16: School Subjects: Science 5 These two copies, called chromatids, are identical DNA copies of each other. Unit 18: School Subjects: History & Politics In December 1914, two armies faced each other across a frozen battlefield. Unit 19: Warm Up: These two friends are giving each other a hug. Unit 20: School Subjects: Psychology Neurons use chemical signals to communicate with each other. Correlations English I-EFS Page 40

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42 (B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and *ELPS: 1 A, B, H; 5 E, F Unit 18: School Subjects: History & Politics If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. Unit 20: School Life: What would happen if she broke something or sprained an ankle? If you'd rather learn French, then, if I were you, I'd take French. Correlations English I-EFS Page 42

43 (C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). *ELPS: 1 A, B, H; 5 E, F Complete simple, compound, and complex sentences are modeled in the following units: Unit 1: School Life: She loves music, and she can play the violin. School Subjects: Math 1 These two sides are equal, and these two sides are equal. Unit 2: School Subjects: Science 1 Air takes up space, but it has no shape.. Unit 3: Warm Up: This building is round, and it has no roof. School Subjects: Geography 1 When you travel from Tokyo, Japan to San Francisco, you cross seven time zones. Unit 4: Warm Up: Cloudy days are usually cool, but sometimes they are not. School Life: My dad's a pilot, and my mom works at the airport. School Subjects: English 1 The word 'friend' is a noun because a friend is a person. Unit 5: Complete simple, compound, and complex sentences are modeled in the following units: Unit 11: School Subjects: Science 4 The wave height is called the amplitude, and the distance from crest to crest is called the wavelength. Light refracts, or bends, when the part of the object slows down, but the part of the object outside of the object stays at the same speed. Unit 12: Warm Up: Building the wall was dangerous, and many people died during its construction. School Life: If I don t do better, she is going to call my mother. School Subjects: Geography 3 When the precipitation falls to ground, it may become part of a stream, an ocean, or snow on top of a mountain. Unit 13: Warm Up: He is very helpful, and he knows a lot about plants. School Subjects: History 2 As the earth slowly warmed, people discovered they could grow food. Unlike the earlier civilizations that Correlations English I-EFS Page 43

44 School Subjects: Math 2 If you have $2.00, you can buy the pizza, or you can buy both the orange and the apple. If you pay with two onedollar bills, you will get fifty cents in change. Unit 6: Warm Up: It isn t easy, and it takes a lot of practice.. School Life: Her lesson is from 4:30 to 5:15 and his lesson is from 5:15 to 6:00. School Subjects: Science 2 Its speed doesn't change because the force of gravity is perpendicular to its motion. Unit 7: Warm Up: These people are walking in a park. In winter, the nights are long and the days are short. School Subjects: Geography 2 The sky is blue because the atmosphere scatters light from the Sun. You can see this when you look at a rainbow. World Talk Cards: Winter is the coldest season of the year and some places get lots of snow. Unit 8: grew up around rivers, the Greek civilization grew up around the Aegean Sea. Unit 14: Warm Up: Groups such as this are useful because they can represent different points of view. School Subjects: Math 4 To keep the equation balanced, whatever we do to one side of the equation, we have to do to the other side. Unit 15: Warm Up: This boy doesn t go to school, but he is learning how to read and write. Although he doesn t go to school, he wants to get an education. Unit 16: School Subjects: Science 5 If bees don't do their work, the plant can't reproduce. Plants depend on it directly, and animals depend on it indirectly. Unit 17: School Subjects: History 3 By 1915, he was a national hero, and by the age of 35, he had become a general. Ataturk started making changes in 1924 when he replaced Correlations English I-EFS Page 44

45 Warm Up: This girl is turning off her alarm clock. People wake up because it gets light in the morning. School is finished and some of them are going home. Unit 9: Warm Up: When life begins, everything is new. When we re children, we learn to read and write. This man has gray hair and he's wearing glasses. Unit 10: Warm Up: After they weigh it, they are going to record its weight in a notebook. School Subjects: Math 3 A week is seven days, so a week is 7 x 24 x 60 x 60 seconds. Guidelines; Extension Activities: Tasks & Activities; Written religious schools with public, nonreligious schools. The War took three years, and by the end of 1922, the Turkish army had won and the country was free. Unit 18: School Subjects: History & Politics These alliances were formed to defend each of the member countries within the alliance. If a member country were attacked, then the combined forces of all of the countries within its alliance would help in its defense. The number of independent states in the world doubled during this time, but many former colonies became autocracies instead of democracies. But when the truce was over, the soldiers returned to their trenches and the killing began again. Unit 19: School Subjects: Economics For example, people need clothes, but they may not need the latest fashions. However, even a good government may have difficulty if the country doesn't have the resources necessary to support its economy. These Correlations English I-EFS Page 45

46 resources include natural resources such as fresh water supplies or sufficient rain for agriculture. Unit 20: School Subjects: Psychology The brain can discard it, or the brain can transfer the information to the short-term memory. The brain makes this decision through selective attention. If you pay attention to something, the sensory information gets transferred to short-term memory. Guidelines; Extension Activities: Tasks & Activities; Written Correlations English I-EFS Page 46

47 (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and *ELPS: 1 A, B, H; 5 D, E, F : Conventions of capitalization are modeled throughout all lessons. : Conventions of capitalization are modeled throughout all lessons. pp General Classroom (B) use correct punctuation marks including: *ELPS: 1 A, B, H; 5 D, E, F (i) quotation marks to indicate sarcasm or irony; Correlations English I-EFS Page 47

48 (ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and Unit 1: Warm Up: Here are three students, two girls and a boy. School Life: Tina has a brother, Alex. World Talk Cards: They have three kids, two daughters and a son. Unit 2: School Life: I have a different English teacher, Mr. Gomez, at 12:35. School Subjects: Science 1 For example, water can be a solid, ice. Solids, like ice, have shape. Unit 4: School Life: Alex: I live on 18th Avenue, near the park. Unit 5: Warm Up: It's traveling to Tokyo, the capital of Japan. School Subjects: Math 2 The largest number, 5, is 4 more than the smallest number, 1. Unit 6: School Life: Twice a week, on Wednesdays and Fridays, she goes swimming at a pool near her house. Unit 7: School Subjects: Geography 2 There are seven continents, including Australia, Europe and South America. Unit 11: School Subjects: Science 4 This distance, the wavelength, defines a cycle. Unit 12: School Subjects: Geography 3 Gasses in the atmosphere, such as carbon dioxide, help warm the Earth. Unit 13: School Subjects: History 2 Huge sheets of ice, called glaciers, covered most of the Earth. Unit 16: Warm Up: However, if these chemicals aren't used carefully, they could kill other insects such as bees. Unlike bees, mosquitoes don't have a relationship with plants or animals. School Subjects: Science 5 Other forms of life, like bacteria, are made up of only one cell. Unit 17: School Life: Sure, but what can our representatives do? School Subjects: History 3 Following these changes, Turkey became a secular country, which meant that Islam was no longer the state religion. There was a separation Correlations English I-EFS Page 48

49 Unit 9: School Subjects: In 322 B. C., when he was 62 years old, Aristotle died. Unit 10: School Subjects: Math 3 If you measure longer lengths of time, you usually use a larger unit of measure, such as a year. between religion and government. In 1934, women were given the right to vote, as Ataturk believed that women were equal to men. The Sultan agreed, but then murdered the first Mongol trade convoy of 450 merchants, and stole their goods. Unit 18: School Subjects: History & Politics They include a defined territory, which is land enclosed by borders. Language Extension: Instead, they talked and drank and sang together and exchanged gifts. Unit 20: School Subjects: Psychology You are changing connections between neurons, which are the nerve cells in your brain. Correlations English I-EFS Page 49

50 (iii) dashes to emphasize parenthetical information. Unit 3: School Life: You have your p.e. class there, you know, sports -- like volleyball and basketball. Unit 11: School Subjects: Science 4 Particle or wave? that question is still debated. Unit 14: School Subjects: Math 4 Each point has two coordinates - an x coordinate and a y coordinate. Unit 15: School Subjects: English 3 When we talk about event that occurred at a specific point in the past, we use this form V (d) as in His plane arrived yesterday. Unit 18: School Subjects: Economics The states that make up the United States - like California or Texas - have only limited sovereignty. Correlations English I-EFS Page 50

51 (19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. *ELPS: 1 A, B, H; 5 C : Conventions of appropriate spelling are modeled throughout all lessons. Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. : Conventions of appropriate spelling are modeled throughout all lessons. Clicking the text button gives students the spelling of any word or group of words that appear in the program. Clicking on a highlighted word brings up a Glossary entry for that word. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English I-EFS Page 51

52 (B) formulate a plan for engaging in research on a complex, multi-faceted topic. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, : : Correlations English I-EFS Page 52

53 (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; 4 C, D, F, G, I, J, (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). *ELPS: 1 A, B, H; 4 J, K; 5 G : : (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; *ELPS: 1 A, B, H; 4 J, K; 5 G : : Correlations English I-EFS Page 53

54 (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and *ELPS: 1 A, B, H; 4 J, K; 5 G (C) critique the research process at each step to implement changes as the need occurs and is identified. *ELPS: 1 A, B, H; 4 J, K; 5 G : : : : (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G : : Correlations English I-EFS Page 54

55 (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (C) uses graphics and illustrations to help explain concepts where appropriate; *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G : : Correlations English I-EFS Page 55

56 (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. *ELPS: 1 A, B, H; 4, J, K; 3A, C, D, E, F, G, H, I; 5 B, C, D, E, F, G (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; : : Correlations English I-EFS Page 56

57 (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J; (C) evaluate the effectiveness of a speaker's main and supporting ideas. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J : : Correlations English I-EFS Page 57

58 (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I : : Correlations English I-EFS Page 58

59 (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, E, F, G, H, I, J : : Source: The provisions of this adopted to be effective September 4, 2008, 33 TexReg Correlations English I-EFS Page 59