TEKS/ELPS Correlations for DynEd s First English Fourth Grade
|
|
- Samantha Shepherd
- 6 years ago
- Views:
Transcription
1 TEKS/ELPS Correlations for DynEd s First English Fourth Grade English Language Arts and Reading, Grade 4, Beginning with School Year
2 TEKS/ELPS Correlations for (b) Knowledge and skills (1) Reading/Fluency. Students read gradelevel text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. *ELPS: 1 A, B, H; 4 A, B, C, F, 5 A, B, C : Dialogs 1, 2, 3: (reading/fluency addressed throughout) Listening 1, 2: (reading/fluency addressed throughout) Vocabulary 1, 2, 3, Quiz: (reading/fluency addressed throughout) Games 1, 2, 3: (Reading words/names and short answers for comprehension check and Quiz questions from stories after each section.) Exercises: All (from Teacher s Guide, IG.) (Spoken responses elicited throughout leading toward fluency.) : Dialogs 1,2: (reading/fluency addressed throughout) Listening 1, 2 3: (reading/fluency addressed throughout) Vocabulary 1, 2, 3, Quiz: (reading/fluency addressed throughout) Games 1, 2, 3: (Reading words/names and short answers for comprehension check and Quiz questions from stories after each section.) Exercises: All (from TG). Spoken responses elicited throughout leading toward fluency.) (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: TEKS/ELPS Correlations 4 th Grade DK Page 2
3 TEKS/ELPS Correlations for (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C : Dialogs 1, 2: (word meanings, roots, affixes addressed throughout) Listening 1, 2: (word meanings, roots, affixes addressed throughout) Vocabulary 1, 2, 3: (word meanings, roots, affixes addressed throughout) Quiz (Comprehension Checks and Quiz require students to determine the meanings of many English words.) Games 1, 2, 3: (utilize and address word meanings, roots and affixes throughout) Exercises: All (from TG) (also require them to demonstrate their comprehension of the meanings of many words.) : Dialogs 1, 2: (word meanings, roots, affixes addressed throughout) Listening 1, 2: (word meanings, roots, affixes addressed throughout) Vocabulary 1, 2, 3: (word meanings, roots, affixes addressed throughout) Quiz (Comprehension Checks and Quiz require students to determine the meanings of many English words.) Games 1, 2, 3: (utilize and address word meanings, roots and affixes throughout) Exercises: All (from TG) (also require them to demonstrate their comprehension of the meanings of many words.) TEKS/ELPS Correlations 4 th Grade DK Page 3
4 TEKS/ELPS Correlations for (B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C (C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male: or girl:woman as boy: ); *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C (D) identify the meaning of common idioms; and *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C Unit 1: Dialogs 1, 2: lunchroom, hungry, downstairs, behind Listening 1, 2: new students, first day Vocabulary 1, 2, 3, Quiz: (Wh- questions in Quiz and Comprehension Checks. Units 2-8: Games 2 Fill-in Game. Exercises: All (from TG.) Unit 1: Vocabulary 2: antonyms (open/closed) synonyms (near/next to). Unit 2: Listening 2: antonyms (right/left), Vocabulary 1: antonyms (in front of/behind), synonyms (nearest/closest). Unit 4: Listening 1: antonyms (nearest/farthest) Unit 5: Listening 2: antonyms (sad/happy) Unit 7: Vocabulary 3: antonyms (big/little) : Games: Fill-in Game. Exercises: All (from TG.) Unit 10: Listening 2: antonyms (beginning/end) Unit 15: Vocabulary 1: antonyms (addition/subtraction, multiplication/division) TEKS/ELPS Correlations 4 th Grade DK Page 4
5 TEKS/ELPS Correlations for (E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. *ELPS: 1 A, B, H; 2 A, B; 3 A; 4A; 5 A, C (3) 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) summarize and explain the lesson or message of a work of fiction as its theme; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G : Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG), (students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) : Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG), (each unit contains a short story about the characters in the series. Students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) TEKS/ELPS Correlations 4 th Grade DK Page 5
6 TEKS/ELPS Correlations for (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G : Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG) (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Unit 9-16: Games 1, 2, 3: (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) Exercises: All (from TG) (each unit contains a short story about the characters in the series. The students are asked to respond to the messages conveyed by each of these stories through reading related questions and responding.) TEKS/ELPS Correlations 4 th Grade DK Page 6
7 TEKS/ELPS Correlations for (4) 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 explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 7
8 TEKS/ELPS Correlations for (5) 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 describe the structural elements particular to dramatic literature. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (6) 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) sequence and summarize the plot s main events and explain their influence on future events; *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G : (TG): p. 15 Dialogs, 16 Listening and Vocabulary activities; p. 18 Written Exercises : (TG): p. 15 Dialogs, 16 Listening and Vocabulary activities; p. 18 Written Exercises TEKS/ELPS Correlations 4 th Grade DK Page 8
9 TEKS/ELPS Correlations for (B) describe the interaction of characters including their relationships and the changes they undergo; and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G Unit 1: Dialogs 1: Let s have lunch together Exercises: All (from TG) Unit 3: Listening 3: Eddy short/fast, Tom big/tall Exercises: All (from TG) Unit 6: Dialogs 1: She s very good at English Exercises: All (from TG) Unit 7: Dialogs 2: stay home, visit grandmother Exercises: All (from TG) Unit 8: Dialogs 1: practice violin, do homework Exercises: All (from TG) Unit 9: Listening 3: Likes to go shopping Exercises: All (from TG) Unit 10: Dialogs 1: Canada, good ice skater Exercises: All (from TG) Unit 11: Dialogs 1: afraid, not afraid Exercises: All (from TG) Unit 12: Dialogs 2: What do you want to be? Exercises: All (from TG) Unit 14: Dialogs 1: prefer summer, spring, autumn Exercises: All (from TG) Unit 15: Listening 3: studied hard, didn t study hard Exercises: All (from TG) Unit 16: Dialogs 1: afraid of the dark, like the dark Exercises: All (from TG) TEKS/ELPS Correlations 4 th Grade DK Page 9
10 TEKS/ELPS Correlations for (C) identify whether the narrator or speaker of a story is first or third person. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (7) 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 identify similarities and differences between the events and characters experiences in a fictional work and the actual events and experiences described in an author s biography or autobiography. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 10
11 TEKS/ELPS Correlations for (8) 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 identify the author s use of similes and metaphors to produce imagery. *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 11
12 TEKS/ELPS Correlations for (9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, E, G, H; 5 A, B, C, D, E, F, G Unit 6: Exercises B1: (from TG) completing compound sentences, answering comprehension questions. Unit 9: Exercises B 1, 2, 3: (from TG) reproducing sentences from dialogs, word order. Unit 11: Exercises A1: (from TG) logical sequence in writing ( He was sick. He wasn t there. ), word order. Unit 12: Exercises A1: (from TG) read sentences independently and fill in blanks. Unit 13: Exercises A1: (from TG) read sentences independently and fill in blanks. Unit 14: Exercises A1: (from TG) read sentences independently and fill in blanks. Unit 15: Exercises A1: (from TG) read sentences independently and fill in blanks. Unit 16: Exercises A1: (from TG) word order, filling in single words to complete stories. TEKS/ELPS Correlations 4 th Grade DK Page 12
13 TEKS/ELPS Correlations for (10) 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 difference between a stated and an implied purpose for an expository text. *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G 11) 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 the main idea and supporting details in text in ways that maintain meaning; *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G : (written Wh- questions throughout.) : (written Wh- questions throughout.) TEKS/ELPS Correlations 4 th Grade DK Page 13
14 TEKS/ELPS Correlations for (B) distinguish fact from opinion in a text and explain how to verify what is a fact; *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G Unit 8: Exercises D1: (from IG) like/dislike. Unit 2: Listening 3: introduces cause and effect (what happens when you eat too much candy?) Unit 4: Listening 2: schedule, sequence Unit 7: Listening 1: schedule, rainy day Unit 8: Listening 1: compares schedules, effect of weather Unit 5: Vocabulary 1: feels bad because he has a toothache Unit 6: Vocabulary 1: windy day, fly a kite : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] Unit 10: Listening 1: if today is Monday then Wednesday is the day after tomorrow Exercises A1: (from TG) last weekday Unit 11: Listening 3: throw away trash, keep playground clean Exercises A1: (from TG) sequence. Unit 12: Listening 1: sick, medicine, feel better. Exercises A1: (from TG) sequence Unit 13: Dialogs 1: step on rock, grab branch. Exercises A1: (from TG) cause and effect : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 18 Written Exercises [The representation of text on the multimedia device will always conform to the conventions of a paper-based text.] TEKS/ELPS Correlations 4 th Grade DK Page 14
15 TEKS/ELPS Correlations for (12) 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 explain how an author uses language to present information to influence what the reader thinks or does. *ELPS: 1, A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G (13) 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) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G, I Unit 1: Listening 1: order and sequence, first, second, third, on the first floor. Unit 4: Listening 2: sequence of class schedule. Unit 7: Listening 1: sequence of class schedule. Unit 8: Listening 1: discuss schedules, sequences, time and the terms associated with those concepts. Unit 9: Listening 1: how to get coat. Unit 10: Listening 1, 2: days of week, months of year, sequence. Unit 13: Dialogs 1: step on rock, grab branch Unit 14: Vocabulary 1: sequence of seasons. Unit 15: Listening 3: Time, Sequence, Schedules, Calendars, Seasons. Problem solving activities. (coming down from the tree.) TEKS/ELPS Correlations 4 th Grade DK Page 15
16 TEKS/ELPS Correlations for (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). *ELPS: 1 A, B, H; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G, I : (Uses graphics throughout to present/explain factual information. Each unit is introduced with a series of slides with dialogue. Information on vocabulary, grammar and phonics is presented pictorially and interactively.) Games 1, 2, 3: (The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.) : (Uses graphics throughout to present/explain factual information. Each unit is introduced with a series of slides with dialogue. Information on vocabulary, grammar and phonics is presented pictorially and interactively.) Games 1, 2, 3: (The computer gives oral feedback depending on the response. Icons are used to give direction and guide students to appropriate responses when needed.) (14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior; *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G, I TEKS/ELPS Correlations 4 th Grade DK Page 16
17 TEKS/ELPS Correlations for (B) explain how various design techniques used in media influence the message (e.g., pacing, closeups, sound effects); and *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G, I (C) compare various written conventions used for digital media (e.g. language in an informal vs. language in a web-based news article) *ELPS: 1 A, B, H; 2 A, B, C, D, E, F, G, H, I; 3 A, B, C, D, H; 4 A, B, C, G; 5 A, B, C, D, E, F, G, I (15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: TEKS/ELPS Correlations 4 th Grade DK Page 17
18 TEKS/ELPS Correlations for (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (B) develop drafts by categorizing ideas and organizing them into paragraphs; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (D) edit drafts for grammar, mechanics, and spelling using a teacherdeveloped rubric; and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 18
19 TEKS/ELPS Correlations for (E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G TEKS/ELPS Correlations 4 th Grade DK Page 19
20 TEKS/ELPS Correlations for (17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G : Extension writing activities (from IG, pp.17-18). Students are asked to write about their own experiences related to the topics and situations discussed in the program. : Extension writing activities (from IG, pp.17-18). Students are asked to write about their own experiences related to the topics and situations discussed in the program. (18) 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) create brief compositions that: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement; TEKS/ELPS Correlations 4 th Grade DK Page 20
21 TEKS/ELPS Correlations for (B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (19) 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 persuasive essays for appropriate audiences that establish a position and use supporting details. TEKS/ELPS Correlations 4 th Grade DK Page 21
22 TEKS/ELPS Correlations for (A) use phonological knowledge to match sounds to letters; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., cut ); and *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (C) write one s own name. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G : Games: Spelling. Using phonological information to fill in missing letters in words from the program. Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Students log in to the program electronically with their names. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Clicking the text button gives students the spelling of any word or group of words that appear in the program. : Students log in to the program electronically with their names. (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: TEKS/ELPS Correlations 4 th Grade DK Page 22
23 TEKS/ELPS Correlations for (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; 3 A, B, C; 5 A, B, C, D, E, F : Verbs, nouns, adjectives, adverbs, prepositions, reflexive pronouns, timeorder transition words, complete subjects and predicates and simple and compound sentences with correct subject-verb agreement, vocabulary, time order transitions, reflexive pronouns, correlative conjunctions are used and reinforced throughout all sections of the program. Specific sections where they are addressed are listed below: : Verbs, nouns, adjectives, adverbs, prepositions, reflexive pronouns, timeorder transition words, complete subjects and predicates and simple and compound sentences with correct subject-verb agreement, vocabulary, time order transitions, reflexive pronouns, correlative conjunctions are used and reinforced throughout all sections of the program. Specific sections where they are addressed are listed below: (i) verbs (irregular verbs); Unit 6: Exercises D1: (from TG) fill in verbs, regular and irregular. Unit 8: Exercises D1: (from TG) fill in verbs, regular and irregular Unit 9: Exercises A1: (from TG) irregular verbs, past tense. TEKS/ELPS Correlations 4 th Grade DK Page 23
24 TEKS/ELPS Correlations for (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); Unit 1: Exercises C1: (from TG) fill in missing nouns. Unit 5: Exercises C1: (from TG) fill in missing nouns Unit 7: Exercises C1, D1: (from TG) fill in missing nouns. Unit 10 Exercises C1, D: (from TG) fill in blanks with proper nouns. TEKS/ELPS Correlations 4 th Grade DK Page 24
25 TEKS/ELPS Correlations for (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) reflexive pronouns (e.g., myself, ourselves); Unit 1: Exercises E: (from TG) fill in blanks with prepositions of place. Unit 2: Exercises A1, C1, D1: (from TG) fill in blanks with prepositions of place. Unit 3: Exercises A1: (from TG) fill in blanks with prepositions of place. Unit 4: Exercises A1: (from TG) fill in blanks with prepositions of place. (vii) correlative conjunctions (e.g., either/or, neither/nor); and Unit 14: Exercises A1: (from TG)either/neither. (viii) use time-order transition words and transitions that indicate a conclusion Unit 4: Listening 2: then, after. TEKS/ELPS Correlations 4 th Grade DK Page 25
26 TEKS/ELPS Correlations for TEKS and ELPS (B) use the complete subject and the complete predicate in a sentence and *ELPS: 1 A, B, H; 3 A, B, C; 5 A, B, C, D, E, F : This structure is maintained throughout the course. : This structure is maintained throughout the course. (C) use complete simple and compound sentences with correct subject-verb agreement. *ELPS: 1 A, B, H; 3 A, B, C; 5 A, B, C, D, E, F Unit 1: Dialogs 1, 2: This is our first day. Listening 1: I don t see the stairs. They are behind you. Unit 8: Exercises D: (from TG) Here are. Here is. Where are they? : Games: Fill in Games Verb-Subject agreement used throughout. (21) 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) write legibly by selecting cursive script or manuscript printing as appropriate; *ELPS: 1 A, B, H; 5 A, B, C, D, E, F : Exercises: (from TG) at the end of each unit require completing sentences, filling in blanks, completing compound sentences, writing numbers. : Exercises: (from TG) at the end of each unit require reproducing sentences from Dialogs, writing ordinal numbers, logical sequence in writing ( I was sick. I was not there. ), writing in proper word order, filling in single words to complete a story. TEKS/ELPS Correlations 5th Grade-DK Page 26
27 TEKS/ELPS Correlations for TEKS and ELPS (B) use capitalization for: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F (i) historical events and documents; (ii) titles of books, stories, and essays; and (iii) languages, races, and nationalities; and Unit 10: Vocabulary 1: Capital letters for names of countries. (C) recognize and use punctuation marks including: *ELPS: 1 A, B, H; 5 A, B, C, D, E, F (i) commas in compound sentences; and : Commas used appropriately throughout. : Commas used appropriately throughout. (ii) quotation marks. (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 27
28 TEKS/ELPS Correlations for TEKS and ELPS (A) spell words with more advanced orthographic patterns and rules: *ELPS: 1 A, B, H; 5 A, B, C (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es); (ii) irregular plurals (e.g., man/men, foot/feet, child/children); (iii) double consonants in middle of words; (iv) other ways to spell sh (e.g., - sion, -tion, -cian); and Unit 7: Exercises E, F 1, 2, G 1, 2 (from TG): Using digraphs and blends (sh, ch, th, cl, pr, cr, bl, br, pr, sp, st). Unit 8: Exercises E, 1, 2, F 1, 2 (from TG): Using double vowels, vowel/consonant pairs. Unit 1: Dialogs 2: Plurals representing plural rules (stairs). Unit 5: Listening 2: Irregular plurals, (teeth). (v) silent letters (e.g., knee, wring); Unit 6: Dialogs 1: (late) Listening 1: (nice) TEKS/ELPS Correlations 5th Grade-DK Page 28
29 TEKS/ELPS Correlations for TEKS and ELPS (B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);. *ELPS: 1 A, B, H; 5 A, B, C (C) spell commonly used homophones (e.g., there, they re, their; two, too, to); and *ELPS: 1 A, B, H; 5 A, B, C (D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings. *ELPS: 1 A, B, H; 5 A, B, C Unit 5: Dialogs 1:(really) Unit 1: Exercises F (from TG): Written numbers can be used to present the concept of homophones (one-won, twotoo, eight-ate) : Exercises All (from TG): The opportunity to use spelling patterns to spell unfamiliar words is available to students throughout. Clicking the text button gives student 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. Exercises All (from TG): The opportunity to use spelling patterns to spell unfamiliar words is available to students throughout. Clicking the text button gives student 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. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: TEKS/ELPS Correlations 5th Grade-DK Page 29
30 TEKS/ELPS Correlations for TEKS and ELPS (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises (24) 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 collect information from multiple sources of information both oral and written, including: *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G TEKS/ELPS Correlations 5th Grade-DK Page 30
31 TEKS/ELPS Correlations for TEKS and ELPS (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G (C) take simple notes and sort evidence into provided categories or an organizer; *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G (D) identify the author, title, publisher, and publication year of sources; and *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G : Pictures Unit 3: Vocabulary 3: (maps) Unit 8: Dialogs 1: (schedules) : Pictures Unit 10: Listening 1: tables (calendar) Vocabulary 1: maps TEKS/ELPS Correlations 5th Grade-DK Page 31
32 TEKS/ELPS Correlations for TEKS and ELPS (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. *ELPS: 1 A, B, H; 2 A, B, C, D; 3 A, B, C, D, E; 5 A, B, C, D, E, G (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the 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; 4 A, B,C, D, E, F, G, I; 5 A, B, C, D, E, G TEKS/ELPS Correlations 5th Grade-DK Page 32
33 TEKS/ELPS Correlations for TEKS and ELPS (26) 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 draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. *ELPS: 1 A, B, H; 5 A, B, C, D, E, F, G (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; 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 : Addressed through listening/oral response software feature used throughout : Addressed through listening/oral response software feature used throughout TEKS/ELPS Correlations 5th Grade-DK Page 33
34 TEKS/ELPS Correlations for TEKS and ELPS (28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively. *ELPS: 1 A, B, H; 3 A, B, C, D, E, F, G, H, I : The speaking/recording option, managed by the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of the conventions of language. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises : The speaking/recording option, managed by the computer program to reinforce correct responses, is available throughout. Students use this feature to refine their pronunciation of English words and their use of the conventions of language. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises TEKS/ELPS Correlations 5th Grade-DK Page 34
35 TEKS/ELPS Correlations for TEKS and ELPS (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. *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 All of the options described in this standard are available to teachers throughout the program. While the program can be used as a medium for individualized instruction, it can also be presented to a group or a class and the activities, including supplemental exercises in the Teachers Guide, can be done as a group as well. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises All of the options described in this standard are available to teachers throughout the program. While the program can be used as a medium for individualized instruction, it can also be presented to a group or a class and the activities, including supplemental exercises in the Teachers Guide, can be done as a group as well. : (TG): p. 15 Dialogs, p. 16 Listening and Vocabulary activities; p. 17 Classroom Follow-up; p. 18 Written Exercises Source: The provisions of this adopted to be effective September 4, 2008, 33 TexReg TEKS/ELPS Correlations 5th Grade-DK Page 35
TEKS/ELPS Correlations for DynEd s First English Fifth Grade
TEKS/ELPS Correlations for DynEd s First English Fifth Grade TEKS/ELPS Correlations for 110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010 (b) Knowledge and skills
More informationTEKS/ELPS Correlations for DynEd s First English English I
English I 110.31. English Language Arts and Reading, English I, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Vocabulary Development. Students understand new vocabulary and use
More informationTEKS/ELPS Correlations for DynEd s First English Third Grade
TEKS/ELPS Correlations for DynEd s First English Third Grade TEKS/ELPS Correlations for 110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010. (b) Knowledge and skills
More informationCorrelation to Common Core State Standards Books A-F for Grade 5
Correlation to Common Core State Standards Books A-F for College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to
More informationTEKS/ELPS Correlations of DynEd s Let s Go! 2nd Grade
TEKS/ELPS Correlations of DynEd s 2nd Grade TEKS/ELPS Correlations for DynEd s 110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010 (b) Knowledge and Skills (1) Reading/Beginning
More informationLANGUAGE ARTS GRADE 3
CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Students read, comprehend and respond in individual, literal, critical, and evaluative ways to literary, informational and persuasive texts
More informationGrade 4 Overview texts texts texts fiction nonfiction drama texts text graphic features text audiences revise edit voice Standard American English
Overview In the fourth grade, students continue using the reading skills they have acquired in the earlier grades to comprehend more challenging They read a variety of informational texts as well as four
More informationHoughton Mifflin Reading 2001 Houghton Mifflin Company Grade Two. correlated to Chicago Public Schools Reading/Language Arts
Houghton Mifflin Reading 2001 Houghton Mifflin Company correlated to Chicago Public Schools Reading/Language Arts STATE GOAL 1: READ WITH UNDERSTANDING AND FLUENCY. CAS A. Use a wide variety of strategic
More informationPrentice Hall. All-in-One Workbook. Grade 6. Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois
Prentice Hall WRITING COACH All-in-One Workbook Grade 6 Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois Copyright Pearson Education, Inc., or its affiliates. All
More informationGrade 6 Overview texts texts texts fiction nonfiction drama texts author s craft texts revise edit author s craft voice Standard American English
Overview During the middle-grade years, students refine their reading preferences and lay the groundwork for being lifelong readers. Sixth-grade students apply skills they have acquired in the earlier
More informationGrade 5. READING Understanding and Using Literary Texts
Grade 5 READING Understanding and Using Literary Texts Standard 5-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 5-1.1 Analyze literary texts to draw
More informationCorrelated to: Massachusetts English Language Arts Curriculum Framework with May 2004 Supplement (Grades 5-8)
General STANDARD 1: Discussion* Students will use agreed-upon rules for informal and formal discussions in small and large groups. Grades 7 8 1.4 : Know and apply rules for formal discussions (classroom,
More informationPrentice Hall. Literature, The Penguin Edition, Grade 6 The Oklahoma Edition Grade 6
Prentice Hall Literature, The Penguin Edition, Grade 6 Grade 6 C O R R E L A T E D T O Grade 6 LANGUAGE ARTS Grade 6 Reading/Literature: The student will apply a wide range of strategies to comprehend,
More informationtech-up with Focused Poetry
tech-up with Focused Poetry With Beverly Flance, Staci Weber, & Donna Brown Contact Information: Donna Brown dbrown@ccisd.net @DonnaBr105 Staci Weber sweber@ccisd.net @Sara_Staci Beverly Flance bflance@ccisd.net
More informationStandard 2: Listening The student shall demonstrate effective listening skills in formal and informal situations to facilitate communication
Arkansas Language Arts Curriculum Framework Correlated to Power Write (Student Edition & Teacher Edition) Grade 9 Arkansas Language Arts Standards Strand 1: Oral and Visual Communications Standard 1: Speaking
More informationReading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: READING
Reading/Fluency. Students read grade-level text with fluency comprehension. Students are expected to: 5(A) 4(A) 3(A) 1(A) 1(A) 1(A) 1(A) 1(A) read aloud grade-level appropriate text with fluency (rate,
More informationGeneral Educational Development (GED ) Objectives 8 10
Language Arts, Writing (LAW) Level 8 Lessons Level 9 Lessons Level 10 Lessons LAW.1 Apply basic rules of mechanics to include: capitalization (proper names and adjectives, titles, and months/seasons),
More information1. I can identify, analyze, and evaluate the characteristics of short stories and novels.
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCHS Subject: English Grade: 10 Benchmark Assessment 1 Instructional Timeline: 6 Weeks Topic(s): Fiction Kentucky
More informationENGLISH IVAP. (A) compare and contrast works of literature that materials; and (5) Reading/Comprehension of Literary
ENGLISH IVAP Unit Name: Gothic Novels Short, Descriptive Overview These works, all which are representative of nineteenth century prose with elevated language and thought provoking ideas, adhere to the
More informationLauderdale County School District Pacing Guide Sixth Grade Language Arts / Reading First Nine Weeks
First Nine Weeks c. Stories and retellings d. Letters d. 4 Presentations 4a. Nouns: singular, plural, common/proper, singular possessive compound (one word: bookcase), hyphenated words 4a. Verbs: action
More informationDistrict of Columbia Standards (Grade 9)
District of Columbia s (Grade 9) This chart correlates the District of Columbia s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. 9.EL.1 Identify nominalized, adjectival,
More informationK-12 ELA Vocabulary (revised June, 2012)
K 1 2 3 4 5 Alphabet Adjectives Adverb Abstract nouns Affix Affix Author Audience Alliteration Audience Animations Analyze Back Blends Analyze Cause Categorize Author s craft Beginning Character trait
More informationEnglish Language Arts 600 Unit Lesson Title Lesson Objectives
English Language Arts 600 Unit Lesson Title Lesson Objectives 1 ELEMENTS OF GRAMMAR The Sentence Sentence Types Nouns Verbs Adjectives Adverbs Pronouns Prepositions Conjunctions and Interjections Identify
More informationMiddle School. TEKS Objectives and AP* Goals and Expectations
Middle School TEKS Objectives and AP* Texas Essential Knowledge The student is expected to: b 1 Listening/speaking/ purposes (A) determine the purposes for listening such as to gain information, to solve
More informationArkansas Learning Standards (Grade 10)
Arkansas Learning s (Grade 10) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.10.10 Interpreting and presenting
More informationTEKS/ELPS Correlations for DynEd s English for Success English III
Correlations for DynEd s English III Correlations for DynEd s 110.33. English Language Arts and Reading, English III, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Vocabulary
More informationArkansas Learning Standards (Grade 12)
Arkansas Learning s (Grade 12) This chart correlates the Arkansas Learning s to the chapters of The Essential Guide to Language, Writing, and Literature, Blue Level. IR.12.12.10 Interpreting and presenting
More informationFirst Grade mclass Kindergarten First Grade Specific Second Grade Third Grade Fourth Grade Reading Literature Reading Informational Text
Kindergarten First Grade First Grade mclass Specific Second Grade Third Grade Fourth Grade Alphabet adjetives who Adverb abstract nouns Reading Literature Author audience what Alliteration audience inference
More informationGLOSSARY OF TERMS. It may be mostly objective or show some bias. Key details help the reader decide an author s point of view.
GLOSSARY OF TERMS Adages and Proverbs Adages and proverbs are traditional sayings about common experiences that are often repeated; for example, a penny saved is a penny earned. Alliteration Alliteration
More informationGCPS Freshman Language Arts Instructional Calendar
GCPS Freshman Language Arts Instructional Calendar Most of our Language Arts AKS are ongoing. Any AKS that should be targeted in a specific nine-week period are listed accordingly, along with suggested
More informationCASAS Content Standards for Reading by Instructional Level
CASAS Content Standards for Reading by Instructional Level Categories R1 Beginning literacy / Phonics Key to NRS Educational Functioning Levels R2 Vocabulary ESL ABE/ASE R3 General reading comprehension
More informationPersonal Narrative STUDENT SELF-ASSESSMENT. Ideas YES NO Do I write about a real event in my life? Do I tell the events in time order?
1 Personal Narrative Do I write about a real event in my life? Do I tell the events in time order? Does the narrative have a beginning? Does the narrative have a middle? Does the narrative have an ending?
More informationGeorgia Performance Standards for Second Grade
Georgia Performance Standards for Second Grade Language Arts Terms for Georgia s (CRCT) Criterion Reference Competency Test Administered in April of Each Year Parents: We are counting on you to help us
More informationCurriculum Map: Accelerated English 9 Meadville Area Senior High School English Department
Curriculum Map: Accelerated English 9 Meadville Area Senior High School English Department Course Description: The course is designed for the student who plans to pursue a college education. The student
More informationPrentice Hall. All-in-One Workbook. Grade 11. Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois
Prentice Hall WRITING COACH All-in-One Workbook Grade 11 Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois Copyright Pearson Education, Inc., or its affiliates.
More informationIllinois Standards Alignment Grades Three through Eleven
Illinois Standards Alignment Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationCurriculum Map: Academic English 10 Meadville Area Senior High School
Curriculum Map: Academic English 10 Meadville Area Senior High School Course Description: This year long course is specifically designed for the student who plans to pursue a four year college education.
More informationILAR Grade 7. September. Reading
ILAR Grade 7 September 1. Identify time period and location of a short story. 2. Illustrate plot progression, including rising action, climax, and resolution. 3. Identify and define unfamiliar words within
More informationProgram Title: SpringBoard English Language Arts
The College Board SpringBoard English Language Arts SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition, Grade 7 SpringBoard Writing Workshop with
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS Content Domain l. Vocabulary, Reading Comprehension, and Reading Various Text Forms Range of Competencies 0001 0004 23% ll. Analyzing and Interpreting Literature 0005 0008 23% lli.
More informationProgram Title: SpringBoard English Language Arts and English Language Development
3Publisher: The College Board SpringBoard English Language Arts and English Language Development SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition,
More informationMiddle School Language Arts/Reading/English Vocabulary. adjective clause a subordinate clause that modifies or describes a noun or pronoun
adjective a word that describes a noun adverb a word that describes a verb Middle School Language Arts/Reading/English Vocabulary adjective clause a subordinate clause that modifies or describes a noun
More informationAssessed Standards by Genre Third Grade Fiction
Assessed tandards by Genre Third Grade Fiction tudent Expectation (4) eading/vocabulary Development. tudents understand new vocabulary and use it when reading and writing. tudents are expected to: (A)
More informationProcessing Skills Connections English Language Arts - Social Studies
2a analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition 5b evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan
More informationARIZONA DEPARTMENT OF EDUCATION ACADEMIC STANDARDS
ARIZONA DEPARTMENT OF EDUCATION ACADEMIC STANDARDS The Our Water, Our Future program addresses the following Academic Standards. (Complete versions of the Academic Standards are available at http://www.ade.state.az.us.)
More informationEnglish II STAAR EOC Review
English II STAAR EOC Review Reporting Category 1 Understanding and Analysis across Genres E2.1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g.,
More information6 th Grade Reading Curriculum Map Highland Turner Elementary Week Standard Key Vocabulary Learning Target Resources Assessment
1 RL 6.3, 6.6 L6.4, L, 6.1 plot, resolution, genre, literary elements, contextclues, multiple meaning words, sentence, sentence types, editing I can identify and analyze literary elements in a realistic
More informationReading: novels Maniac Magee, Tales of a Fourth Grade Nothing, Sideways Stories picture books Technology Smartboard, Document Camera
R F3 F4b F4c SL1-b SL1-c SL1-d SL4 RI 1, 3, 4 Fountas and Pinnell: First 20 Days establish Independent Reading Making Connections NarrativeElements Context Clues Author s Purpose inferences vocabulary
More informationUnit 7.3: Poetry: My Identity English as a Second Language 8 weeks of instruction
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student reflects upon his/her own identity and develops an understanding of who he/she is in context to
More informationPersonal Narrative STUDENT SELF-ASSESSMENT
1 Personal Narrative Does my topic relate to a real event in my life? Do I express the events in time order and exclude unnecessary details? Does the narrative have an engaging introduction? Does the narrative
More informationSixth Grade 101 LA Facts to Know
Sixth Grade 101 LA Facts to Know 1. ALLITERATION: Repeated consonant sounds occurring at the beginnings of words and within words as well. Alliteration is used to create melody, establish mood, call attention
More information9 th Grade ENGLISH II 2 nd Six Weeks CSCOPE CURRICULUM MAP Timeline: 6 weeks (Units 2A & 2B) RESOURCES TEKS CONCEPTS GUIDING QUESTIONS
Timeline: 6 weeks (Units 2A & 2B) Unit 2A: E2.1A determine the Verbals & Loaded Words Are some words meaning of grade-level technical better than others? academic English words in multiple content areas
More information12th Grade Language Arts Pacing Guide SLEs in red are the 2007 ELA Framework Revisions.
1. Enduring Developing as a learner requires listening and responding appropriately. 2. Enduring Self monitoring for successful reading requires the use of various strategies. 12th Grade Language Arts
More informationVertical Alignment Document. English Language Arts and Reading Grade 6 Grade 8 Reading
Vertical Alignment Document English Language Arts and Reading Grade 6 Grade 8 Reading 2012 2013 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
More informationEvaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
More informationDesCartes Reading Vocabulary RIT
Page1 DesCartes Reading Vocabulary RIT 141-150 Page2 beginning sound Page3 letter Page4 narrative Page5 DesCartes Reading Vocabulary RIT 151-160 Page6 ABC order Page7 book Page8 ending sound Page9 paragraph
More informationAdjust oral language to audience and appropriately apply the rules of standard English
Speaking to share understanding and information OV.1.10.1 Adjust oral language to audience and appropriately apply the rules of standard English OV.1.10.2 Prepare and participate in structured discussions,
More informationUNIT PLAN. Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit. Big Idea/Theme: The Seventeenth Century focuses on carpe diem.
UNIT PLAN Subject Area: English IV Unit #: 4 Unit Name: Seventeenth Century Unit Big Idea/Theme: The Seventeenth Century focuses on carpe diem. Culminating Assessment: Research satire and create an original
More informationKansas Standards for English Language Arts Grade 9
A Correlation of Grade 9 2017 To the Kansas Standards for English Language Arts Grade 9 Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of the. Correlation
More informationELA SE: Unit 1: 1.2 (pp. 5 12), 1.5 (pp ), 1.13 (pp.58 63), 1.14 (pp ); Unit 2: 2.3 (pp.96 98), 2.5 (pp ), EA 1 (pp.
The College Board SpringBoard English Language Arts SpringBoard English Language Arts Student Edition, Grade 6 SpringBoard English Language Arts Teacher Edition, Grade 6 SpringBoard Writing Workshop with
More informationTABLE OF CONTENTS. Free resource from Commercial redistribution prohibited. Language Smarts TM Level D.
Table of Contents TABLE OF CONTENTS About the Authors... ii Standards... vi About This Book... vii Syllables...1 Consonant Blends...6 Consonant Digraphs...12 Long and Short Vowels...18 Silent e...23 R-Controlled
More informationCurriculum Guide for 4th Grade Reading Unit 1: Exploits 6 weeks. Objectives Methods Resources Assessment the students will
Unit 1: Exploits 6 weeks How can we relate Biblical to personal experience? What does God want us to learn about problems and solutions? the students will - oral reading 1. understand the meaning of an
More informationCedar Rapids Community School District
NINTH GRADE LANGUAGE ARTS Standard A: Reading Students will apply the reading process to comprehend a variety of materials. LA 9.A.5 Use reading skills to comprehend a wide range of fiction and nonfiction
More informationCurriculum Map: Academic English 11 Meadville Area Senior High School English Department
Curriculum Map: Academic English 11 Meadville Area Senior High School English Department Course Description: This year long course is specifically designed for the student who plans to pursue a college
More informationHarrisonburg City Public Schools 7 th Grade Advanced English Curriculum Pacing Guide
1st Nine Weeks Units: Author's Purpose/ Story Elements/ Characterization Theme: Relationships 7.4 (a-b, e, f); 7.5 (a, e-i, l); 7.6 (a, d, f. h, i, k, l) 7.7 (a-d, f-g, j-k); 7.8 (a, d,e-f, h) Read Alouds:
More informationYEAR 1. Reading Assessment (1) for. Structure. Fluency. Inference. Language. Personal Response. Oracy
I can read small words ending with double letters by sounding them out and putting all the sounds I can put 3 pictures from a story I know well in the right order. (ITP6) I know all the main 2/3 letter
More informationLANGUAGE ARTS GRADE 8
CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Student read, comprehend, and respond in individual, literal, critical, and evaluative ways to literary, informational, and persuasive texts
More informationSection 1: Reading/Literature
Section 1: Reading/Literature 8% Vocabulary (1.0) 1 Vocabulary (1.1-1.5) Vocabulary: a. Analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
More information2nd Grade Reading, Writing, & Integrated Social Studies Pacing Guide for
2nd Grade,, & 1ST NINE WEEKS Launching with Fiction / / Citizenship L/F1: Growing Readers & L/F2: Parts & Procedures L/F3 Readers Build Good Habits & L/F4 Readers Stay Engaged L/F5: Choosing Just Right
More informationLake Elsinore Unified School District Curriculum Guide & Benchmark Assessment Schedule English 10
Benchmark Reading Word Analysis, Fluency, and Systematic Vocabulary Development.: Identify and use the literal and figurative meanings of words and understand word derivations..: Distinguish between the
More informationIndependent Reading Management Kit. Grades 4 6
Ready-to-Use Independent Reading Management Kit Grades 4 6 by Beverley Jones and Maureen Lodge New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong Buenos Aires Dedication We would like
More informationPenn Wood Middle School 7 th Grade English/Language Arts Curriculum Overview
Standards: Based on PA PDE Standards for grade 7: 1.1.7.A - 1.7.7.A Common Core Standards: RL7.1, RL7.4, RL7.6, RL7.7, RL7.9 (literature) RI7.1, RI7.3, RI7.4, RI7.5, RI7.6, RI7.7, RI7.9 (informational
More informationGrade 7. Paper MCA: items. Grade 7 Standard 1
Grade 7 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 7 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationwinter but it rained often during the summer
1.) Write out the sentence correctly. Add capitalization and punctuation: end marks, commas, semicolons, apostrophes, underlining, and quotation marks 2.)Identify each clause as independent or dependent.
More informationPersonal Narrative STUDENT SELF-ASSESSMENT. Ideas YES NO Do I have a suitable topic? Do I maintain a clear focus?
1 Personal Narrative Do I have a suitable topic? Do I maintain a clear focus? Do I engage the reader in the introduction? Do I use a graphic organizer for planning? Do I use chronological order? Do I leave
More informationResources Vocabulary. oral readings from literary and informational texts. barriers to listening and generate methods to overcome them
10th Grade English/Language Arts Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Enduring Understandings: 1. Effective communication, verbal and non-verbal, is necessary in daily
More informationLiterature Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
Grade 8 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 8 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationA Correlation of. Grade 9, Arizona s English Language Arts Standards
A Correlation of, 2017 To Arizona s English Language Arts Standards Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references
More informationTable of Contents TABLE OF CONTENTS
Table of Contents TABLE OF CONTENTS About This Book... v About the Author... v Standards...vi Syllables...1-5 Word Parts...6-37 Prefixes...6-19 Suffixes...20-33 Roots...34-37 Word Relationships...38-56
More informationUNIT PLAN. Grade Level: English I Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
UNIT PLAN Grade Level: English I Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research various poets, analyze poetry,
More informationSOL Testing Targets Sentence Formation/Grammar/Mechanics
SOL Testing Targets Sentence Formation/Grammar/Mechanics For the Virginia Writing SOL tests, all surface features of writing are in one large domain the usage/mechanics domain. As a result, the list of
More informationCST/CAHSEE GRADE 9 ENGLISH-LANGUAGE ARTS (Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: READING HSEE Notes 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY 8/11 DEVELOPMENT: 7 1.1 Vocabulary and Concept Development: identify and use the literal and figurative
More informationPart Two Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade Eight Grade Seven California English Language Development Standards
The College Board SpringBoard English Language Arts and English Language Development Abbreviation SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition,
More informationGrade 6. Paper MCA: items. Grade 6 Standard 1
Grade 6 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 6 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationELA, GRADE 8 Sixth Six Weeks. Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works
ELA, GRADE 8 Sixth Six Weeks Introduction to the patterns in William Shakespeare s plays and sonnets as well as identifying Archetypes in his works UNIT OVERVIEW Students will study William Shakespeare,
More informationSECOND GRADE BENCHMARKS
SECOND GRADE BENCHMARKS Second grade students are inquisitive and eager to explore concepts in more depth. They are interested in the present time and their immediate environment. The students work more
More informationTEKS/ELPS Correlations for DynEd s English for Success English II
English II 110.32. English Language Arts and Reading, English II, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Vocabulary Development. Students understand new vocabulary and
More informationWrite for College. Using. Introduction. Sequencing Assignments 2 Scope and Sequence 4 Yearlong Timetable 6
1 Using Write f College Sequencing Assignments 2 Scope and Sequence 4 Yearlong Timetable 6 Introduction This section helps you implement Write f College in your classroom. F example, the yearlong timetable
More informationGlossary of Literary Terms
Glossary of Literary Terms Alliteration Audience Blank Verse Character Conflict Climax Complications Context Dialogue Figurative Language Free Verse Flashback The repetition of initial consonant sounds.
More informationENGLISH I STAAR EOC REVIEW. Reporting Category 1 Understanding and Analysis across Genres
ENGLISH I STAAR EOC REVIEW Reporting Category 1 Understanding and Analysis across Genres E1.1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g.,
More informationTEKS/ELPS Correlations for DynEd s English for Success English I
English I 110.31. English Language Arts and Reading, English I, Beginning with School Year 2009-2010. (b) Knowledge & Skills (1) Reading/Vocabulary Development. Students understand new vocabulary and use
More informationPhonics/ Word Study. Multi-syllabic Word Study 6 Syllable Types N/A. Short Vowels Short Vowels Context Clues: Homophones
Grade 5 Unit 1 : Taking a Stand Essential Question: Why do people take action to support what they believe in? and s Word Study Study s Start Smart and Text Reading Monitoring Comprehension Multi-syllabic
More informationKeystone Exams: Literature Glossary to the Assessment Anchor & Eligible Content
Glossary to the Assessment Anchor & Eligible Content The Keystone Glossary includes terms and definitions associated with the Keystone Assessment Anchors and Eligible Content. The terms and definitions
More informationMUSICAL BUILDING BLOCKS
CLIBURN IN THE CLASSROOM presents MUSICAL BUILDING BLOCKS PROGRAM Wolfgang Amadeus Mozart Sonata in D Major, K. 284, Mvmt I Johannes Brahms Waltz in A-flat Major, Op. 39, No. 15 Ludwig van Beethoven Piano
More informationLangua ge Arts GA MilestonesStudy Guide: 3rd
Langua ge Arts GA MilestonesStudy Guide: 3rd subject/predicate - every sentence must have this to be a complete sentence subject who or what the sentence is about predicate - what the subject is doing
More informationLanguage Arts CRCT Study Guide: 4 th
Language Arts CRCT Study Guide: 4 th subject/predicate - every sentence must have this to be a complete sentence subject who or what the sentence is about predicate - what the subject is doing Example:
More informationGrade 4 Unit 1 Theme: Growing Up Essential Question: What experiences can cause a person to change? Literature Selection
Grade 4 Unit 1 : Growing Up Essential Question: What experiences can cause a person to change? My Diary from Here to There Amada Irma Pérez Maya Christina Gonzalez The Adventures of Ali Baba Bernstein
More informationWords to Know STAAR READY!
Words to Know STAAR READY! Conflict the problem in the story Resolution how the problem is solved or fixed; the ending or final outcome of the story Main Idea what a piece of writing (or paragraph) is
More informationChinle USD CURRICULUM GUIDE. SUBJECT: Reading GRADE: 5 TIMELINE: 2 nd Qtr.
CURRICULU GUIDE SUBJECT: Reading GRADE: 5 TIELINE: 2 nd Qtr. Performance Obj.-astery Level Strand 1: Reading Process Concept 4: Acquire and use new vocabulary in relevant contexts. Strand 1: Reading Process
More informationEleventh Grade Language Arts Curriculum Pacing Guide
1 st quarter (11.1a) Gather and organize evidence to support a position (11.1b) Present evidence clearly and convincingly (11.1c) Address counterclaims (11.1d) Support and defend ideas in public forums
More information