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, accuracy, expression, appropriate phrasing) comprehension. read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) comprehension. Reading/Vocabulary Development. Students underst new vocabulary use it when reading writing. Students are expected to: 5(A) identify use words that name actions, directions, positions, sequences, locations; 5(B) recognize that compound words are made up of shorter 6(A) identify words that name actions (verbs) words that name persons, places, or things (nouns); 6(B) determine compound words using knowledge of of ir individual component words (e.g., lunchtime); 5(A) use prefixes suffixes to determine words (e.g., allow/disallow); 4(A) identify of common prefixes (e.g., in-, dis-) suffixes (e.g., -full, -less), know how y change of roots; adjust fluency when reading aloud grade-level text based on reading purpose nature of 2(A) 2(A) 2(A) 2(A) 2(A) 1(A) 1(A) 1(A) 1(A) determine of grade-level academic English words derived from Latin, Greek, or or linguistic roots affixes; determine of grade-level technical academic English words in multiple content areas (e.g., science, mamatics, social studies, arts) derived from Latin, Greek, or or linguistic roots affixes; determine of technical academic English words in multiple content areas (e.g., science, mamatics, social studies, arts) derived from Latin, Greek, or or linguistic roots affixes; ELAR TEKS Vertical Alignment Grades K English IV 13
Reading/Vocabulary Development (cont.) 5(C) identify sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); 6(C) determine what words mean from how y are used in a sentence, eir heard or read; 6(D) identify sort words into conceptual categories (e.g., opposites, living things); 5(B) use context to determine relevant words or multiple- 5(C) identify use common words that are opposite (antonyms) or similar (synonyms) in ; 4(B) use context to determine relevant words or distinguish among multiple words homographs; 4(C) identify use antonyms, synonyms, homographs, homophones; 4(D) identify apply playful uses of language (e.g., tongue twisters, palindromes, riddles); 2(B) use context of sentence (e.g., in-sentence example or definition) of words or multiple 2(C) complete analogies using knowledge of antonyms synonyms (e.g., boy:girl as male:, or girl:woman as boy: ); 2(D) identify of common idioms; 2(B) use context (e.g., in-sentence restatement) or clarify or multiple 2(C) produce analogies with known antonyms synonyms; 2(D) identify explain of common idioms, adages, or sayings; 2(B) use context (e.g., cause effect or compare contrast organizational text structures) or clarify or multiple 2(C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: or pen:ink as book: ); 2(D) explain of foreign words phrases commonly used English (e.g., RSVP, que sera sera); 2(B) use context (within a sentence in larger sections of text) or clarify or ambiguous 2(C) complete analogies that describe part to whole or whole to part; 2(D) identify of foreign words commonly used English with emphasis on Latin Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis); 2(B) use context (within a sentence in larger sections of text) or clarify or ambiguous words or words with novel s; 2(C) complete analogies that describe a function or its description (e.g., pen:paper as chalk: or soft:kitten as hard: ); 2(D) identify common words or word parts from or languages that are used English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); 1(B) 1(B) 1(B) 1(B) analyze textual context (within a sentence in larger sections of text) to distinguish denotative connotative s of 1(C) produce analogies that describe a function of an object or its description; 1(D) describe origins s of foreign words or phrases used frequently English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); 1(C) infer word through identification analysis of analogies or word relationships; 1(D) show relationship origins foreign words or phrases used frequently English historical events or developments (e.g., glasnost, avant-garde, coup d état); analyze textual context (within a sentence in larger sections of text) to draw about nuance in word s; 1(D) recognize use knowledge of cognates in languages of word origins of 1(C) use relationship words encountered in analogies ir s (e.g., synonyms/ antonyms, connotation/ denotation); 1(D) analyze explain how English language has developed been influenced by or languages; ELAR TEKS Vertical Alignment Grades K English IV 14
Reading/Vocabulary Development (cont.) 5(D) use a picture dictionary to find words. 6(E) alphabetize a series of words to first or second letter use a dictionary to find words. 5(D) alphabetize a series of words use a dictionary or a glossary to find words. 4(E) alphabetize a series of words to third letter use a dictionary or a glossary to determine s, syllabication, pronunciation of unknown words. 2(E) use a dictionary or glossary to determine s, syllabication, pronunciation of unknown words. 2(E) 2(E) 2(E) 2(E) 1(E) 1(E) 1(E) use use a dictionary, a glossary, or a saurus (printed or electronic) s, syllabication, pronunciations, alternate word choices, parts of speech of words. use a dictionary, a glossary, or a saurus (printed or electronic) or confirm s of words phrases, ir connotations denotations, ir etymology. general specialized dictionaries, sauri, glossaries, histories of language, books of quotations, or related references (printed or electronic) as needed. 1(E) use general specialized dictionaries, sauri, histories of language, books of quotations, or related references (printed or electronic) as needed. Reading/Comprehension of Literary Text/Theme Genre. Students analyze, make inferences draw about me genre in cultural, historical, contemporary contexts provide evidence from text to support ir understing. Students are expected to: 6(A) identify elements of a story setting, character key events; 6(B) discuss big idea (me) of a well-known folktale or fable connect it to personal experience; 6(C) recognize sensory details; 7(A) connect of a well-known story or fable to personal experiences; 6(A) identify moral lessons as mes in well-known fables, legends, myths, or stories; 5(A) paraphrase mes supporting details of fables, legends, myths, or stories; 3(A) summarize explain lesson or message of a work of fiction as its me; 3(A) compare contrast mes or moral lessons of several works of fiction cultures; 3(A) infer implicit me of a work of fiction, distinguishing me from topic; 3(A) describe multiple mes in a work of fiction; 3(A) analyze literary works that share similar mes across cultures; 2(A) analyze how genre of texts with similar mes shapes ; 2(A) compare contrast similar mes expressed in time periods; 2(A) analyze way in which me or a selection represents a view or comment on human condition; 2(A) compare contrast works of literature that express a universal me; ELAR TEKS Vertical Alignment Grades K English IV 15
Reading/Comprehension of Literary Text/Theme Genre (cont.) 6(D) recognize recurring phrases characters in fairy tales, lullabies, folk tales cultures. 7(B) explain function of recurring phrases (e.g., Once upon a time or They lived happily ever after ) in folk- fairy tales. 6(B) compare versions of same story in contemporary folktales with respect to ir characters, settings, plot. 5(B) compare contrast settings in myths folktales. 3(B) compare contrast adventures or exploits of characters (e.g., trickster) in classical 3(B) describe phenomena explained in origin myths cultures; 3(C) explain effect of a historical event or movement on me of a work of 3(B) analyze function of stylistic elements (e.g., magic helper, rule of three) in classical literature cultures; 3(C) compare contrast historical cultural settings of two literary works. 3(B) describe conventions in myths epic tales (e.g., extended simile, quest, hero s tasks, circle stories); 3(C) analyze how place time influence me or message of a literary work. 3(B) compare contrast similarities mythologies cultures (e.g., ideas of afterlife, roles characteristics of deities, purposes of myths); 3(C) explain how values beliefs of particular characters are affected by historical cultural setting of literary work. 2(B) analyze influence of mythic, classical literature on 20th 21st century literature; 2(C) relate figurative language of a literary work to its historical cultural setting. 2(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, classical literature; 2(C) relate figurative language of a literary work to its historical cultural setting. 2(B) relate characters text structures of mythic,, classical literature to 20th 21st century American novels, plays, or films; 2(C) relate main ideas found in a literary work to primary source documents from its historical cultural setting. 2(B) compare contrast similarities classical plays with ir modern day novel, play, or film versions; 2(C) relate characters, setting, me of a literary work to historical, social, economic ideas of its time. Reading/Comprehension of Literary Text/Poetry. Students underst, make inferences draw about structure elements of poetry provide evidence from text to support ir understing. Students are expected to: 7(A) respond to rhythm rhyme in poetry through identifying a regular beat similarities in word sounds. 8(A) respond to use rhythm, rhyme, alliteration in poetry. 7(A) describe how rhyme, rhythm, repetition interact to create images in poetry. 6(A) describe characteristics of various forms of poetry how y create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). 4(A) explain how structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 4(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce in poems. 4(A) explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to of a poem. 4(A) analyze importance of graphical elements (e.g., capital letters, line length, word position) on of a poem. 4(A) compare contrast relationship purpose characteristics of poetic forms (e.g., epic poetry, lyric poetry). 3(A) analyze effects of diction imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. 3(A) analyze structure or prosody (e.g., meter, rhyme scheme) graphic elements (e.g., line length, punctuation, word position) in poetry. 3(A) analyze effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), or conventions in American poetry. 3(A) evaluate changes in sound, form, figurative language, graphics, dramatic structure in poetry across literary time periods. ELAR TEKS Vertical Alignment Grades K English IV 16
Reading/Comprehension of Literary Text/Drama. Students underst, make inferences draw about structure elements of drama provide evidence from text to support ir understing. Students are expected to: 8(A) identify elements of dialogue use m in informal plays. 7(A) explain elements of plot character as presented through dialogue in scripts that are read, viewed, written, or performed. 5(A) describe structural elements particular to dramatic similarities differences an original text its dramatic adaptation. 5(A) explain similarities setting, characters, plot of a play those in a film based upon same story line. 5(A) explain a playwright s use of dialogue stage directions. how playwrights characterize ir protagonists antagonists through dialogue staging of ir plays. 4(A) explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic 4(A) analyze how archetypes motifs in drama affect plot of plays. 4(A) analyze mes characteristics in periods of modern American drama. 4(A) evaluate how structure elements of drama change in works of British dramatists across literary periods. Reading/Comprehension of Literary Text/Fiction. Students underst, make inferences draw about structure elements of fiction provide evidence from text to support ir understing. Students are expected to: 8(A) retell a main event from a story read aloud; 8(B) describe characters in a story reasons for ir actions. 9(A) describe plot (problem solution) retell a story s beginning, middle, end with attention to sequence of events; 9(B) describe characters in a story reasons for ir actions feelings. 9(A) describe similarities differences in plots settings of several works by same author; 9(B) describe main characters in works of fiction, ir traits, motivations, feelings. 8(A) 6(A) 6(A) describe incidents that sequence summarize advance plot s main events explain story or novel, ir influence on future events; explaining how each incident gives rise to or foreshadows future events; 8(B) 6(B) 6(B) explain roles describe interaction of functions of characters ir characters in relationships changes various plots, y undergo; ir relationships conflicts; 6(A) summarize elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; 6(B) recognize dialect conversational voice explain how authors use dialect to convey character; 6(A) explain influence of setting on plot development; 6(B) analyze development of plot through internal external responses of characters, ir motivations conflicts; 6(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine wher how conflicts are resolved; 6(B) analyze how central characters qualities influence me of a fictional work resolution of central conflict; non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) compare it to linear plot development; 5(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, character foils; isolated scenes ir contribution to success of plot as a whole in a variety of works of fiction; 5(B) analyze characters moral dilemmas in works of fiction across countries or cultures; 5(A) evaluate how literary elements (e.g., figurative language, point of view) shape portrayal of plot setting in works of fiction; 5(B) analyze internal external development of characters through a range of literary devices; how complex plot structures (e.g., subplots) devices (e.g., foreshadowing, flashbacks, suspense) function advance action in a work of fiction; 5(B) analyze moral dilemmas quaries presented in works of fiction as revealed by underlying motivations behaviors of characters; ELAR TEKS Vertical Alignment Grades K English IV 17
Reading/Comprehension of Literary Text/Fiction (cont.) 8(C) 6(C) 6(C) explain identify wher narrator or speaker of a story is first or third-person third person. points of view in stories. 6(C) describe point-of-view, first- third-person. 6(C) analyze point of view, first-person, third-person omniscient, third-person limited. 6(C) analyze point of view, limited versus omniscient, subjective versus objective. 5(C) analyze way in which a work of fiction is shaped by narrator s point of view; 5(D) demonstrate familiarity with works by authors from non-englishspeaking literary traditions with emphasis on classical 5(C) evaluate connection narration (e.g., unreliable, omniscient) tone in works of fiction; 5(D) demonstrate familiarity with works by authors from non-englishspeaking literary traditions with emphasis on 20th century world 5(C) analyze impact of narration when narrator s point of view shifts from one character to anor; 5(D) demonstrate familiarity with works by authors in American fiction from each major literary period. 5(C) compare contrast effects of narration across various genres of fiction; 5(D) demonstrate familiarity with works of fiction by British authors from each major literary period. Reading/Comprehension of Literary Text/Literary Nonfiction. Students underst, make inferences draw about varied structural patterns features of literary nonfiction respond by providing evidence from text to support ir understing. Students are expected to: 10(A) determine wher a story is true or a fantasy explain why. 10(A) distinguish fiction nonfiction. 9(A) explain difference in point of view a biography autobiography. 7(A) identify similarities differences events characters experiences in a fictional work actual events experiences described in an author s biography or autobiography. 7(A) identify literary language devices used in biographies autobiographies, how authors present major events in a person s life. 7(A) identify literary language devices used in memoirs personal narratives compare ir characteristics with those of an autobiography. 7(A) describe structural substantive differences an autobiography or a diary a fictional adaptation of it. 7(A) analyze passages in well-known speeches for use of literary devices word phrase choice (e.g., aphorisms, epigraphs) to appeal to audience. 6(A) analyze how literary essays interweave personal examples ideas with factual information to explain, present a perspective, or describe a situation or event. 6(A) evaluate role of syntax diction effect of voice, tone, imagery on a speech, literary essay, or or forms of literary nonfiction. 6(A) analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, historically important speeches influence reader, evoke emotions, create. 6(A) analyze effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, overstatement in literary essays, speeches, or literary nonfiction. ELAR TEKS Vertical Alignment Grades K English IV 18
Reading/Comprehension of Literary Text/Sensory Language. Students underst, make inferences draw about how an author s sensory language creates imagery in literary text provide evidence from text to support ir understing. Students are expected to: 11(A) recognize sensory details in literary 11(A) recognize that some words phrases have literal non-literal s (e.g., take steps). 10(A) identify language that creates a graphic, visual experience appeals to senses. 8(A) identify use of similes metaphors to produce imagery. 8(A) evaluate impact of sensory details, imagery, figurative language in literary 8(A) explain how authors create through stylistic elements figurative language emphasizing use of personification, hyperbole, refrains. 8(A) determine figurative phrases analyze how an author s use of language creates imagery, appeals to senses, suggests mood. 8(A) explain effect of similes extended metaphors in literary Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time produce evidence of ir reading. Students are expected to: 12(A) read independently for a sustained period of time. 12(A) read independently for a sustained period of time paraphrase what reading was about, maintaining. 11(A) 9(A) 9(A) read read independently for a sustained period of time paraphrase what reading was about, maintaining logical order (e.g., generate a reading log or journal; participate in book talks). independently for a sustained period of time summarize or paraphrase what reading was about, maintaining logical order (e.g., generate a reading log or journal; participate in book talks). 7(A) explain role of irony, sarcasm, paradox in literary works. 7(A) explain function of symbolism, allegory, allusions in literary works. 7(A) analyze of classical, mythological, biblical allusions in words, phrases, passages, literary works. 7(A) analyze how patterns of imagery, literary allusions, conceits reveal me, set tone, create in metaphors, passages, literary works. ELAR TEKS Vertical Alignment Grades K English IV 19
Reading/Comprehension of Informational Text/Culture History. Students analyze, make inferences draw about purpose in cultural, historical, contemporary contexts provide evidence from text to support ir understing. Students are expected to: 9(A) identify topic of an informational text heard. 13(A) identify topic explain author s purpose in writing about 13(A) identify topic explain purpose in writing 12(A) identify topic locate author s stated purposes in writing 10(A) explain difference a stated an implied purpose for an expository 10(A) draw from information presented by an author evaluate how well purpose was achieved. 9(A) compare contrast stated or implied purposes of authors writing on same topic. 9(A) explain difference me of a literary work purpose in an expository 9(A) analyze works written on same topic compare how authors achieved similar or purposes. 8(A) explain controlling idea specific purpose of an expository text distinguish most important from less important details that support author s purpose. 8(A) analyze controlling idea specific purpose of a passage textual elements that support elaborate it, both most important details less important details. 8(A) analyze how style, tone, diction of a text advance purpose perspective or stance. Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences draw about expository text provide evidence from text to support ir understing. Students are expected to: 10(A) identify topic details in expository text heard or read, referring to words /or illustrations; 10(B) retell important facts in a text, heard or read; 14(A) restate main idea, heard or read; 14(B) identify important facts or details in text, heard or read; 14(A) identify main idea in a text distinguish it from topic; 14(B) locate facts that are clearly stated in a text; 13(A) identify details or facts that support main idea; 13(B) draw from facts presented in text support those assertions with textual evidence; 11(A) summarize main idea supporting details in text in ways that maintain ; 11(B) distinguish fact from opinion in a text explain how to verify what is a fact; 11(A) summarize main ideas supporting details in a text in ways that maintain logical order; 11(B) determine facts in text verify m through established methods; 10(A) summarize main ideas supporting details in text, demonstrating an understing that a summary does not include opinions; 10(B) explain wher facts included in an argument are used for or against an issue; 10(A) evaluate a summary of original text for accuracy of main ideas, supporting details, overall ; 10(B) distinguish factual claims from commonplace assertions opinions; 10(A) summarize main ideas, supporting details, relationships among ideas in text succinctly in ways that maintain logical order; 10(B) distinguish factual claims from commonplace assertions opinions evaluate inferences from ir logic in text; 9(A) summarize text distinguish a summary that captures main ideas elements of a text a critique that takes a position expresses an opinion; 9(B) iate opinions that are substantiated unsubstantiated in text; 9(A) summarize text distinguish a summary a critique identify nonessential information in a summary unsubstantiated opinions in a critique; 9(B) distinguish among kinds of evidence (e.g., logical, empirical, anecdotal) used to support arguments in texts; 9(A) 8(A) analyze consistency clarity of expression of controlling idea ways in which organizational rhetorical patterns of text support or confound or purpose. 9(A) summarize a text in a manner that captures viewpoint, its main ideas, its elements without taking a position or expressing an opinion; 9(B) distinguish inductive deductive reasoning analyze elements of deductively inductively reasoned texts ways are supported; 9(B) explain how authors writing on same issue reached because of assumptions, evidence, reasoning, viewpoints; ELAR TEKS Vertical Alignment Grades K English IV 20