Mrs. Garza

 ONGOING: The TEKS are recursive in nature and many of the standards are revisited throughout the school year. The following TEKS should be embedded and addressed in each unit of study: Figure 19, 1, 2, 14, 19, 20, 21, 27, & 28. 

It is the expectation that the TEKS, KSSs, and SEs will continue be reviewed as appropriate so that students master their grade level TEKS, KSSs, and SEs. 

Reading and Vocabulary

Figure 19: Reading/Comprehension Skills.Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(A)  establish purposes for reading selected texts based upon own or others’ 

 desired outcomes to enhance comprehension;

(D)make inferences about text and use textual evidence to support understanding;

(E)summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts;

(1)Reading/Fluency.Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it whenreading and writing. Students are expected to:

(B)  use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words;

(D)  explain the meaning of foreign words and phrases commonly used in written English (e.g.,RSVP, que sera sera);

(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 explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.

(10)  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:

(B)  explain whether facts included in an argument are used for or against an issue;

(11)  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)  compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and

(B)  identify simply faulty reasoning used in persuasive texts.

(13)  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)  explain messages conveyed in various forms of media;

(B)  recognize how various techniques influence viewers' emotions;

(C)  critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and

(D)  analyze various digital media venues for levels of formality and informality.

Writing and Oral/Written Conventions

(14)  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 a genre appropriate for conveying the intended    meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C) revise drafts to clarify meaning, enhance style, include simple and compound      

sentences, and improve transitions by adding, deleting, combining, and rearranging

sentences or larger units of text after rethinking how well questions of purpose,

audience, and genre have been addressed;

(D) edit drafts for grammar, mechanics, and spelling;

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(18)  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 include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

(19)  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:

(iii)  predicate adjectives (She isintelligent.) and their comparative and superlative forms (e.g., many, more, most);

(vii)  subordinating conjunctions (e.g., while, because, although, if);

(viii)  transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to);

           (C)  use complete simple and compound sentences with correct subject-verb    agreement.
(20)  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:
           (B)  recognize and use punctuation marks including:
                       (i)  commas in compound sentences;
                       (ii)  proper punctuation and spacing for quotations;
           (C)  use proper mechanics including italics and underlining for titles of books.

(21)  Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(C)  know how to use the spell-check function in word processing while understanding its limitations.

Research

(22)  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 open-ended questions to address themajor researchtopic
(B)  generate a research plan for gathering relevant information about the major research question.

(23)  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 data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;

Listening/Speaking/Teamwork

(26)  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 to and interpret a speaker's messages (both verbal and nonverbal) and ask    questions to clarify the speaker's purpose and perspective;

           (C)  paraphrase the major ideas and supporting evidence in formal and informal presentations.

(27)  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 an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

(28)  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 in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

CCRS:E/LAS

Reading:A.Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

1.      Use effective reading strategies to determine a written work’s purpose and intended audience.

2.    Use effective reading strategies to determine a written work’s purpose and intended audience.

3.    Identify explicit and implicit textual information including main ideas and author’s purpose.

4.    Draw and support complex inferences from text to summarize, draw conclusions,

      and distinguish facts from simple assertions and opinions.

5.    Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and the credibility of an argument.

8.    Compare and analyze how generic features are used across texts.

9.    Identify and analyze the audience, purpose, and message of an informational or 

     persuasive text.

11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.

Reading: B. Understand new vocabulary and concepts and use them accurately in reading speaking, and writing.

1.      Identify new words and concepts acquired through study of their relationships to

     other words and concepts.

Writing:A.Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose.

1.      Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience.

5.      Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.

Listening: B:Listen effectively in informal and formal situations.

2.      Listen actively and effectively in group discussions.

Speaking: B.Develop effective speaking styles for both group and one-on-one situations.

2.      Participate actively and effectively in group discussions.

Research: A:Formulate topic and questions.

1.      Formulate research questions.

2.      Explore a research topic.

Research: B:Select information from a variety of sources.

1.      Gather relevant sources.

2.      Evaluate the validity and reliability of sources.

3.   Synthesize and organize information effectively.