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Instructional Focus Document
English II
TITLE : Unit 03: Analyzing Informational Text SUGGESTED DURATION : 20 days

Unit Overview

This unit bundles student expectations that address word study, reading and writing of expository and procedural texts. The goal of this unit is to enable students to analyze and use information in procedural texts and documents by making inferences and drawing complex conclusions about ideas presented. Reading and analyzing an array of texts supports students’ understanding and use of the unique structures, organizational patterns, and features in their own writing. Various forms of literary works and informational texts continue to provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence during reading. Students examine text and media to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, reading, and writing skills allow the continued development of processes while providing a foundation for college and career readiness.

In English I, students distinguished between a summary and critique in expository texts and analyzed data in procedural texts. During this unit, students continue the examination of informational texts in order to explain the controlling ideas and specific purposes of expository texts. They identify non-essential information in a summary and unsubstantiated opinions in critiques and differentiate between different kinds of evidence (e.g., logical, empirical, anecdotal) to support conclusions. Students draw conclusions from multiple graphics and evaluate them for their clarity and visual appeals. Students continue to write analytical essays and interpretive responses to text read. Word study is inclusive of genre and literary vocabulary, appropriate academic vocabulary, and vocabulary from text. The emphasis of writing conventions and word meaning provides a foundation for continual reflection on communicative accuracy and clarity.


Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Authors choose structure to convey information and enhance understanding.

Interpretation – Information

Purpose

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Form – Expository Text

Structures – Organizational Patterns

Purpose/Audience

 

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Form – Procedural Text

Interpretation – Information, Understanding

Structure – Graphics (Maps, Charts, Schematics)

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Readers infer meaning about a variety of texts using textual evidence to support ideas.

Interpretation – Connections, Understanding

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Understanding new words, concepts, and relationships enhances comprehension and oral and written communication.

Interpretation – Relationships, Knowledge, Vocabulary

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

MISCONCEPTIONS:

  • Students may confuse informational texts with expository texts and use the terms interchangeably. An expository text is one type of informational text that has the purpose of explaining or clarifying something. Other types of informational texts include persuasive and procedural.

UNDERDEVELOPED CONCEPTS:

  • Reading to obtain information and writing to inform are basic requirements of daily life for most adults. Advanced levels of reading informational texts for the purpose of analytical writing require continual instruction and scaffolding.

Unit Vocabulary

  • Logical – any system of rational, logical thought
  • Empiricalbased on observation or experience, as opposed to theory
  • Anecdotal based on personal observation as opposed to scientific evidence
  • Subtle inference – readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.
  • Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.
  • Organizational pattern – the pattern an author constructs as he or she organizes his or her ideas and provides supporting details. Examples of commonly used patterns are cause and effect, problem and solution, description, and order of importance.
  • Restrictive relative clause – a phrase or clause that limits the essential meaning of the noun or noun phrase it modifies (e.g., who had a camera in the man who had a camera took our picture)
  • Nonrestrictive relative clause – a phrase or clause that adds descriptive detail to a noun without limiting its meaning (e.g., who likes ice cream in the sentence Claire, who likes ice cream, is from Ohio). In English, a nonrestrictive clause is usually set off by commas.
Unit Assessment Items System Resources Other Resources

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System Resources may be accessed through Search All Components in the District Resources Tab.

  • None identified

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice.

Instructional Components Chart (*ELAR / SLAR Only')

Instructional Components TEKS Ongoing TEKS Formative Assessment Examples

Word Study

TEKS
Vocabulary Development: E2.1A, E2.1B, E2.1C
Ongoing TEKS
Vocabulary Development: E2.1D, E2.1E

Observation Data

 

Teacher - Student Conference

 

Checklist

 

Rubric

 

Reader’s Notebook

 

Writer’s Notebook

 

Vocabulary Notebook

 

Oral Quiz

 

Written Quiz

 

Portfolio

Reading

TEKS
Vocabulary Development: E2.1B
Culture and History: E2.8A
Expository Text: E2.9A, E2.9B, E2.9C, E2.9D
Procedural Texts: E2.11A, E2.11B
Media Literacy: E2.12A, E2.12D
Expository and Procedural Texts: E2.15C.i, E2.15C.ii, E2.15C.iii
Gathering Sources: E2.21B, E2.21C
Listening: E2.24B
Comprehension Skills: E2.Fig19A, E2.Fig19B
Ongoing TEKS
Vocabulary Development: E2.1E
Listening: E2.24A
Teamwork: E2.26A

Writing

TEKS
Writing Process: E2.13A, E2.13B, E2.13C
Expository and Procedural Texts: E2.15A.i, E2.15A.ii, E2.15A.iii, E2.15A.iv, E2.15A.v, E2.15A.vi, E2.15C.i, E2.15C.ii, E2.15C.iii
Conventions: E2.17A.ii, E2.17A.iii, E2.17C
Handwriting, Capitalization, and Punctuation: E2.18B.i, E2.18B.iii
Ongoing TEKS
Writing Process: E2.13D, E2.13E
Conventions: E2.17A.i
Handwriting, Capitalization, and Punctuation: E2.18A
Spelling: E2.19A
Listening: E2.24A
Teamwork: E2.26A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency / University of Texas System are in bolded, blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA) is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
E2.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
TxCCRS Reading
TxCCRS E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
E2.1A Determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.
Supporting Standard

Determine

THE MEANING OF GRADE-LEVEL TECHNICAL ACADEMIC ENGLISH WORDS IN MULTIPLE CONTENT AREAS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES

Select words from texts and/or collaborate with other content area teachers to determine words.

Including, but not limited to affixes and roots found in content area text:

  • Mathematics
  • Social Studies
  • Science
  • Arts

Academic English words  

  1. words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study
  2. words used during instruction and exams, and in textbooks

These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer).

Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

E2.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.
Readiness Standard

Analyze

TEXTUAL CONTEXT

Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage

To distinguish

BETWEEN DENOTATIVE AND CONNOTATIVE MEANINGS OF WORDS

Denotative Meaning – the dictionary definition of a word; the literal or cognitive meaning

Connotative Meaning – the emotions or set of associations attached to a word that is implied rather than literal (e.g., feeling blue)

Including, but not limited to:
Steps in analysis

  • Based on the textual context, use clues within the sentence or larger section of text to determine the meaning of a selected word
  • Distinguish its meaning as either denotative or connotative, using a dictionary as necessary

STAAR Note:
Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to E2.1E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning.

E2.1C Infer word meaning through the identification and analysis of analogies and other word relationships.
Supporting Standard

Infer

WORD MEANING THROUGH THE IDENTIFICATION AND ANALYSIS OF ANALOGIES AND OTHER WORD RELATIONSHIPS

Inference – connecting bits of information to make a logical guess. Readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.

Analogy – a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:_____)

Including, but not limited to:
Steps in analysis

  • Identify an analogy
  • Determine the word relationship (e.g., synonyms/antonyms, part to whole, whole to part, function, description, homographs, homophones)
  • Infer the meaning by examining the relationship
E2.Fig19 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:
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS Foundational Skills
TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
E2.Fig19A Reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images).

Reflect

ON UNDERSTANDING TO MONITOR COMPREHENSION

Including, but not limited to:

  • Asking questions
  • Summarizing
  • Synthesizing
  • Making textual, personal, and world connections
  • Creating sensory images

Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

Synthesize – combine elements and parts to form a coherent whole 

E2.Fig19B Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

Make

COMPLEX INFERENCES ABOUT TEXT

Including, but not limited to:
Literary Text (e.g., poetry, drama, fiction, literary nonfiction)

  • Structural elements
  • Literary elements
  • Sensory language
  • Figurative language
  • Purpose of elements and language in sections of text and/or specific sentences

Note:
Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text.

Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)

  • Purpose of informational text
  • Main idea of whole texts and sections of texts
  • Details that support the central idea or controlling idea

Note:
Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text.

Inference – a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions.

Complex inference – uses inductive and deductive reasoning

Including, but not limited to:

  • Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold)
  • Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Generalization – a straight-forward statement about a group/class of persons, places, things, events supported by information

STAAR Note:
Paired passage questions associated with (TEKS number) assess similarities and differences in topic, overarching ideas, details, theme, mood, tone, organization, and purpose within or across texts of various genres (e.g., expository-expository, expository-fiction, poem-expository, persuasive-poem). Making connections may require inferential thinking.

E2.8 Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Determine the purpose of an entire informational text
  • Determine the purpose of a section(s) of an informational text
  • Determine the purpose of a specific sentence from an informational text
  • Make inferences and draw conclusions within cultural and historical contexts

Possible verbs to describe purpose:

  • To inform, explain,  demonstrate, reveal, teach, communicate, establish, document
  • To illustrate, show, describe, indicate, clarify
  • To compare, contrast
  • To provide, give information/examples
  • To persuade, express an opinion, prove, encourage, argue, establish, convince, promote
  • To reinforce (an idea), emphasize, call attention to
  • To suggest, imply
  • To celebrate, recognize
  • To question, criticize, analyze

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS Reading
TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.
E2.8A Analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
Readiness Standard

Analyze

THE CONTROLLING IDEA AND SPECIFIC PURPOSE OF A PASSAGE AND THE TEXTUAL ELEMENTS THAT SUPPORT AND ELABORATE IT

Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author's purpose for writing the paragraph or essay.

Including, but not limited to:
Steps in analysis:

  • Identify the controlling idea
  • Identify the specific purpose
  • Identify the most important details
  • Identify the less important details
  • Explain how the details support and elaborate the controlling idea
  • Explain how the details support and elaborate the author’s purpose
STAAR Note:
Refer to the specificity in the Knowledge and Skills Statement to gain additional information about how author’s purpose may be assessed on STAAR.
E2.9 Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT EXPOSITORY TEXT

Including, but not limited to:

  • Make inferences related to the whole text including the thesis/controlling idea and other key ideas
  • Make inferences related to a section of the text
  • Make inferences related to particular sentences, ideas, or details

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

Including, but not limited to:

  • Identify text evidence that supports inferences in expository texts

 

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS Reading
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E2.9A Summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.
Readiness Standard

Summarize

TEXT

Summary may include, but is not limited to:

  • Brief, coherent sentence(s) that communicate the key information in logical order
  • Should only contain the most important, relevant details and exclude extraneous, less important details 

Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source.

Distinguish

BETWEEN A SUMMARY AND A CRITIQUE

Critique – holds and/or expresses opinions, takes a position

Identify

NON-ESSENTIAL INFORMATION IN A SUMMARY AND UNSUBSTANTIATED OPINIONS IN A CRITIQUE

Non-essential information – less important, extraneous information 

Unsubstantiated – has not been verified, proven, or confirmed

E2.9B Distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts.
Supporting Standard

Distinguish

AMONG DIFFERENT KINDS OF EVIDENCE USED TO SUPPORT CONCLUSIONS AND ARGUMENTS

Including, but not limited to:

  • Logical – any system of rational, logical thought
  • Empirical – based on observation or experience, as opposed to theory
  • Anecdotal – based on personal observation (as opposed to scientific evidence)

STAAR Note:
Questions associated with E2.9B may ask students to identify textual evidence that substantiates ideas in the text.

E2.9C Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns.
Readiness Standard

Make, Defend

SUBTLE INFERENCES AND COMPLEX CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR ORGANIZATIONAL PATTERNS

Subtle inference – readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Organizational pattern – the pattern an author constructs as he or she organizes his or her ideas and provides supporting details. Examples of commonly used patterns are cause and effect, problem and solution, description, and order of importance.

Including, but not limited to:

  • Defend with textual evidence, credible sources, and/or background knowledge and experience

Note:

  • Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text.
  • Refer to E1.Fig19B for related comprehension skills.

STAAR Note:
Some questions may ask students to consider the connection between organizational patterns and author’s purpose.

E2.9D Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.
Supporting Standard

Synthesize, Make

LOGICAL CONNECTIONS BETWEEN IDEAS AND DETAILS IN SEVERAL TEXTS SELECTED TO REFLECT A RANGE OF VIEWPOINTS ON THE SAME TOPIC

Synthesize – combine elements and parts to form a coherent whole 

Support

THOSE FINDINGS WITH TEXTUAL EVIDENCE

Including, but not limited to:
Steps in synthesis

  • Identify similar/related information from multiple texts on the same topic
  • Draw conclusions about the connections/ relationships between ideas and details
  • Explain how the connections affected each viewpoint
  • Support with textual evidence
E2.11 Reading/Comprehension of Informational Text/Procedural Texts.

Students understand how to glean and use information in procedural texts and documents. Students are expected to:

Understand, Glean, Use

INFORMATION IN PROCEDURAL TEXTS AND DOCUMENTS

Including, but not limited to:

  • Determine the purpose of embedded procedural texts and graphics
  • Interpret information and details within procedural texts and graphics

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS Reading
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E2.11A Evaluate text for the clarity of its graphics and its visual appeal.
Supporting Standard

Evaluate

TEXT FOR THE CLARITY OF ITS GRAPHICS AND ITS VISUAL APPEAL

Including, but not limited to:
Steps in evaluation

  • Identify the purpose of the graphic(s)
  • Analyze the visual appeal and clarity of the graphic(s)
  • Explain how the visual(s) and graphic(s) support the text

Procedural text – a type of informational text that is written with the intent to explain the steps in the procedure, as in a recipe. Procedural text could house data that requires reader interpretation.

Possible examples of images may include:

  • Map
  • Chart
  • Illustration/Drawing
  • Photograph
  • Graph
  • Timeline
  • Table
  • Diagram
  • Infographic

 

E2.11B Synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics).
Supporting Standard

Synthesize

INFORMATION FROM MULTIPLE GRAPHICAL SOURCES

Synthesize – combine elements and parts to form a coherent whole 

Including, but not limited to:
Steps in synthesis

  • Identify the graphical sources
  • Determine the visual appeal and effectiveness of the graphical sources
  • Explain how the visuals and graphics clarified the text

Including, but not limited to:

  • Maps
  • Charts
  • Schematics

Other possible examples of graphic sources:

  • Illustrations
  • Graphs
  • Timelines
  • Tables
  • Diagrams

To draw conclusions

ABOUT THE IDEAS PRESENTED

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

E2.12 Reading/Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

Use

COMPREHENSION SKILLS

Analyze

HOW WORDS, IMAGES, GRAPHICS, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO IMPACT MEANING

Including, but not limited to:

  • Interpret words, images, and sounds in media and consider their effect on meaning
  • Determine the purpose of embedded media
  • Determine how details within embedded media supports information in the text

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

During instruction, integrate media with other unit standards (e.g., informational text, writing) rather than teaching it in isolation.

TxCCRS Listening
TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key Cognitive Skills. Reasoning
TxCCRS Foundational Skills
TxCCRS CDS.II.E - Cross-Disciplinary Standards/Foundational Skills. Technology
E2.12A Evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts.
Supporting Standard

Evaluate

HOW MESSAGES PRESENTED IN MEDIA REFLECT SOCIAL AND CULTURAL VIEWS IN WAYS DIFFERENT FROM TRADITIONAL TEXTS

Including, but not limited to:
Steps in evaluation

  • Identify the message(s) presented in media and the social and cultural views reflected
  • Identify the message(s) presented in a traditional text and the social and cultural views reflected
  • Examine and then explain the differences in how the identified messages and social and cultural views are presented in media versus traditional texts

Possible forms of media include:

  • Advertisement – print and electronic (e.g., flyers, brochures, posters, signs)
  • Newspaper
  • Magazine
  • Radio program (songs, lyrical music)
  • Web page – online information
  • Televised news
  • Documentary
  • Photograph (with or without caption)
E2.12D Evaluate changes in formality and tone within the same medium for specific audiences and purposes.
Supporting Standard

Evaluate

CHANGES IN FORMALITY AND TONE WITHIN THE SAME MEDIUM FOR SPECIFIC AUDIENCES AND PURPOSES

Formality in media – refers to the level of sophistication in language, word choice, appearance, and delivery of media messages

Tone in media – the stated or implied attitude and/or reputation of a media outlet or source (e.g., humorous, sentimental, hostile, sympathetic, neutral, etc.)

Including, but not limited to:
Steps in evaluation

  • View media presentations on the same subject, but for different audiences (e.g., the same news story relayed on multiple television networks)
  • Identify formality and tone in each presentation
  • Examine and then explain how the formality and tone change for specific audiences and purposes
E2.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing. 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.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E2.13A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

Plan

A FIRST DRAFT

Including, but not limited to:

  • Determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews, etc.)
  • Select a focused topic
  • Determine the purpose or intended meaning of the topic
  • Select a correct genre for the purpose and multiple audiences
  • Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer, listing, etc.)

Purpose – the intended goal of a piece of writing; the reason a person writes

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Examples of purposes for writing:

  • To entertain
  • To explain
  • To describe
  • To inform
  • To persuade
  • To respond

Develop

A THESIS OR CONTROLLING IDEA

Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition

Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author’s purpose for writing the paragraph or essay.

Note:
This is the first step in the writing process, often referred to as prewriting or planning.

E2.13B

Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning.


Readiness Standard

Structure

IDEAS IN A SUSTAINED WAY

Including, but not limited to:

  • Organize ideas using outlines, note taking, graphic organizers, and/or lists as applicable
  • Select a form or structure appropriate to the genre, purpose, and audience

Develop

DRAFTS

Including, but not limited to:

  • In timed and open-ended situations
  • Develop a draft using a selected organizational pattern appropriate to the genre, audience and purpose
  • Include ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece
  • Develop a coherent draft that is focused and well controlled with meaningful transitions and connections
  • Include rhetorical devices as appropriate to convey meaning

Rhetorical device – a technique that an author or speaker uses to influence or persuade an audience

Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

Note:
This is the second step in the writing process. This SE combines prewriting (making a plan) and writing a draft (putting thoughts onto paper). The focus is on content, not mechanics.

E2.13C Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.
Readiness Standard

After rethinking

HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED

Rhetorical purpose – the author’s primary aim in a piece of writing. The rhetorical purpose could be to narrate, to argue, to review, to explain, or to examine.

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Revise

DRAFTS

Including, but not limited to:

  • To improve style – the way something is written, in contrast to its content
  • To improve word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader
  • To improve the use of figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices
  • To improve sentence variety – purposeful use of simple, compound, complex and compound complex sentences (refer to E2.17C)
  • To improve subtlety of meaning – fine distinctions of meanin

Revisions may include, but are not limited to:

  • Revise entire sentences including, but not limited to:
    • Run-on sentences and comma splices
    • Fragments
    • Order of words and phrases (e.g. misplaced prepositional phrases)
    • Repetition
    • Transition sentence
  • Revise/change/replace single words and phrases including, but not limited to:
    • General vs. specific
    • Formal vs. informal 
    • Synonyms vs. antonyms
    • Transitional words and phrases
    • Pronoun specificity (antecedent)
    • Appropriate vs. inappropriate
    • Create parallel structure
  • Add/insert sentences including, but not limited to:
    • Relevant details in appropriate places
  • Add/insert single words and/or phrases including, but not limited to:
    • Transitions
  • Add/insert sentences including, but not limited to:
    • Relevant details in appropriate places
  • Delete unnecessary sentences/details
  • Combine sentences into a single sentence while maintaining meaning and clarity

Note:
While this is considered the third step in the writing process, revision may be ongoing throughout the writing process.

E2.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing. 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.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E2.15A

Write an analytical essay of sufficient length that includes:


Readiness Standard

Write

AN ESSAY OF SUFFICIENT LENGTH THAT INCLUDES:

STAAR Note:

  • Students are not only required to compose an original essay but are also expected to read and revise an essay.  Questions may ask students to revise based on the ideas presented in the romanettes (i-v) following this TEKS.
  • E2.15A is assessed on STAAR as an expository essay. However, writing analytical essays are foundational for readiness and supporting standards tested English III. For this unit, students will write an expository essay to support STAAR readiness. They will practice analytical writing through writing responses to informational texts.

Expository text - a type of informational text that clarifies or explains something

E2.15A.i effective introductory and concluding paragraphs and a variety of sentence structures
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Including, but not limited to:

  • Sentences are purposeful, varied, and well-controlled (refer to 2.17C)
  • The essay is thoughtful and engaging
E2.15A.ii rhetorical devices, and transitions between paragraphs
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Rhetorical device – a technique that an author or speaker uses to influence or persuade an audience

Possible examples of rhetorical devices in expository writing:

  • Overstatement
  • Understatement
  • Rhetorical questions
  • Hyperbole
  • Analogies
  • Irony
  • Figurative language

Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

E2.15A.iii a thesis or controlling idea
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition

Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author’s purpose for writing the paragraph or essay.

Including, but not limited to:

  • A cogent thesis statement
  • Ideas are strongly related to the thesis and are focused on the specific aspect of the text the writer must address
E2.15A.iv an organizing structure appropriate to purpose, audience, and context
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Including, but not limited to:

  • Organize ideas in writing to ensure coherence and logical progression

Possible examples of organization structures:

  • Chronological
  • Hierarchical
  • Pro/Con
  • Cause-and-effect
  • Comparison/Contrast
  • Attributes
  • Enumeration (reasons why)
E2.15A.v relevant evidence and well-chosen details
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Including, but not limited to:

  • Explicit, insightful, clearly analytical interpretation of the text
  • Relevant, well-chosen, smoothly integrated textual evidence
E2.15A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)
E2.15C

Write an interpretative response to an expository or a literary text (e.g., essay or review) that:

Write

AN INTERPRETIVE RESPONSE TO AN EXPOSITORY TEXT

Interpretative response – an analysis of a piece of literature in which the writer takes apart what was written by another author and explains it

Possible examples of written interpretive responses:

  • Essay
  • Review
E2.15C.i extends beyond a summary and literal analysis
E2.15C.ii addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations

Embedded quotation – direct quotations incorporated smoothly into the text of a composition (e.g., Susa [2006] describes sarcasm as “language of the weak and fearful” [p. 26])

Note:
Refer to E2.15A-vi.

E2.15C.iii analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices

Aesthetic effect – the use of language as an artistic medium to create imagery that evokes sensory perception. Texts in which language can be used aesthetically include fiction, drama, films, and poetry.

Stylistic device – a technique used by an author to express meaning, ideas, or feelings in a written work (e.g., metaphor, simile, alliteration, etc.). The use of these techniques is related to the tone of the piece and the style of the author.

Rhetorical device – a technique that an author or speaker uses to influence or persuade an audience

Possible examples of rhetorical devices:

  • Overstatement
  • Understatement
  • Rhetorical questions
  • Hyperbole
  • Analogies
  • Irony
  • Figurative language
E2.17 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
TxCCRS Writing
TxCCRS Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.
TxCCRS Foundational Skills
TxCCRS Write clearly and coherently using standard writing conventions.
E2.17A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
Readiness Standard

Use, Understand

THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING:

STAAR Note:
Questions related to parts of speech may include the following:

  • Subject/verb agreement
  • Consistent verb tense 
E2.17A.ii restrictive and nonrestrictive relative clauses
Supporting Standard

Restrictive relative clause – a phrase or clause that limits the essential meaning of the noun or noun phrase it modifies (e.g., who had a camera in the man who had a camera took our picture)

Nonrestrictive relative clause – a phrase or clause that adds descriptive detail to a noun without limiting its meaning (e.g., who likes ice cream in the sentence Claire, who likes ice cream, is from Ohio). In English, a nonrestrictive clause is usually set off by commas.

E2.17A.iii reciprocal pronouns (e.g., each other, one another)
Supporting Standard

Reciprocal pronoun – a pronoun expressing a mutual relationship (e.g., each other and one another)

“Each other” is used when the group consists of just two people, animals, or things. (e.g., The man and the woman gave each other a gift.)

“One another” is used when the group consists of more than two people, animals, or things. (e.g., The students work with one another in the classroom.)

E2.17C Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
Readiness Standard

Use

A VARIETY OF CORRECTLY STRUCTURED SENTENCES

Including, but not limited to:

  • Compound sentence – a sentence composed of at least two independent clauses linked with a conjunction or semicolon (e.g., Sam talked, and Emma listened.)
  • Complex sentence – a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left.)
  • Compound-complex sentence – a compound sentence with at least one dependent clause (e.g., Dogs bark and birds sing when they are happy.)

STAAR Note:
Questions that address a variety of sentence structure may include the following types of distractors:

  • Run-on
  • Fragment
  • Comma splice
  • Misplaced modifier
E2.18 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
TxCCRS Writing
TxCCRS Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.
TxCCRS Foundational Skills
TxCCRS Write clearly and coherently using standard writing conventions.
E2.18B Use correct punctuation marks including:
Readiness Standard

Use

CORRECT PUNCTUATION MARKS, INCLUDING:

STAAR Note:
Questions related to punctuation may include

  • Semicolons
  • Apostrophes in possessives
  • Quotation marks
  • Commas (e.g., in quotations, after introductory phrases, in compound sentences, etc.) 
E2.18B.i comma placement in nonrestrictive phrases, clauses, and contrasting expressions
Supporting Standard

Nonrestrictive relative clause – a phrase or clause that adds descriptive detail to a noun without limiting its meaning (e.g., who likes ice cream in the sentence Claire, who likes ice cream, is from Ohio). In English, a nonrestrictive clause is usually set off by commas.

Including, but not limited to:

  • Set off words, phrases, and clauses that would otherwise be unclear
E2.18B.iii dashes to emphasize parenthetical information

Including, but not limited to:

  • Abrupt changes in a sentence (e.g., I wish you could—oh, never mind.)
  • Set off interjected explanations (e.g., The students—all 32 of them—participated in the fundraiser.)

Note:
Use dashes sparingly in formal writing. In informal writing, dashes may replace commas, semicolons, colons, and parentheses to indicate added emphasis, an interruption, or an abrupt change of thought.

E2.21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
E2.21B Organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs).

Organize

INFORMATION GATHERED FROM MULTIPLE SOURCES

To create

A VARIETY OF GRAPHICS AND FORMS

Including, but not limited to:

  • Notes
  • Learning logs

Other possible examples:

  • Outlines
  • Concept maps
  • Charts
  • Diagrams
  • Timelines
E2.21C Paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).

Paraphrase, Summarize, Quote, Accurately Cite

ALL RESEARCHED INFORMATION ACCORDING TO A STANDARD FORMAT

Possible examples of standard formats:

  • Bibliography
  • MLA style format
  • CMS format
  • APA style format
  • Use of an online citation generator to develop a bibliography or works cited
E2.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
E2.24B Follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes.

Follow, Give

COMPLEX ORAL INSTRUCTIONS TO

  • PERFORM TASKS
  • ANSWER QUESTIONS
  • SOLVE PROBLEMS
  • COMPLETE PROCESSES

Complex instructions – instructions with a number of intricate parts

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 02/10/2017
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